GET DIRECTORATE

MATHEMATICS
GRADE 4

TOPIC: COMMON FRACTIONS

CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should know and be able to:
 Compare and order common fractions of different denominators
 Describe and compare common fractions in diagram form
 Recognize, describe, and use the equivalence of division and fractions
 Addition of common fractions with same denominators
 Recognize and use the equivalence of common fractions
 Solving problems in context involving fractions, including grouping and equal sharing

RESOURCES: Sasol-Inzalo Term 2 book, Textbooks (for further practice)

https://drive.google.com/open?id=1Qw6gZzmSxQ-ypsHmqx1LHnVbA2HsKX79
ONLINE RESOURCES
https://www.thelearningtrust.org/asp-treasure-box

DAY 1
INTRODUCTION
EQUAL SHARING INTO FRACTION PARTS
In this section, we will look at sharing bread, oranges and peanuts in different ways.
Note: Do not use symbols to write the answers. Use words to describe the parts in your answers.

Example 1:
 Five children share this loaf of bread equally.
“Equally” means that every child gets the same.
What can we call the part that each child gets?

 To share the loaf of bread in this way, it is divided into five equal parts.
Each of these parts is called one-fifth of the loaf.

 If a loaf of bread or some other object is divided into seven equal parts, each part is called
one-seventh of the whole.

Grade 6
Common Fractions:
(Draft)
Example 2:
A whole sausage is shared between six children so that every child gets the same
quantity.
What part of the sausage does each child get?
Make a drawing to show how the sausage must be cut.

CLASSWORK
ACTIVITY: Estimated time 30 mins

1. Five children share a loaf of bread equally. Nothing is left over.

Make a rough sketch to show how they can do it.
.

2. In the space provided below, make rough sketches to show how each of the following
can be shared equally between six children:
(a) one slice of bread (b) one whole loaf of bread (c) 24 peanuts

Grade 4 Lesson Plan

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COMMON FRACTIONS
(Draft)
3. Change the sketches you have made to now show how each of the following can be
shared equally between 12 children:

a) one slice of bread (b) one whole loaf of bread (c) 24 peanuts

4. Change your sketches again to show how each of the following can be shared
equally between 3 children:
a) one slice of bread (b) one whole loaf of bread (c) 24 peanuts

5. Five people share 11 slices of bread. Every person must get the same. Nothing is left over.
Make a rough sketch to show how they can do it.

Grade 4 Lesson Plan

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COMMON FRACTIONS
(Draft)
HOMEWORK

6. Look at Tammy’s cake table and complete the table below.

7. What do you notice about the number and size of slices?

____________________________________________________________________________________

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COMMON FRACTIONS
(Draft)
 DAY 2

CLASSWORK - DESCRIBING COMMON FRACTIONS

Activity: Estimated time: 45mins

In grade 4 you will learn how to write fractions by using symbols as seen below.

 Six equal parts

1
 Each part is
6
6
 6
=1
4
 6
is shaded
2
 6
is not shaded

The numerator indicates the number of equal parts of the whole that has been shaded.
The denominator indicates the number of equal parts the whole has been divided into.

1. Complete the table below. Name each part that is shaded.

Grade 4 Lesson Plan
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COMMON FRACTIONS
(Draft)
2. Look at this shape:
a) How many equal parts does this shape consist of?
_______________ equal parts
b) One part is called one _______________.
c) Write one part in fraction form. ________________
7
d) Draw the same shape and shade of the shape._________________________
8
e) If seven eighths is shaded, what fraction is not shaded? ___________________

HOMEWORK

1. Use diagrams to show these fractions:

a) A quarter b) two thirds

2. Shade in these shapes:

3 5
a) b)
4 6

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COMMON FRACTIONS
(Draft)
 DAY 3
CLASSWORK – EQUAL SHARING INTO FRACTIONS
ACTIVITY: Estimated time 45 minutes

1. In the photographs below, oranges are cut into different sizes. Complete the statements.

1.1 In Photograph A the orange is cut into __________.

1.2 In Photograph C the orange is cut into ______________.
1.3 In Photograph B the orange is cut into_______________.
1.4 In Photograph D the orange is cut into _______________.

2. Make rough sketches to show different ways in which a slice of bread can be cut into
quarters.

3. Five people share 3 loaves of bread. How much will each person get?

Grade 4 Lesson Plan

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COMMON FRACTIONS
(Draft)
4. Eight learners share 5 loaves of bread equally.
How much bread does each person get? You can make a drawing to help you.

HOMEWORK

5. Thandi only has three chocolate bars.

She must decide how to share them with:
(a) Three friends.
(b) Four friends.
(c) Five friends.
(d) Six friends.
Make rough sketches to show Thandi how to solve each problem.
Which fraction part of the chocolates will each one get in each case?

(a) Hint: Thandi + 3 Friends = 4 (b)

(c) (d)

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COMMON FRACTIONS
(Draft)
 DAY 4
CLASSWORK - NAMING FRACTIONS

ACTIVITY: Estimated time - 45 minutes

1. What can we call each part in the following cases?

(a) The loaf is divided into five equal parts. __________________________________
(b) The loaf is divided into three equal parts. ________________________________
(c) The loaf is divided into ten equal parts. __________________________________

2. A cake is divided into equal pieces and each piece is a seventh

of the whole cake. How many pieces are there? _________________pieces.

3. A pizza is divided among four siblings. Each one gets two slices of pizza.
3.3How many slices are there in total before sharing it? ________________ slices
3.2 What fraction part is each slice? _______________________
3.3What fraction of the pizza does each one get? _____________________

4.Which is greater, one sixth of a cake or one fifth of the same

cake? Do not use a drawing to explain your answer. ________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

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COMMON FRACTIONS
(Draft)
Homework
5. Look at the shapes below and then complete the table. The first one is completed for you.

The shape is divided into Fraction shaded Fraction unshaded Number

sentence to
make a whole
(a) 1 3 1 3 4
4 equal parts / a quarter / three quarters + =
4 4 4 4 4
(b)

(c)

(d)

(e)

(f)

(g)

(h)

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COMMON FRACTIONS
(Draft)
 DAY 5
CLASSWORK - COMPARE AND ORDER OF COMMON FRACTIONS
ACTIVITY: Estimated time: 45 mins:
On the fraction wall below, ONE is divided into different equal parts in the different rows.

𝟐
Row 2: The whole is divided into two equal parts. They are two halves. Fraction form:
𝟐

𝟑
Row 3: The whole is divided into three equal parts. They are three-thirds. Fraction form:
𝟑

𝟒
Row 4: The whole is divided into four equal parts. They are four-quarters. Fraction form:
𝟒

𝟓
Row 5: The whole is divided into five equal parts. They are five-fifths. Fraction form: 𝟓

𝟔
Row 6: The whole is divided into six equal parts. They are six-sixths. Fraction form: 𝟔

𝟕
Row 7: The whole is divided into seven equal parts. They are seven-sevenths. Fraction form:
𝟕

𝟖
Row 8: The whole is divided into eight equal parts. They are eights-eighths. Fraction form: 𝟖

Therefore, we can say that:

Let`s compare fractions on the fraction wall.
𝟐
Find 𝟓 on the fractions wall. Two fifths are less than three sixths.
𝟐 𝟑
𝟑
Now find 𝟔 on the same fraction wall. It is written in fraction notation as: <
𝟓 𝟔

Remember: We read the number

sentence from the left to right.
𝟐 𝟑
It reads, 𝟓 is smaller than 𝟔.

We can also say that:

Three sixths are greater than two fifths.
𝟑 𝟐
It is written as: > .
𝟔 𝟓

Always read the number sentence from

left to right.

Grade 4 Lesson Plan

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COMMON FRACTIONS
(Draft)
Use the fraction wall to help you with the answers to the following questions:
1 1
1. Which fraction is the smallest? 2 or 3
1 1
2. Which fraction is the biggest? or
5 3
3. Compare these fractions and then rearrange the
fractions in ascending order (from the smallest to
the biggest).
1 1 1
; ;
2 5 3
4. Fill in the correct symbol, <, > or = in the following number sentences:
3 5
a) ____
5 6
2 3
b) 5
____ 7
5 6
c) 8
____ 7
2 3
d) 8
____ 5
2 3 3 2
5. Is the statement true or false? 7 < 7, but 7 > 7
_____________________________

6. What would you rather have? Why?

a) The half of a pizza or the third of a pizza?
_________________________________________________________________________________
b) One-sixth of a pizza or an eighth of a pizza?
______________________________________________________________________________
c) One-fifth of a cake or a quarter of a cake?
__________________________________________________________________________________
d) One-seventh of a cake or one-eighth of a cake?
__________________________________________________________________________________

Problem-solving:
7. (a) How many slices are there in one whole loaf, if each of these stacks is one fifth of a whole
loaf? ______________________ slices in the whole loaf

(b) Susan ate one of the above stacks of slices in the morning and two of them in the evening.
What part of a loaf did she eat, altogether?
___________________________________________________________________________

(c) How many full loaves can be made up by putting these stacks together, and what part of
a full loaf will be leftover?
___________________________________________________________________________

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COMMON FRACTIONS
(Draft)
 (d) How many slices are 3 quarters of the whole loaf?
___________________________________________________________________________

(e) Which is more, 3 quarters of the whole loaf or 3 fifths of the whole loaf?
___________________________________________________________________________

(f) How many whole loaves can be made by putting 8 quarters together?
____________________________________________________________________________

(g) How many whole loaves can be made by putting 20 quarters together?
____________________________________________________________________________

Homework:
8.Look at the picture with the two loaves of bread.

(a) What fraction part of Loaf A is each slice? _________

(b) What fraction part of Loaf B is each slice? ___________
(c) What fraction part of Loaf A is three slices? ____________
(d) What fraction part of Loaf B is three slices? ______________
(e) Which of the above mentioned three slices are greater? ______
(f) Why do you say that? _____________________________________
1
(g) 4 of Loaf A is equal to ________________ slices of Loaf B.
1
(h) What fraction of Loaf B is equal to of Loaf A? ________
4
5 1
(i) Is 8 of Loaf B greater of less than 2 of loaf A? ____________________________

(j) Write number sentence for (i) in fraction notation. ____________________________

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COMMON FRACTIONS
(Draft)
 DAY 6
CLASSWORK - COMPARING FRACTIONS
ACTIVITY: Estimated time: 45 mins:

1. (a) How many are three fifths of 15 people? ____________________ people

(b) How many are one third of 15 people? Show how you can use division to find the
answer. ________________________________________________

(c) 15 people are divided into five equal groups. How many people are in each group?
Show how you can use a fraction to find the answer.

________________________________________________________________________________

2. 20 people are divided into groups of 4 each.

(a) How many groups are there?

__________________________________________________________________________

(b) How many are one-fifth of 20 people?

___________________________________________________________________________

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COMMON FRACTIONS
(Draft)
3. Maggie spent a quarter of her money, and Lizzie spent half of her money. Who spent the
most money in each case below?
(a) Maggie had R40 and Lizzie had R100. (Show your calculations).

__________________________________________________________________________________
(b) Maggie had R100 and Lizzie had R40. (Show your calculations).

__________________________________________________________________________________
(c) Maggie and Lizzie both had R40. (Show your calculations).

__________________________________________________________________________________

Homework:

4. Which is more? Circle the correct one. You may use the fraction wall to answer the
questions.
3 3
(a) or (b) Two thirds or three quarters
7 6
4 3
(c) or (d) Six sevenths or seven eighths
8 6
2 1
(e) or (f) Three sixths or four eighths
5 3
3 2
(g) or (h) two fifths or two thirds
5 3

5.Arrange the fractions from the smallest to the biggest.

1 3 5 3
(a) ; ; ;
2 4 8 8
3 3 3 3
(b) ; ; ;
6 5 7 4
2 2 1 2
(c) ; ; ;
6 3 4 5
3 2 3 2
(d) ; ; ;
8 7 7 6
5 3
6. (a) Is equivalent to ? ___________________________
6 4
2
(b) Write a fraction that is equivalent to . _________________________
3
7. Write a fraction that is equivalent to:
2 1 1 2
(a) = (b) = (c) = (d) =
3 3 4 4
1
8. Write three different fractions that are all equivalent to . _______________________
2

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COMMON FRACTIONS
(Draft)
 DAY 7
CLASSWORK – CALCULATE WITH FRACTIONS
𝟖
ACTIVITY: Estimated time: 45 mins: The whole pizza = = 1
𝟖
David buys a pizza. He notices that the pizza is sliced
into 8 equal slices.
𝟖
𝟏
(a) The whole pizza can be written as a fraction as
𝟖 𝟖
𝟏
(b) Each slice is of the whole pizza.
𝟖
(c) David first eats two slices and then three slices of
the pizza. We can write a fraction number sentence
𝟏
to show which part of the pizza he eats:
𝟐 𝟑
+ =
𝟓 Each slice =
𝟖 𝟖 𝟖 𝟖

Complete the following activities:

1. Joe eats 3 eighths of a loaf of bread. Then eats another 2 eighths of the same loaf.
(a) How many slices is the bread sliced into? ________________________
(b) Write the loaf of bread as a fraction. _________________________
(c) Each slice of the bread represents what fraction? __________________
(d) Write a number sentence for the part of bread which Joe eats:
_________________________

2. Jenny joins planks of wood to make longer planks. Write each of the following cases in a
number sentence to work out the total length of the plank in each case.
(a) 3 tenths of a metre and 7 tenths of a metre. _____________________________
(b) 5 eights of a metre and 2 eighths of a metre. _____________________________
(c) Two planks that are 3 quarters of a metre. ____________________________________
(d) 3 fifths of a metre and 2 fifths of a meter. ______________________________________

1 3 1
3. At Sunshine primary school 7
of the Gr. 4 learners play tennis, 7
take swimming lessons and 7

take music lessons. The rest of the learners plays chess. Which fraction of the learners plays
chess? ______________________________________

4. Calculate:

3 2 1 4 2 5 1 1 1
(a) + = (b) + = (c) + = (d) + + =
6 6 7 7 5 5 4 4 4

(e) Five tenths + three tenths = _________________________

(f) One third + ___________________________ = three thirds.
Grade 4 Lesson Plan
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COMMON FRACTIONS
(Draft)
Homework:
1. Use the diagrams below to complete the number sentences:
The first two have been done for you.
(a) (b)

(c ) (d)

2. Complete these number sentences.

1 1 1 1 1
(a) + + + + =
5 5 5 5 5

1 3
(b) + =1
4 4

4 2
(c) + =1
6 6

1 1
(d) 1= + +
3 3

1 1 2 6
(e) + + + =
7 7 7 7

3. Write number sentences to solve the following problems.

1 3
(a) Tayla drinks 8 of a litre of cooldrink and her brother Jason, drinks 8 of the same
bottle. Which fraction of the cool drink does the two of them drink altogether?

_______________________________________________

1 3
(b) Danny spends of his pocket money on snacks, on a video game, and the rest
6 6
he saves. Which fraction of his pocket money does he save?

______________________________________________

2
(c) Beth uses of a piece of material to make a mask. Pam uses the rest of the
5
material to make a scarf. Which fraction of the material does Pam use?

______________________________________________

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COMMON FRACTIONS
(Draft)
 DAY 8
CLASSWORK – ADDING FRACTIONS ON A NUMBER LINE
ACTIVITY: Estimated time: 45 mins:

We can add fractions with the same denominator by using a number line. To do that, we first
must draw a number line. See the example below.

Look at the fractions in my number sentence.

 Both denominators are 8.
 The denominator tells us that the whole is divided into 8 equal
𝟐 𝟑 pieces.
+𝟖=  Each piece is one eighth.
𝟖
 Thus: We will divide the number line into eighths
 The numerators tell us how to count.
𝟐 𝟑 𝟓
 We start at , then count further. We end up at which is the
𝟖 𝟖 𝟖
answer.

1. Do the following calculations on a number line. The number lines have been drawn for you.

𝟑 𝟏
(a) + =
𝟓 𝟓

𝟐 𝟒
(b) + =
𝟔 𝟔

𝟏 𝟏 𝟏
(c) + + =
𝟒 𝟒 𝟒

𝟑 𝟏 𝟒
(d) + + =
𝟏𝟐 𝟏𝟐 𝟏𝟐

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COMMON FRACTIONS
(Draft)
2. Complete the number lines to do the following calculations.

𝟏 𝟏
(a) + =
𝟑 𝟑

𝟐 𝟐
(b) + =
𝟒 𝟒

𝟒 𝟕
(c) + =
𝟏𝟎 𝟏𝟎

(d) Travis mixed four eighths of flour and three eighths of flour in a mixing bowl. How
much flour was in the mixing bowl?

1 5
(e) Kathy pours 5 of a litre of milk in a jug. She needs 5 of a litre of milk to make
custard. How much milk does she still need?

Homework:
3. Write a number sentence and draw a number line for each of the following problems to
solve them:
John planted two-sixths of his garden with carrots, one-sixth with cabbage and another
one-sixth with spinach. Which fraction part of the garden is not planted with
vegetables?

4. Complete the number line below:

(a)

(b)

Grade 4 Lesson Plan

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COMMON FRACTIONS
(Draft)
 DAY 9
CLASSWORK – CALCULATION OF FRACTIONS: RATIO AND RELATIONSHIP
ACTIVITY: Estimated time: 45 mins:

RATIO:

𝟐
𝟓
of a cup of milk is needed to make one batch of biscuits. How many cups of milk is needed to
make 5 batches of biscuits?
2
One batch of biscuits : 5 of a cup of milk
2 2 4
Two batches of biscuits : + = of a cups of milk
5 5 5
2 2 2 6
Three batches of biscuits : 5 + 5 + 5
= 5 cups of milk
2 2 2 2 8
Four batches of biscuits : 5 + 5 + 5 + 5 = 5 cups of milk
𝟐 𝟐 𝟐 𝟐 𝟐 𝟏𝟎
Five batches of biscuits: : + + + + = cups of milk or 2 cups of milk
𝟓 𝟓 𝟓 𝟓 𝟓 𝟓

RELATIONSHIP:
𝟏
Ben earn of what Thandi earned per day. If Thandi earned R300 per day, how much
𝟑

money does Ben earn per day?

𝟏
- In the above problem, the denominator (3) of Ben’s tells us to divide Thandi’s R300
𝟑

in three equal parts. Therefore:

Lets look at the question again:
How much money did Ben earn?
Ben earned R100 per day.

Another way of solving the problem:

𝟏
of R300 = 300 ÷ 3 = R100
𝟑

Solve the following problems below.

𝟏
1. Mary mixes of a litre of Oros concentrate to a litre of water. She must make 9 litres
𝟑
of cooldrink. How much Oros concentrate does she need?
______________________________________________________________________

𝟑
2. Gail uses of an apple to make a cupcake. How many apples will she need to make:
𝟒
(a) 6 cupcakes __________________________________________________________________
(b) 12 cupcakes _________________________________________________________________
(c) 18 cupcakes _________________________________________________________________
(d) 24 cupcakes __________________________________________________________________

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COMMON FRACTIONS
(Draft)
 𝟏
3. Sipho spends of his pocket money on data. If he gets R240 pocket money per
𝟔
month, how much does he spend on data every month?

______________________________________________________________________________________

𝟑
4. Akim’s sister travelled of the total distance by bus and the rest she took a taxi when
𝟓
she visited her friend. Akim’s sister travelled 500km.
𝟏
(a) What will of the distance be? ___________________________________________________
𝟓
(b) What is the distance that she travelled by bus? __________________________________
(c) What is the distance that she took a taxi? ______________________________

Homework:

𝟒
5. At Smart Kids Primary of the learners play chess. There are 546 learners in Smart Kids
𝟔
Primary.
𝟒
(a) Is of the learners more of less than half of the learners? __________________________
𝟔
(b) How many learners play chess? ______________________________________
(c) Which fraction of the learners do not play chess? _________________

𝟑
6. Jacky makes beaded bracelets. of the beads in every bracelet are black. Which
𝟖
fraction of the beads will be black beads in:
(a) Two bangles? ___________________________________________
(b) Three bangles? ___________________________________________
(c) Four bangles? ____________________________________________

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COMMON FRACTIONS
(Draft)
 DAY 10
CLASSWORK – CALCULATION OF FRACTIONS: Units of measurement
ACTIVITY: Estimated time: 45 mins:
Look at the following examples:
𝟐 𝟏
1. Which is the longest? of a metre or of a metre?
𝟑 𝟒
 One way to solve the above problem is to look at the numerator and denominator of
each fraction: In

𝟐 𝟏
THEREFORE: > (Two-thirds is the longest)
𝟑 𝟒
 A second way is to use the fraction wall.

𝟑 𝟒
2. Sergio spends of an hour reading a book every day. Costa spends of an hour reading
𝟒 𝟔
a book every day. How much time does each one of them spend reading a book?

REMEMBER: An hour = 60 minutes.

Sergio: Costa:
1 1
 of 60 minutes = 15 minutes  of 60 minutes = 10 minutes
4 6
2 2
 of 60 minutes = 30 minutes  of 60 minutes = 20 minutes
4 6
𝟑 𝟒
 of 60 minutes = 45 minutes  of 60 minutes = 40 minutes
𝟒 𝟔

Use any of the strategies you have learnt to solve these problems.
1. Jacob bakes cakes. For one cake he needs:
1 3 1
(a) cup of margarine (b) cup sugar (c) 1 egg (d) 2 cups flour
5 4 3
1 3 1
(e) teaspoon salt (f) cup milk (g) 2 teaspoons baking powder
4 5 2
How much of each ingredient does he need for 5 cakes?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

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COMMON FRACTIONS
(Draft)
2. A quarter of an hour is 15 minutes. How many minutes are each of the following?
1
(a) of an hour = ____________________________________________________________________
5
3
(b) of an hour = ____________________________________________________________________
5
2
(c) of an hour = ____________________________________________________________________
3
1
(d) 2 2 hours = _______________________________________________________________________
1
(e) 6 of an hour = ____________________________________________________________________
5
(f) of an hour = _____________________________________________________________________
6

3. Calculate:
2 6
(a) 1 fifth + 3 fifths = _________________ (b) l+8l =
8
2 2
(c) 5 eighths + 7 eighths = __________________________ (d) 10 cm + 10 cm =

4. A cake is cut into eight equal slices. Katie eats 2 slices Farida eats 1 slice and Thami eats
3 slices. What fraction of the cake did they eat? Write a number sentence to show your
calculations.
______________________________________________________________________________________

5. Musi puts 40 apples in bags. He puts 5 apples into each bag. (Show your calculations)
(a) How many bags will he fill? ______________________________________________
(b) What fraction of all the apples is in one bag? _______________________________
(c) Write the bags of apples in a fraction number sentence. ____________________________

Homework:

6. Three children are helping Mr. Botha in his garden. He gives them R210 for helping him.
The children share the money equally.
(a) What fraction of the money does each child get? ______________________
(b) How much money does each child get? (Show your calculations).
_______________________________________________________________________________
(c) Write each child’s part in a fraction number sentence.
_______________________________________________________________________________

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COMMON FRACTIONS
(Draft)
7. Cathy use black and white and grey beads to make bracelets. To make one pattern she
needs three black beads, six white beads and one grey beads.
(a) How many beads are needed to make one pattern? _________________
(b) What fraction of the beads is black? ___________________________
(c) What fraction of the beads is white? _______________________
(d) What fraction of the beads is grey? ______________________

8. If Cathy makes 6 patterns in her bracelet, how many beads will she need?
___________________________
(a) What fraction of the beads will be black? ________________________________
(b) What fraction of the beads will be white? ________________________________
(c) What fraction of the beads will be grey? _________________________________

Grade 4 Lesson Plan

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COMMON FRACTIONS
(Draft)