Scheme of Work

Chapter 13 Fractions
Suggested time frame: 12 periods
Each period is 40 min.
Section No. of Learning Objective(s) Resource(s) Thinking and
Period Mathematical Skills
s (TWM) and Social and
Emotional Learning
(SEL)
Chapter Opener 5 ● Student’s Book p. 191 ● TWM:

● Virtual manipulative via MCE Convincing

Cambridge app
● 2 pieces of paper per student

212
A. 3Nf.01 ● Student’s Book pp. 192-196 ● TWM:
Understand Fractions Understand and explain that
● Activity Book pp. 152-155 Convincing
fractions are several equal parts Specialising
of an object or shape and all the ● Fraction bars or circles
parts, taken together, equal one
whole.

3Nf.02
Understand that the relationship
between the whole and the parts
depends on the relative size of
each, regardless of their shape or
orientation.

B. 3 3Nf.03 ● Student’s Book pp. 197-199 ● TWM:

Relate Parts to Its Understand and explain that
● Activity Book pp. 156-157 Convincing
fractions can describe equal
212
 Whole parts of a quantity or set of ● 12 balls / counters (4 green, 3
objects. red, 3 other colours)
● Opaque bag

● Coloured counters

● 5 ice cream sticks (2 colours)

● Paper clips

● 3 paper plates

C. 3 3Nf.04 ● Student’s Book pp. 200-201 ● TWM:

Write Fraction as Understand that a fraction can
● Activity Book pp. 158-159 Convincing
Division be represented as a division of
the numerator by the ● Fraction bars or circles
denominator (half, quarter and ● 3 strips of papers per student
three-quarters).

Chapter Wrap-Up 1 ● Student’s Book pp. 202-203 ● SEL:

● Activity Book p. 160 Relationship management

● 1 pencil per student

● 1 paper clip per student

● Fraction circles (optional)

213

213
 Section A Understand Fractions Number of Periods: 5

Learning Objectives Expected Prior Knowledge

● 3Nf.01 Understand and explain that ● Recall that any shape or object can be
fractions are several equal parts of an divided into equal parts or unequal parts.
object or shape and all the parts, taken
together, equal one whole.
● 3Nf.02 Understand that the relationship
between the whole and the parts
depends on the relative size of each,
regardless of their shape or orientation.

Note

While teaching fractions, it is important to scaffold the learning with many concrete examples
first before moving on to pictorial examples. If students have difficulty understanding from
concrete examples, provide more examples. For concrete, use manipulatives, such as
fractions discs, towers, tiles or everyday objects, such as bread, crackers and paper. Use the
pictures in the Student’s Book as a pictorial guide to help students visualise. Encourage them
to draw so that they can use the images as pictorial guide, too. From pictorials, move on to
introduce the concepts in abstract form. Write the fractions in numerals as well as in words so
that students are familiar with the terms. You could also guide students to use the numerous
online fraction games for practice and to further enhance their understanding of the topic.

Language Support

Vocabulary: whole, quarter, three-quarter, numerator, denominator, fifth, third, tenth

● Use the Artist and Communicator strategy (see page xvi for detailed steps) to help students
understand the concepts and remember the words and their meanings. Prepare a set of cards
with the vocabulary words. Have students make pictorial representations of each word for
their partners to guess the word.

Common Misconceptions

Misconception:
● Students may think that the denominator is the number of parts and the numerator is the whole.

How to address the misconception:

● Point out to students that the denominator is usually the bigger number and hence it is the total
number of parts, which is also the whole.
●
3
● At the end of the lesson, check that students can draw a diagram to show and write the
4
fraction with the correct numerator as 3 and denominator as 4. They should also be able to
explain that the numerator is the number of parts and the denominator is the whole.
●

214
Lesson Plan
The lesson plan below will be available online for you to edit and customise according to your
requirements.

Lesson 1 (40 min)

Warm-up Chapter Opener

(10 min) ● The scene provides a context for students to understand fractions by
splitting apples equally.
● Call on 4 students to role-play the scene.

● Initiate a class discussion by asking:

- How many people are at the picnic? (Expected answer: 4)
- If all of them want some apple, how can they share it? (Expected answer:
They can cut the apple.)
● Show them the 2 apples and elicit responses on how to divide the apples to
share among
4 students equally.
● Get students to draw their suggestions and share it with their partners.

● Have them practise convincing (TWM.04) to show that their suggestion is the
best one.
● Invite students to draw on the board to show what they have come up with.

● Use the MCE Cambridge app to launch the virtual manipulative* on page 191
of the Student’s Book and elicit students’ responses. Help students recall
halves and quarters as part of a whole and how they can be represented.
● Then go through the objectives of the chapter.

*This material has not been through the Cambridge International endorsement
process.

Lesson  Go through the learning objectives that students will learn in this section.
Introduction
(15 min) Look Back
 Get students to recall prior knowledge on halves and quarters.
 Go through the problem as a class and ask:
1
- What fraction of the waffle has strawberries on it? (Expected answer: )
4
1
- What fraction of the waffles has blueberries on it? (Expected answer: )
2
- How do you know? (Expected answer: The waffle has 4 parts. The
strawberries are only on 1 part of it. The blueberries are only on 2 parts
of it. 2 parts of 4 parts is half.)
 Give each student 2 pieces of paper, big enough for them to divide further.
 Instruct them to divide one of the pieces of paper into parts, using scissors, if
needed.
 Do not specify equal or unequal parts even if the students ask you.
 Elicit responses, once they are done, on how they have divided the paper.
 Point out those who have divided the paper into equal parts as well as those
who have divided the paper into unequal parts.
 Instruct students to divide the paper into equal parts. Elicit responses on how
they divided the paper. Encourage students to use fraction terms to describe
how they have divided the paper.

215
  Emphasise to students that wholes have to be divided into equal parts before
they can be described using fractions.

Lesson Thinking Cap

development:  The objective is to have students use their prior knowledge to explore new
Anchor Task ideas and possible solutions through critical and creative thinking.
C-P-A  Prepare fraction circles for students to use to solve the question.
(15 min)  Encourage them to also use the picture in the Student’s Book to help them
solve the question.
 Use the Pairs Showdown strategy. See page xiv for detailed steps.
- Give students 5 minutes to go through the questions in the Student’s
Book.
- Ask them to write their answers on a piece of paper.
- After 5 minutes, have all pairs show their answers.
- Select a few pairs to share their answers and get them to explain how
3
they arrived at their answers. (Expected answer: of the waffles has
4
1
fruit. of the waffle does not have fruit. The fruits are on 3 parts of the
4
waffle. There are no fruits on 1 part of the waffle.)
 Have students practise convincing (TWM.04) by asking:
-
What do you think of their answer? (Answers vary)
-
Has anyone got a different answer?(Answers vary)
 At the end of the lesson, revisit the problem to have students revisit their
thinking and apply their new knowledge and skills to solve the problem.

Lesson 2 (40 min)

Lesson Let’s Learn (a)

development:  Use a fraction tile to demonstrate the problem to students.
Learn (a)  Have students use a rectangular piece of paper to follow through.
C-P-A  Ask students to fold their paper into 4 to divide the paper equally.
(20 min)  Write all new vocabulary on the board and where necessary, ask:
- What is the numerical representation of ‘half/quarter’? (Expected answer:
1 1
or ) Can you write it on the board for the class?
2 4
- Why is it written in that way? Can you explain what the number at the top
and bottom represent? (Expected answer: The number of parts is on top.
The number of equal parts that the whole is divided into is at the
bottom.)
 Point out to students that the number on top is called the numerator and
the number below is called the denominator.
 Get students to read out the new vocabulary taught.
3
 Show students other representations of using fractions tiles / discs of
4
different shapes and sizes.
 Have students practise specialising (TWM.01) by getting them to draw any
3
shape and colour of it. Have them use fractions to describe what they
4
have drawn.

Lesson Let’s Learn (b)

development:  Prepare a piece of paper or a fraction tile to demonstrate the problem.
Learn (b)  Have students use a rectangular piece of paper to follow through.

216
C-P-A  Display and read the problem as a class.
(20 min)  Introduce the term fifth.
 Get students to read out the new vocabulary taught and then ask:
- What is the numerical representation of ‘fifth’? Write it on the board.
1
(Expected answer: )
5
- Why is it written like that? Can you explain what the number at the top
and bottom represent? (Expected answer: 1 part is shaded. This means
that 1 part is shaded. The number of parts that are shaded is on top. The
total number of parts, for example 5, is at the bottom.)
 Get students to draw a different shape and divide it into fifths.
 Have them tell their partners how they know it is divided into fifths.

Lesson 3 (40 min)

Lesson Let’s Learn (c)

development:  Display and read the problem as a class.
Learn (c)  Use the picture in the Student’s Book to show students the parts.
C-P-A  Introduce the term ‘third’.
(20 min)  Get students to read out the new vocabulary taught and then ask:
- What is the numerical representation of ‘third’? Write it on the board.
1
(Expected answer: )
3
- Why is it written like that? Explain what the number at the top and
bottom represent. (Expected answer: The part that is red (yellow or blue)
covers only 1 part. This number should be on top. The total number of
parts is 3 and this is the bottom number.)
1 1
 Show students that the red, yellow and blue parts make up 1 whole. So ,
3 3
1
and make 1 whole.
3

Lesson Let’s Learn (d)

development:  Display and read the problem as a class.
Learn (d)  Use the picture in the Student’s Book to count the total number of parts the
C-P-A pie is divided into.
(20 min) 1
 Introduce the term ‘tenth’. Say: Each slice is of the pie.
10
 Get students to read out the new vocabulary taught.
 Explain that all 10 slices make up the entire pie, that is, 1 whole.
 Ask:
- What is the numerical representation of ‘tenth’? Write it on the board for
1
the class. (Expected answer: )
10
10
- What is another way to write 1 whole? (Expected answer: )
10
 Get students to draw any shape and divide it into any number of equal parts.
 Have them use fractions to describe what they have drawn. They should
relate it to 1 whole.

Lesson 4 (40 min)

217
Lesson Let’s Practise
development:  Allow students to try the questions independently. Assess students as they
Independent work. Give assistance if help is required.
Practice  Go through the questions and encourage students to explain their answers.
(30 min) Have students check if their answers are reasonable. Select students who
have different answers and have the rest of the class discuss if it can be an
alternative answer.
- (1) This question requires students to use fractions to describe 1 whole.
Ask: How many parts is the figure divided into? (Expected answer: 5)
How do you write the fraction for each part? (Expected answer: 1/5)
- (2) This question requires students to use fractions to describe and
match the shapes. Have students practise convincing (TWM.04) by
explaining to their partners how they match the shapes. Ask: What is the
first step before matching the fractions? (Expected answer: Write the
fraction for each figure.)
- (3a) This question requires students to colour the shapes according to
the fractions given. Ask: What does the number at the bottom of the
fraction show? (Expected answer: The number of parts a figure is divided
into) What does the top number of a fraction show? (Expected answer:
The number of parts I should colour)
- (3b) This question requires students to colour the shapes according to
the fractions given. Ask: What does the number at the bottom of the
fraction show? (Expected answer: The number of parts a figure is divided
into) What does the number on top of a fraction show? (Expected answer:
The number of parts I should colour)
- (3c) This question requires students to draw their own shapes showing
the fractions. Students to use fractions to describe the shapes. Ask: How
many parts should each shape be divided into? (Expected answer: 5 and
10)
- (3d) This question requires students to practise specialising (TWM.01) by
drawing a shape that is not the given fraction and use fractions to
describe their shape. Ask: How many parts should each be divided into?
(Expected answer: Any number that is not 5 or 10)
- (4) This question requires students to find the fraction of the jug that is
not filled with water. Ask: How many parts should the jug be divided into?
(Expected answer: 4) Have students divide the jug into quarters and
3
ensure filled with water. From the diagram, they can see the fraction
4
that is not filled with water.
- (5) This question requires students to divide the triangle into 3 equal
2
parts and colour of it. Ask: What do I have to ensure when I divide the
3
triangle? (Expected answer: I have to ensure that the parts are equal.)
Have them with their partner how they have divided the triangle and work
together if they can find another way to divide the triangle.
 Make a note of the gaps in students’ learning. Revisit the sections that they
need more help with.
 Have students check if their answers are reasonable and to share if they
have different answers from their classmates.
 Refer students back to Thinking Cap. Allow them to revisit the responses that
were noted on the board at the beginning of the lesson to address
misconceptions, if any.

Lesson I Can…
Wrap-up  Have students reflect about what they have learnt.
(10 min)  Ask students the difficulties they face in writing fractions. Invite volunteers

218
 to share how they overcome their difficulties.

Activity Book
 Assign Worksheet 13A for students to complete at home.

Lesson 5 (40 min)

Activity Book
 Go through the questions and encourage students to explain their answers. Have
students check if their answers are reasonable. Select students who have different
answers and have the rest of the class discuss if it can be an alternative answer.
 Make a note of the gaps in students’ learning. Revisit the sections that they need more
help with.

Differentiation

For support:
 Ensure that students can grasp the concept of half and quarter before moving on to other
fractions.
 Ask them to do the following:
1
1. Draw a shape to show half. Colour of the shape.
2
3
2. Draw a shape to show quarters. Colour of the shape.
4
1
3. Draw a shape to show thirds. Colour of the shape.
3
2
4. Draw a shape to show fifths. Colour of the shape.
5

For challenge:
 Have students draw irregular shapes to show halves, thirds, quarters and fifths.

219
 Relate Parts to Its
Section B Number of Periods: 3
Whole

Learning Objective Expected Prior Knowledge

 3Nf.03 Understand and explain that  Explain that one half represents one of two equal
fractions can describe equal parts of a parts of an amount or object.
quantity or set of objects.  Explain that a quarter represents one of four
equal parts of an amount or object.

Note

In the previous section, students learnt that a whole can be divided into several equal parts.
This can then be translated into fractions. They have learnt half, quarter, third, fourth, fifth
and tenth.

For this section, use counters to represent the items in the problems if you do not have the
actual objects. Relate the counters to the pictorial representations as you go through the
different sections. If possible, provide students some counters. This will help students to
visualise the problems and therefore solve them easily.

Language Support

Vocabulary: whole, parts, quarter, three-quarter, fifth, third, tenth, numerator, denominator

Use the Artist and Communicator strategy (see page xv for detailed steps) to help students
understand the concepts and remember the words and their meanings. Prepare a set of cards
with the vocabulary words. Have students work in pairs and draw pictorial representations of
each word for their partner to guess the word.

Common Misconceptions

Misconception:
1
Students may think that only is 1 whole.
1

How to address the misconception:

Revise the meaning of numerator and denominator. Numerator is how many parts you are
referring to and denominator is the total number of parts that the whole is divided into. A whole
refers to the entire figure. So, to represent a whole, the numerator and denominator must be the
same.

2 3 4
At the end of the lesson, have students write at least 3 fractions, such as , and that
2 3 4
represent 1 whole, to check if they have cleared the misconception.

220
Lesson Plan
The lesson plan below will be available online for you to edit and customise according to your
requirements.

Lesson 1 (40 min)

Warm-up  Recap the previous section of dividing a whole into halves and quarters.
(10 min)  Have students draw a third of a whole of any shape.
 Use the Heads Together, Pairs Compare strategy. See page xiii for detailed
steps.
 Ask students to draw the whole and share what they have drawn.
 Encourage them to use fractions to describe what they have drawn.
 Do the same for fifths and tenths.

Lesson  Go through the learning objectives that students will learn in this section.
Introduction
(10 min) Look Back
 Get students to recall prior knowledge that a quarter represents one of four
equal parts of an amount or object.
 Go through the problem as a class.
 Prepare 12 balls or counters for demonstration.
 Show students 3 balls. Leave 9 balls in a bag.
 Ask students:
1
- If this is of the balls, how many balls are there in all? (Expected
4
answer: 12)
- How many balls are there in the bag? (Expected answer: 9)
 Invite a student to look into the bag, take out the balls and count them to
confirm to the class.

Lesson Thinking Cap

development:  The objective is to have students use their prior knowledge to explore new
Anchor Task ideas and possible solutions through critical and creative thinking.
C-P-A  Prepare counters for students to use to act out the problem and solve it.
(10 min)  Use the Think-Pair-Share strategy. See page xii for detailed steps.
 Give students 5 minutes to go through the questions in the Student’s Book.
 Have them write their solutions on a piece of paper.
 Get them to share their solutions with their partners.
 Have students practise convincing (TWM.04) to decide whose solution is
correct.
 Select a few pairs to share their answers and explain how they arrived at
their answers. (Expected answer: 4)
 At the end of the lesson, revisit the problem to have students revisit their
thinking and apply their new knowledge and skills to solve the problem.

Lesson Let’s Learn (a)

development:  Show students 5 craft sticks (3 red and 2 yellow).
Learn (a)  Invite them to count the number of red and yellow craft sticks and ask:
C-P-A - How many craft sticks are there altogether? (Expected answer: 5)
(10 min) - How many are yellow? (Expected answer: 2)
 Explain to students that in order to find the fraction of craft sticks that are
yellow, the number of yellow craft sticks is the numerator and the total
number of craft sticks is the denominator.
 Ask students:
2
- What fraction of the craft sticks are yellow? (Expected answer: )
5

221
- How many red craft sticks are there? (Expected answer: 3)
3
- Write the fraction of red craft sticks. (Expected answer: )
5

222
Lesson 2 (40 min)

Lesson Let’s Learn (b)

development:  Read the problem as a class.
Learn (b)  Prepare paper clips / counters for this section.
C-P-A  Put 6 paper clips in a bag and take out 3 paper clips.
(15 min) 1
 Explain to students that the 3 paper clips make up of the total.
3
 Ask students:
- What is the fraction of the paper clips left in the bag?
2 1 2
- How did you get the answer? (Expected answer: , and make 1
3 3 3
whole.)
- Guide students to fill in the blanks.
 Invite students to take out the remaining paper clips from the bag to count
and check their answers.

Lesson Let’s Practise

development:  Allow students to try the questions independently. Assess students as they
Independent work. Give assistance if help is required.
Practice  Go through the questions and encourage students to explain their answers.
(20 min) Have students check if their answers are reasonable. Select students who
have different answers and have the rest of the class discuss if it can be an
alternative answer.
- (1) This question requires students to use fractions to complete the
statement. Ask: What does the number at the top of the fraction show?
(Expected answer: The number of marbles that is green/blue) What does
the number at the bottom of the fraction show? (Expected answer: The
total number of marbles.)
- (2) This question requires students to use fractions to complete the
statement. Ask: What does the number at the top of the fraction show?
(Expected answer: The number of muffins that are blueberry/chocolate)
What does the number at the bottom of the fraction show? (Expected
answer: The total number of muffins.)
- (3) This question requires students to use fractions to complete the
statement. Ask: What does the number at the top of the fraction show?
(Expected answer: The number of clips that are pink/yellow) What does
the number at the bottom of the fraction show? (Expected answer: The
total number of clips.)
- (4) This question requires students to find the number of oranges in the
set given a fraction of it. Ask: If 3 oranges make up 1/3 of the total, how
many more sets of 3 are there? (Expected answer: 9 more) Have students
draw it out or use counters to help them solve.
- (5) This question requires students to find the total number of balloons
left. Ask: If 4 balloons make up 2/5 of the total, what is 1/5 of the total?
(Expected answer: 2 balloons) How many sets of 2 make up the total?
(Expected answer: 5 sets) Have students to draw it out or use counters
to help them solve the problem. Have students practise convincing
(TWM.04) by explaining the steps that they go through in order to find the
final answer.
 Make a note of the gaps in students’ learning. Revisit the sections that they
need more help with.
 Have students check if their answers are reasonable and to share if they
have different answers from their classmates.
 Refer students back to Thinking Cap. Allow them to revisit the responses that
were noted on the board at the beginning of the lesson to address
misconceptions, if any.

223
Lesson I Can…
Wrap-up  Have students reflect about what they have learnt.
(5 min)  Ask students the difficulties they face in writing in fractions. Invite
volunteers to share how they overcome their difficulties.

Activity Book
 Assign Worksheet 13B for students to complete at home.

224
Lesson 3 (40 min)
Activity Book
 Go through the questions and encourage students to explain their answers. Have students
check if their answers are reasonable. Select students who have different answers and have
the rest of the class discuss if it can be an alternative answer.
 Make a note of the gaps in students’ learning. Revisit the sections that they need more help
with.

Differentiation

For support:
 Encourage students to put the items into groups by circling them in order to find the simplest
fraction. Have them try these questions:
1.

1
a. Find of the stars. (1)
8
3
b. Find of the stars. (3)
8

2.

1
a. Find of the ice cream. (1)
15
1
b. Find of the ice cream. (3)
5

3.

1
a. Find of the balls. (4)
3
2
b. Find of the balls. (8)
3

For challenge:
 Have students try these questions:
1
1. Find of 36. (12)
3
5
2. Find of 18. (15)
6
3
3. Find of 35. (21)
5

225
 Write Fraction as
Section C Number of Periods: 3
Division

Learning Objective Expected Prior Knowledge

 3Nf.04 Understand that a fraction can be  Understand that division can also be shown
represented as a division of the in the form of fractions such as one half and
numerator by the denominator (half, one quarter.
quarter and three-quarters).

Note

In this section, students learn to write fractions as division. They use fraction bars/discs or
cut-outs as concrete manipulatives to represent the fractions. Have students relate the
diagram provided in the Student’s Book for pictorial support. Then have them write the
division sentence (abstraction).

Language Support

Vocabulary: division, dividing line

Students can make vocabulary cards with the words on one side and the explanation and
example on the flip side.

Common Misconceptions

Misconception:
3
Students may swap the numbers for example, for , they may write 4 ÷ 3 instead of 3 ÷ 4.
4

How to address the misconception:

Remind students to always write from top to bottom and left to right. Once they keep to that,
they will naturally write numerator ÷ denominator. Recap that the first number is the number
of items there are and that the second number is the total number of people sharing the items.

At the end of the lesson, have students show how they write fraction as division, such as 1 ÷ 4
1
= , to check if they have cleared their misconception.
4

226
Lesson Plan
The lesson plan below will be available online for you to edit and customise according to your
requirements.

Lesson 1 (40 min)

Warm-up  Show students 1 whole using a fraction bar, fraction circle or a piece of
(10 min) paper.
 Ask: How can we share this between 2 people? (Expected answer: Split it
into 2.)
 Divide the tile into 2 equal parts.
1
 Ask: How much does each person get? (Expected answer: )
2
1
 Explain and write 1 ÷ 2 = on the board.
2

Lesson  Go through the learning objectives that students will learn in this section.
Introduction
(10 min) Look Back
 Get students to recall prior knowledge on understanding that division can
also be shown in the form of fractions such as one half and one quarter.
 Go through the problem as a class.
 Use a circle cut-out to represent the watermelon.
 Invite students to show how they can divide the watermelon to share among
4 children equally.
 Ask students:
- What fraction of the watermelon does each child get? (Expected answer:
1
4)
- How do you know? (Expected answer: Divide the watermelon into 4. Each
child will get
1
1 equal part, for example .)
4

Lesson Thinking Cap

development:  The objective is to have students used their prior knowledge to explore new
Anchor Task ideas and possible solutions through critical and creative thinking.
C-P-A  Prepare fraction circles (quarters) for students to act out the question to
(20 min) solve it.
 Use the Pairs Showdown strategy. See page xiv for detailed steps.
- Give students 5 minutes to go through the questions in the Student’s
Book.
- Ask them to write their answers on a piece of paper.
- After 5 minutes, have all pairs to show their answers.
- Select a few pairs to share their answers and explain how they arrived at
3
their answers. (Expected answer: )
4
 Have students practice convincing (TWM.04) by asking:
- What do you think this answer?
- Has anyone got a different answer?
 At the end of the lesson, revisit the problem to have students revisit their
thinking and apply their new knowledge and skills to solve the problem.

227
228
Lesson 2 (40 min)

Lesson Let’s Learn (a)

development:  Prepare fraction tiles or strips of rectangular papers. Provide 3 strips of paper
Learn (a) to each student.
C-P-A  Read the problem as a class.
(20 min)  Show students 3 tiles to represent the 3 snack bars. Have students discuss
in pairs how they can divide the snack bars for 4 children.
 Invite students to share and compare their solutions.
 Show how this can be done by referring them to the method shown in the
Student’s Book.
 Encourage them to relate this to the division sentence.
 Have students fill in the blanks in the Student’s Book.

Lesson Let’s Practise

development:  Allow students to try the questions independently. Assess students as they
Independent work. Give assistance if help is required.
Practice  Go through the questions and encourage students to explain their answers.
(15 min) Have students check if their answers are reasonable. Select students who
have different answers and have the rest of the class discuss if it can be an
alternative answer.
- (1) This question requires students to find the fraction when 1 sandwich
is shared between 2 people. Ask: How many parts can you cut the
sandwich into to ensure both get the same amount? (Expected answer:
2)
- (2) This question requires students to find the fraction when 1 paper is
cut into 4. Ask: How many parts can you cut the paper to wrap 4
presents? (Expected answer: 4)
- (3) This question requires students to find the fraction of stickers that he
gives to his friends. Have students circle the stickers he gives away. Ask:
Can you group the 6 stickers into equal groups? How many groups are
there? (Expected answer: 4) How many stickers are there in each group?
(Expected answer: 2) Have students count the number of groups to find
the answer.
 Make a note of the gaps in students’ learning. Revisit the sections that they
need more help with.
 Have students check if their answers are reasonable and to share if they
have different answers from their classmates.
 Refer students back to Thinking Cap. Allow them to revisit the responses that
were noted on the board at the beginning of the lesson to address
misconceptions, if any.

Lesson I Can…
Wrap-up  Have students reflect about what they have learnt.
(5 min)  Ask students the difficulties they face in writing in fractions. Invite
volunteers to share how they overcome their difficulties.

Activity Book
 Assign Worksheet 13C for students to complete at home.

Lesson 3 (40 min)

Activity Book
 Go through the questions and encourage students to explain their answers. Have students
check if their answers are reasonable. Select students who have different answers and have
the rest of the class discuss if it can be an alternative answer.

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 Make a note of the gaps in students’ learning. Revisit the sections that they need more help
with.

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Differentiation

For support:
 Ensure students have grasped the concept of sharing 1 among a certain number of people first
before moving on to sharing more than 1 item.
 Have them:
1
1. Divide 1 by 3. ( )
3
1
2. Divide 1 by 4. ( )
4
1
3. Divide 1 by 5. ( )
5
1
4. Divide 2 by 4. ( )
2

For challenge:
 Have students try out these questions. They can draw to help them.
1
1. Divide 5 by 4. (1 )
4
1
2. Divide 6 by 4. (1 )
2
2
3. Divide 8 by 12. ( )
3

Lesson 4 (40 min)

Maths Champions

 Invite a volunteer to play the game with you.

 Have students play one round. Students need to describe the fractions through drawing or
using fraction circles.
 Get their partner to check their answers.
 SEL (Relationship management): Ask students to wait patiently for their turn.

Maths Words
 Go through the Maths Words.
 Use the Artist and Communicator strategy (see page xvi for detailed steps).
 Ask students to make pictorial representations of each vocabulary word to understand and
remember it.

Activity Book
 Assign What I Can Do Now and Maths Journal for students to complete at home.

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