Upper Primary Mathematics Fractions - Commonwealth of Learning

Answers to Practice Activity 2
4
2. a) b)
5
3.
Answer to Reflection (Just before Practice Activity 5)
Normally we do not provide answers to reflections, since their purpose is for
you to think freely. This time we do, to help you avoid the teaching trap that
this reflection suggests. Do not use a physical analogy to justify the upper
and lower parts of a fraction—it confuses many pupils, some of them
permanently. A baby monkey is not a fraction of its mother and you will
shatter your pupils’ developing concept of fractions if you suggest that it is.
Since you used “carry” when you taught addition, you should not suggest that
the denominator “carries” the numerator. If you do, some pupils will forever
confuse division and addition.
Answers to Practice Activity 5
1.
2.
2
6
= 1
3
b
d
a) set model b) number line
5
6
=
3
= = a whole
2
2
2
Answers to Self Assessment
10
1.
10
is neither a proper or improper fraction.
2. Rename the mixed number as a whole number and a fraction. Then find
an equivalent fraction of the whole number whose denominator is the
denominator of the fraction part. This is what brings in the multiplication
of a whole number by a denominator. Now the two numbers have the
same denominators. So we add the numerators.
For instance, 4
2
= 4 +
2
= (4 ×
3
) +
2
3 3 3 3
=
12
+
2
+
12 + 2
=
14
3 3 3 3
Module 2: Unit 1 14
Common Fractions
0
5
6
1