Hi All
Is there anyone has good way to impart the fraction concepts, especially in problem sums?thanks
All about Fractions
Discussions on tuition centres/enrichment services that specialise in Mathematics.

Joy  BrownBelt
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by Guest » Wed May 27, 2009 4:16 pm
What level are you talking about?
At the introduction level to lower primary, I will use games to do that.
At the higher level, model diagrams are very effective in explaining fractions by parts.
At the introduction level to lower primary, I will use games to do that.
At the higher level, model diagrams are very effective in explaining fractions by parts.
 Guest
by Joy » Wed May 27, 2009 4:25 pm
Hi
Thanks.Its for p4 level.I agreed with you , model is the best method but sometime just cannot figure out from the question itself.
Thanks.Its for p4 level.I agreed with you , model is the best method but sometime just cannot figure out from the question itself.

Joy  BrownBelt
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by Guest » Wed May 27, 2009 4:30 pm
If this encourages you, I would say that practising helps. I started with zero knowledge of model diagram but once I get it, it's actually quite easy. In fact, teachers love it because it is a good platform to explain a problem. However if I am doing an exam, I prefer to work with algebra as it gives me more speed over model diagrams....as my speed is not at that level yet for exams but good enough to solve a problem.
The other thing to note about Math concept is that it remains abstract on paper. So if the exposure is only problem sum, it is tough to absorb the concept. Perhaps try to link fractions to many daily life stuff and let the child understand many practical usage of fractions, then the subject comes alive in the problem sum. Eg.. when you book a cinema ticket online, get the child to tell you what is the fraction of seats available or seats taken up...etc...
The other thing to note about Math concept is that it remains abstract on paper. So if the exposure is only problem sum, it is tough to absorb the concept. Perhaps try to link fractions to many daily life stuff and let the child understand many practical usage of fractions, then the subject comes alive in the problem sum. Eg.. when you book a cinema ticket online, get the child to tell you what is the fraction of seats available or seats taken up...etc...
 Guest
by kiasiparent » Wed May 27, 2009 10:43 pm
Need to teach the basics of fractions first Like addition, subtraction, multiplication of fractions and so on. If students cant understand, use models like pizza and chocolate bars to illustrate the points across.
There's little point in doing problem sums when they cant understand fractions well in the first place.
There's little point in doing problem sums when they cant understand fractions well in the first place.

kiasiparent  GreenBelt
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by fridayeducation » Thu May 28, 2009 5:14 am
For problem sums, is it the sentence/phrasing that your kid does not understand?
Maybe you can try pulling sentences/phrases out of a question and ask your kid to just draw models for that sentence.
Eg. Question
Pearl has some beads. 3/8 of them were red and the rest were blue. She has 60 blue beads.
(a) How many red beads did she have?
(b) How many beads did she have altogether?
Instead of getting your kid to solve everything. Just ask your kid to draw a model based on "3/8 of them were red and the rest were blue."
Keep doing this repeatedly so that he'll get a hang of understanding the phrasing of a question.
Maybe you can try pulling sentences/phrases out of a question and ask your kid to just draw models for that sentence.
Eg. Question
Pearl has some beads. 3/8 of them were red and the rest were blue. She has 60 blue beads.
(a) How many red beads did she have?
(b) How many beads did she have altogether?
Instead of getting your kid to solve everything. Just ask your kid to draw a model based on "3/8 of them were red and the rest were blue."
Keep doing this repeatedly so that he'll get a hang of understanding the phrasing of a question.

fridayeducation  YellowBelt
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by Joy » Tue Jun 02, 2009 8:43 pm
Hi fridayeducation
thanks.
I guess by breaking down the question will help.I will try to work it out...thanks
Sometimes, we just assume kids know everything, so failed to see the little things that they may not see....thanks again
rgds
Joy
thanks.
I guess by breaking down the question will help.I will try to work it out...thanks
Sometimes, we just assume kids know everything, so failed to see the little things that they may not see....thanks again
rgds
Joy
fridayeducation wrote:For problem sums, is it the sentence/phrasing that your kid does not understand?
Maybe you can try pulling sentences/phrases out of a question and ask your kid to just draw models for that sentence.
Eg. Question
Pearl has some beads. 3/8 of them were red and the rest were blue. She has 60 blue beads.
(a) How many red beads did she have?
(b) How many beads did she have altogether?
Instead of getting your kid to solve everything. Just ask your kid to draw a model based on "3/8 of them were red and the rest were blue."
Keep doing this repeatedly so that he'll get a hang of understanding the phrasing of a question.

Joy  BrownBelt
 Posts: 551
 Joined: Wed May 21, 2008 7:48 am
 Total Likes: 0
by Joy » Tue Jun 09, 2009 10:51 am
Hi Fairyeducation
I have tried on my child and work on her concepts.Everything is fine, but she tends to have problem like overlook draw 16 instead of 18 units,carelessnes here and there, as if not focussing...and initially I also see her straightaway jump to solving the prob sum, not processing it first....
May I know, is there a way to teach a kid that they have to process, instead of just read and straightaway draw without processing it?thanks
I have tried on my child and work on her concepts.Everything is fine, but she tends to have problem like overlook draw 16 instead of 18 units,carelessnes here and there, as if not focussing...and initially I also see her straightaway jump to solving the prob sum, not processing it first....
May I know, is there a way to teach a kid that they have to process, instead of just read and straightaway draw without processing it?thanks
fridayeducation wrote:For problem sums, is it the sentence/phrasing that your kid does not understand?
Maybe you can try pulling sentences/phrases out of a question and ask your kid to just draw models for that sentence.
Eg. Question
Pearl has some beads. 3/8 of them were red and the rest were blue. She has 60 blue beads.
(a) How many red beads did she have?
(b) How many beads did she have altogether?
Instead of getting your kid to solve everything. Just ask your kid to draw a model based on "3/8 of them were red and the rest were blue."
Keep doing this repeatedly so that he'll get a hang of understanding the phrasing of a question.

Joy  BrownBelt
 Posts: 551
 Joined: Wed May 21, 2008 7:48 am
 Total Likes: 0
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