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FRACTIONS - PowerPoint PPT Presentation

FRACTIONS. THE KEY TO SUCCESS AT SCHOOL AND IN EVERYDAY LIFE. FACTS . Fractions, percentages and decimals are keystones for progress and success in: * Everyday life, e.g. VAT interest, profit, loss, tax, mark-up, etc.

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FRACTIONS

THE KEY TO SUCCESS AT SCHOOL AND IN EVERYDAY LIFE

Fractions, percentages and decimals are keystones for progress and success in:

* Everyday life, e.g. VAT interest, profit, loss, tax, mark-up, etc.

• At school, e.g. Mathematics, Physical Science, Economics, Accounting, etc.

• Small Business and Industry workplace. (Mechanics, Technicians, Entrepreneurs, etc.)

• The poor standard of education and mathematics in particular;

• The desperate need for urgent intervention

to improve the situation.

Table 26: Rank Order: Correct answers for test items

1 Counting 81.1

2 Arithmetic – simple 60.3

3 Shape recognition 43.7

4 Relationship betw. numbers 38.4

5 Sequence Completion 31.7

6 Arithmetic – complex 30.3

7 Table interpretation 26.0

8 Recognition of visual fractions25.4

9 Word sums 12.0

10 Rounding off 11.5

11 Conversions of length 5.6

12 Conversions of fractions3.8

1 Counting 95.4

2 Arithmetic – simple 74.7

3 Shape recognition 70.7

4 Relationships betw. numbers 66.0

5 Sequence Completion 58.1

6 Table interpretation 55.9

7 Recognition of visual fractions 52.9

8 Arithmetic – complex 47.9

9 Word sums 30.7

10 Rounding off 28.7

11 Conversions of length 11.6

12 Conversions of fractions 7.5

MORE FINDINGS FROM A 26): HRSC SURVEY

Findings by HSRC in 2004 (35 000 gr. 6 -

learners):

• Average 27% in Mathematics;

• Available resources play an important role in

performances;

• 8 out of every 10 grade 6 learners cannot do

sums;

• Only 4 out of ten proficient in the language of

instruction

- Findingspainta darkpicture!!!!

• Fun for kids;

• Practical and hands-on;

• Concrete experience of abstract principles;

• A teacher’s dream.

• Learners learn and understand while they play.

Transparent lid for easy control: Could be used as “base” by same group.

Units

Slot for comparison

beans to be

used as

counters

Slot for comparison

Unit slot

Unit or

“one”

Halves

Thirds Quar- Fifths Sixths Eighths Ninths Tenths

ters

Embedded onto the bottoms of the cups are the equivalent

decimals, percentages and Braille configurations.

Stickers for easier recognition

The unit cup measuring “one” in the slot “base” by same group.

Unit

slot

Two halves add up to “base” by same group.

a “whole”/unit/one

Two halves equal a unit/”whole”/one. “base” by same group.

Three thirds equal “base” by same group.

a “whole”

(Fit into unit slot)

12 beads the “whole” “base” by same group.

in the unit cup

(A third of

twelve is four)

equally among the

three thirds-cups.

1

3

of 12 = 4

FINDING FRACTIONAL PARTS OF

QUANTITIES:

EQUIVALENCE: “base” by same group.

1

2

3

6

=

USING EQUIVALENCE TO ADD OR SUBTRACT: “base” by same group.

1

2

1

3

+

3

6

5

6

2

6

+

=

IMPROPER FRACTIONS “base” by same group.:

14

9

5

9

+

=

1

IMPROPER FRACTIONS: “base” by same group.

5

9

9

9

1

(=

)

PREPARING TO FIND A QUARTER OF 12 “base” by same group.

1 “base” by same group.

4

12 = 3

of

3 “base” by same group.

4

of

12 = 9

2 “base” by same group.

4

1

2

(or

) of 12 = 6

In short: “base” by same group.

• All basic principles can be practically experienced;

• Abstract concepts concretized for better conceptualization;

• The result: UNDERSTANDING!!!!

OTHER FEATURES “base” by same group.

• Ideal for group work (6 learners per group, 3 using base and 3 using lid to establish principles.) Each learner completes own workbook.

• Only six or seven sets necessary per school. Transparent lid makes control easy.

• Relevant fraction, decimal and percentage displayed on base of each piece. (Also the Braille configurations to aid blind learners.)

Each learner has a “base” by same group.

through the stages

systematically.

EASY TO USE GUIDE / WORKBOOK

MS. NALEDI PANDOR’S REPORTED COMMENTS ON MATHEMATICS: “base” by same group.

• Marks are higher when learners interact with teachers, when they work together and use educational material;

• Teachers obviously need adequate resources, and where it’s not available, learners perform poorly;

• Resources make a difference, emphasizing an education policy aimed at the poor.

COMMENTS FROM TEACHERS USING THE FRACTION WIZZ “base” by same group.

• “Invaluable, indispensable …..I cannot imagine teaching without it in future!”

- Mr. Frans Massyn (Fichardtpark Primary School).

• “As a result of the concrete, visual nature of this model, learners are mastering the skills and understanding of fractions much easier while having lots of fun.”

- Ms. P. van Tonder (Eunice Primary School)

• The Fraction Wizz … “will replace frustrating hours of battling to understand fractions with hours of fun.”

- Prof. Deon de Beer (CUT)

Bringing understanding to all learners “base” by same group..

CLOSING REMARK ACQUIRE SKILLS.

“IMPROVE PROFICIENCY IN FRACTIONS, AND VAST IMPROVEMENT IN THE LEVEL OF SCHOOL MATHEMATICS WILL

FOLLOW.”

- Mr. G G Kriel

MR. Kriel helping a blind learner at Barithmea School for the Deaf and Blind.

(Front page article in a Free State Newspaper.)