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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.

FRACTIONS

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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.

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

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

Daily newspaper and other reports leave no doubt as to:

• The poor standard of education and mathematics in particular;

• The desperate need for urgent intervention

to improve the situation.

Excerpt from the report mentioned on previous page (pp 6 and 26):

Table 26: Rank Order: Correct answers for test items

1Counting 81.1

2 Arithmetic – simple 60.3

3Shape recognition 43.7

4Relationship betw. numbers 38.4

5Sequence Completion 31.7

6Arithmetic – complex 30.3

7Table interpretation 26.0

8Recognition of visual fractions25.4

9Word sums12.0

10Rounding off11.5

11Conversions of length 5.6

12Conversions of fractions3.8

Table 26: Rank Order: Correct answers for test items

1Counting 95.4

2 Arithmetic – simple 74.7

3Shape recognition 70.7

4Relationships betw. numbers 66.0

5Sequence Completion 58.1

6Table interpretation 55.9

7Recognition of visual fractions 52.9

8Arithmetic – complex 47.9

9Word sums30.7

10Rounding off28.7

11Conversions of length11.6

12Conversions of fractions 7.5

MORE FINDINGS FROM A 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.

The model explained

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

Unit

slot

a “whole”/unit/one

Two halves equal a unit/”whole”/one.

Three thirds equal

a “whole”

(Fit into unit slot)

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:

1

2

3

6

=

USING EQUIVALENCE TO ADD OR SUBTRACT:

1

2

1

3

+

3

6

5

6

2

6

+

=

IMPROPER FRACTIONS:

14

9

5

9

+

=

1

IMPROPER FRACTIONS:

5

9

9

9

1

(=

)

PREPARING TO FIND A QUARTER OF 12

1

4

12 = 3

of

3

4

of

12 = 9

2

4

1

2

(or

) of 12 = 6

In short:

• All basic principles can be practically experienced;

• Abstract concepts concretized for better conceptualization;

• The result: UNDERSTANDING!!!!

OTHER FEATURES

• 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

through the stages

systematically.

EASY TO USE GUIDE / WORKBOOK

MS. NALEDI PANDOR’S REPORTED COMMENTS ON MATHEMATICS:

• 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

• “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.

CLOSING REMARK

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

FOLLOW.”

- Mr. G G Kriel

Prototype Award from the SABS in 2005

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

(Front page article in a Free State Newspaper.)