Business Mathematics
Topic: FRACTIONS: Look Back
Learning Outcomes:
At the end of the lesson, you should be able to:
1. demonstrate an understanding of fractions;
2. recall the types of fractions they have to learned;
3. explain how fractions operate when the unit referred to is a group or a class.
Lesson Overview
In this lesson we will recall fractions and it’s types, and how units express as
fractions.
Lesson Proper
Engage
Can you arrange the numerals 1 to 9 (1, 2, 3, 4, 5, 6, 7, 8 and 9)
in a single fraction that equals exactly 1/3 (one third)?
An example that doesn't work: 7192/38456 = 0.187
Answer : ______________________________
Explore
A. Answer this question about this fruity collection.
1. How many pieces of fruit are there? _____
2. What fraction of the fruits are oranges? _____
3. What fraction of the fruits are bananas? _____
4. What fraction of the fruits are apples? _____
5. What fraction of the fruits are pears? _____
6. Which fruit has the greatest fraction? ______
7. Which fruit has the smallest fraction? ______
B. Complete the table by giving examples on the following:
Proper Fractions Improper Fractions Mixed Numbers
1.
2.
3.
4.
5.
C. Express the following as fractions of the units indicated:
1. 6 as part of a dozen _____________________
2. 18 weeks as part of a decade _____________________
3. 500 pounds as part of a ton _____________________
4. 1 inch as part of a foot _____________________
5. 2 quarts as part of a gallon _____________________
Explain
1. What is a fraction? _______________________________________________
2. What do you need to know to name a fraction? How do you name a fraction?
________________________________________________________________
3. What are the types of fractions? ______________________________________
*What are the types of fractions according to its denominator? ______________
4. How do you define a proper fractions? Improper fractions? Mixed numbers?
________________________________________________________________
5. How is finding part of a whole similar to finding a part of a set? How is it
different? ________________________________________________________
Elaborate
True or False: Write True if the statement is correct; if false, correct the statement.
_______ 1. A whole is always bigger than its parts.
_______ 2. A fraction of something is always equal to a fraction of another something.
_______ 3. 8/5 is greater than 7/6
_______ 4. 16/4 is equal to 20/5
_______ 5. 2/3 is equal to 4/8.
Evaluate
A. Identify the following as a proper fraction (PF), an improper fraction (IF), or a
mixed number (MN). Write your answer on the space provided.
3 9
______ 1.4 ______ 6.
3 9
12 7
______ 2. ______ 7.
5 8
1 16
______ 3.6 ______ 8.
3 18
5 21
______ 4. ______ 9.
12 21
8 23
______ 5. ______ 10.
7 12
B. Express the following as fractions of the units indicated:
1. 4 ounces as part of a pound ___________________
2. 3 quarts as part of a gallon ___________________
3. 132 as part of a gross ___________________
4. 3 months as part of a year. ___________________
5. 18 weeks as part of a decade ___________________
C. Solve the following problems.
1. Abigail sells rice to stores. She has a total of 125 cavans that she plans to
distribute to three stores. If she gives 1/5 of what she has to store A, can she
divide the remaining equally to stores B and C? How many will store A and
store B get?
2. Bobby cuts a piece of wood into 3 pieces of the same length. After he cuts off
2 feet from one of the pieces, he is left with a piece that is 5 feet long. What is
the length of the piece of the wood started with?
3. Cezar used nails, screws, and pegs to build a model house. He used twice as
many screws as pegs as and 3 fewer nails than screws. He used 15 nails.
How many pegs did he use?
