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# Fractions - 04

Module by: Siyavula Uploaders. E-mail the author

## Memorandum

8. a) a) 2626 size 12{ { { size 8{2} } over { size 8{6} } } } {}

b) 1313 size 12{ { { size 8{1} } over { size 8{3} } } } {}

c) 3939 size 12{ { { size 8{3} } over { size 8{9} } } } {}

d) 412412 size 12{ { { size 8{4} } over { size 8{"12"} } } } {}

b) Every one eats the same amount of food. / Fractions are the same.

9. 2323 size 12{ { { size 8{2} } over { size 8{3} } } } {} = 6969 size 12{ { { size 8{6} } over { size 8{9} } } } {}

4545 size 12{ { { size 8{4} } over { size 8{5} } } } {} = 8010080100 size 12{ { { size 8{"80"} } over { size 8{"100"} } } } {}

18201820 size 12{ { { size 8{"18"} } over { size 8{"20"} } } } {} = 910910 size 12{ { { size 8{9} } over { size 8{"10"} } } } {}

7510075100 size 12{ { { size 8{"75"} } over { size 8{"100"} } } } {} = 3434 size 12{ { { size 8{3} } over { size 8{4} } } } {}

2323 size 12{ { { size 8{2} } over { size 8{3} } } } {} = 16241624 size 12{ { { size 8{"16"} } over { size 8{"24"} } } } {}

25302530 size 12{ { { size 8{"25"} } over { size 8{"30"} } } } {} = 5656 size 12{ { { size 8{5} } over { size 8{6} } } } {}

## Content

### ACTIVITY: Fractions [LO 1.4.1, LO 1.11, LO 2.1.5]

8. Four learners have been rewarded with a chocolate for their good work. They don’t eat it up immediately, but only the section that has been coloured in.

i)

ii)

iii)

iv)

1. a) What fraction does each one eat?

i) Carli: ___________________

ii) Peter-John: ______________

iii) Kayla: __________________

iv) Vusi: ___________________

b) What do you notice?

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

8.2 Do you still remember?

In our example 26=13=39=41226=13=39=412 size 12{ { { size 8{2} } over { size 8{6} } } = { { size 8{1} } over { size 8{3} } } = { { size 8{3} } over { size 8{9} } } = { { size 8{4} } over { size 8{"12"} } } } {}

We call these fractions equivalent fractions.

Equivalent fractions are thus the same quantity or equal to each other

8.3 TAKE NOTE:

To form an equivalent fraction, you must multiply or divide the numerator AND denominator by THE SAME NUMBER.

Table 1
e.g.
 2 × 4 5 × 4
=
 8 20
;
 18  6 24  6
=
 3 4

9. Join the fraction in column A with its equivalent in column B:

 A B 2 3 2 3 size 12{ { { size 8{2} } over { size 8{3} } } } {} 3 4 3 4 size 12{ { { size 8{3} } over { size 8{4} } } } {} 4 5 4 5 size 12{ { { size 8{4} } over { size 8{5} } } } {} 6 9 6 9 size 12{ { { size 8{6} } over { size 8{9} } } } {} 18 20 18 20 size 12{ { { size 8{"18"} } over { size 8{"20"} } } } {} 9 10 9 10 size 12{ { { size 8{9} } over { size 8{"10"} } } } {} 75 100 75 100 size 12{ { { size 8{"75"} } over { size 8{"100"} } } } {} 5 6 5 6 size 12{ { { size 8{5} } over { size 8{6} } } } {} 2 3 2 3 size 12{ { { size 8{2} } over { size 8{3} } } } {} 16 24 16 24 size 12{ { { size 8{"16"} } over { size 8{"24"} } } } {} 25 30 25 30 size 12{ { { size 8{"25"} } over { size 8{"30"} } } } {} 80 100 80 100 size 12{ { { size 8{"80"} } over { size 8{"100"} } } } {}

## Assessment

Learning Outcome 1:The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.4: We know this when the learner recognises and uses equivalent forms of the rational numbers listed above, including:

1.4.1: common fractions;

1.11: recognises, describes and uses:

Learning Outcome 2:The learner will be able to recognise, describe and represent patterns and relationships, as well as to solve problems using algebraic language and skills.

Assessment Standard 2.1: We know this when the learner investigates and extends numeric and geometric patterns looking for a relationship or rules, including patterns:

2.1.5: represented in tables.

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