<![CDATA[All about Fractions]]>Hi All


Is there anyone has good way to impart the fraction concepts, especially in problem sums?thanks

]]>https://forum.kiasuparents.com/topic/3430/all-about-fractionsRSS for NodeSun, 03 May 2026 00:36:30 GMTWed, 27 May 2009 07:12:14 GMT60<![CDATA[Reply to All about Fractions on Tue, 09 Jun 2009 02:51:51 GMT]]>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

fridayeducation:
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.

]]>https://forum.kiasuparents.com/post/32705https://forum.kiasuparents.com/post/32705Tue, 09 Jun 2009 02:51:51 GMT<![CDATA[Reply to All about Fractions on Tue, 02 Jun 2009 12:43:01 GMT]]>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

fridayeducation:
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.

]]>https://forum.kiasuparents.com/post/31953https://forum.kiasuparents.com/post/31953Tue, 02 Jun 2009 12:43:01 GMT<![CDATA[Reply to All about Fractions on Wed, 27 May 2009 21:14:30 GMT]]>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.

]]>https://forum.kiasuparents.com/post/30870https://forum.kiasuparents.com/post/30870Wed, 27 May 2009 21:14:30 GMT<![CDATA[Reply to All about Fractions on Wed, 27 May 2009 14:43:51 GMT]]>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.

]]>https://forum.kiasuparents.com/post/30856https://forum.kiasuparents.com/post/30856Wed, 27 May 2009 14:43:51 GMT<![CDATA[Reply to All about Fractions on Wed, 27 May 2009 08:30:03 GMT]]>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…

]]>https://forum.kiasuparents.com/post/30806https://forum.kiasuparents.com/post/30806Wed, 27 May 2009 08:30:03 GMT<![CDATA[Reply to All about Fractions on Wed, 27 May 2009 08:25:44 GMT]]>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.

]]>https://forum.kiasuparents.com/post/30803https://forum.kiasuparents.com/post/30803Wed, 27 May 2009 08:25:44 GMT<![CDATA[Reply to All about Fractions on Wed, 27 May 2009 08:16:57 GMT]]>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.

]]>https://forum.kiasuparents.com/post/30801https://forum.kiasuparents.com/post/30801Wed, 27 May 2009 08:16:57 GMT