7th maths-1.fraction,types,representation in a number line -sangh
- 1. What do you mean by Fraction? Learning Objective
- 2. • To revise fraction. • To learn equivalent fractions. • To explain representation of fractions in a number line. Learning Outcomes
- 3. What is Fraction ? Fraction is a number that represents a part of a whole.
- 4. What is Fraction ? Fraction is a number that represents a part of a whole. Figure Representation
- 5. What is Fraction ? Fraction is a number that represents a part of a whole. Numerical representation : 𝟑 𝟖
- 6. Parts of fraction It consists of a numerator and a denominator. Can you tell which is numerator and denominator? 3 8
- 7. Parts of fraction Numerator : The numerator represents the number of equal parts of a whole 3 8 numerator
- 8. Parts of fraction Denominator : denominator is the total number of parts that make up said whole. 3 8 denominator
- 9. Parts of fraction It consists of a numerator and a denominator. 3 8 numerator denominator
- 10. Types of fraction What similarities you can see in the following fractions: 2 5 7 11 4 6 8 13 7 11 Numerator < Denominator
- 11. Types of fraction What similarities you can see in the following fractions: 2 5 7 11 4 6 8 13 7 11 Numerator < Denominator i.e is numerator is smaller than the denominator or
- 12. Types of fraction What similarities you can see in the following fractions: 2 5 7 11 4 6 8 13 7 11 Numerator < Denominator i.e is numerator is smaller than the denominator or Denominator is greater than the numerator
- 13. Types of fraction What similarities you can see in the following fractions: 2 5 7 11 4 6 8 13 7 11 Numerator < Denominator These are also called as Proper Fraction.
- 14. Types of fraction What similarities you can see in the following fractions: 5 2 11 7 6 4 13 8 11 7
- 15. Types of fraction What similarities you can see in the following fractions: 5 2 11 7 6 4 13 8 11 7 Denominator < numerator
- 16. Types of fraction What similarities you can see in the following fractions: 5 2 11 7 6 4 13 8 11 7 Denominator < numerator i.e denominator is smaller than numerator
- 17. Types of fraction What similarities you can see in the following fractions: 5 2 11 7 6 4 13 8 11 7 Denominator < numerator i.e denominator is smaller than numerator or Numerator is greater than the denominator
- 18. Types of fraction What similarities you can see in the following fractions: 5 2 11 7 6 4 13 8 Denominator < numerator These are also called as Improper Fraction
- 19. • To revise fraction. • To learn equivalent and mixed fractions. • To explain representation of fractions in a number line. Learning Outcomes How confident do you feel?
- 20. • To revise fraction. • To learn equivalent and mixed fractions. • To explain representation of fractions in a number line. Learning Outcomes How confident do you feel?
- 21. Types of fraction 11 7 Can we divide this?
- 22. Types of fraction 11 7 Quotient? Can we divide this?
- 23. Types of fraction 11 7 Quotient? Remainder? Can we divide this?
- 24. Types of fraction 11 7 11 7 1 7 - 4 Can we divide this? Yes we can.
- 26. Types of fraction 11 7 1 7 - 4 quotient numerator denominator remainder Can we write in any other format?
- 27. Types of fraction Can we write in this format? 4 1 7 What we call this ?
- 28. Types of fraction 4 1 7 we call this as Mixed fraction
- 29. Types of fraction Mixed Fraction: A whole number and a fraction combined into one "mixed" number. 4 1 7 1 Whole number 7 4 fraction
- 31. Types of fraction What you observe in this?
- 33. Types of fraction 𝟒 𝟖 = 𝟐 𝟒 = 𝟏 𝟐 Why ? 𝟏 𝟐 = 𝟏 𝟐 = 𝟏 𝟐
- 34. Types of fraction 𝟒 𝟖 = 𝟐 𝟒 = 𝟏 𝟐 Simplify or Divide 𝟏 𝟐 = 𝟏 𝟐 = 𝟏 𝟐
- 35. Types of fraction 𝟒 𝟖 = 𝟐 𝟒 = 𝟏 𝟐 What are these types of fraction called ?
- 36. Types of fraction 𝟒 𝟖 = 𝟐 𝟒 = 𝟏 𝟐 These types of fraction called as Equivalent Fraction
- 37. • To revise fraction. • To learn equivalent and mixed fractions. • To explain representation of fractions in a number line. Learning Outcomes How confident do you feel?
- 38. • To revise fraction. • To learn equivalent and mixed fractions. • To explain representation of fractions in a number line. Learning Outcomes How confident do you feel?
- 39. Representation of fraction on a number line
- 40. Representation on number line
- 41. • To revise fraction. • To learn equivalent and mixed fractions. • To explain representation of fractions in a number line. Learning Outcomes How confident do you feel?
- 42. • To revise fraction. • To learn equivalent and mixed fractions. • To explain representation of fractions in a number line. Learning Outcomes How confident do you feel?
Editor's Notes
- #2: An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- #3: Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #4: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #5: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
- #6: The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
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- #20: Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #21: Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
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- #38: Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #39: Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #40: An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
- #41: previously.
- #42: Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
- #43: Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition