ABCDEFGHIJKLMNOPQRSTUVWXYZAA
1
Content Strand:NUMBER AND ALGEBRA
2
Sub-strand: Fraction

3
FractionPrimary 2
Students should have opportunities to:
4
of a Whole1.1 fraction as part of a whole(a) give examples of fractions in everyday situations and use language such as ‘2 out of 3’ to describe fractions.
5
1.2 notation and representations of fractions(b) use concrete objects, fraction discs and pictorial representations to represent and interpret fractions in terms of unit fractions,
6
1.3 comparing and ordering fractions with denominators of given fractions e.g. 3/5 is 3 units of 1/5 , 1/5 + 1/5 + 1/5 , or 3 fifths and to compare the sizes of fractions referring to the same whole
7
not exceeding 12(c) use fraction discs to represent and compare two unit fractions and explain why the greater the denominator, the smaller the unit fraction,
8
- unit fractionse.g. 1/6 is smaller than 1/3.
9
- like fractions(d) use fraction discs to represent and compare two like fractions (i.e. fractions with the same denominator) and explain why the greater the numerator, the greater the like fraction,
10
e.g. 6/7 is greater than 4/7.
11
(e) achieve mastery of fraction recognition and comparison by playing games using fraction cards (pictures and symbols), including applets and digital games.
12
13
Fraction of a set ofPrimary 4Students should have opportunities to:
14
objectsInterpretation of fraction as part of a set of objects.
15
16
EquivalentPrimary 3Students should have opportunities to:
17
Fractions1.1 equivalent fractions(a) discuss examples of fractions in everyday situations.
18
1.2 expressing a fraction in its simplest form(b) represent fractions as numbers on a number line.
19
1.3 comparing and ordering unlike fractions with denominators of given fractions not exceeding 12(c) use fraction discs or the part-whole model to represent two equivalent fractions, and explain why they are equal and how one can be obtained from the other, e.g. 2/3 = 4/6.
20
1.4 writing the equivalent fraction of a fraction given the denominator or the numerator(d) make a list of the first 8 equivalent fractions of a given fraction and use this method to compare two unlike fractions.
21
(e) work in groups to compate fractions using different strategies such as drawing a diagram, comparing with respect to half, and explain the strategies used.
22
(f) identify fractions that are not in their simplest form and reduce the fractions to their simplest form.
23
(g) achieve master of equivalent fractions and fraction comparison through playing games using fraction cards (pictures and symbols) including digital games.
24
25
Mixed numbersPrimary 4Students should have opportunities to:
26
andconcepts of mixed numbers and improper fractions,
27
improper fractionsexpressing an improper fraction as a mixed number, and vice versa
28
expressing an improper fraction/mixed number in its simplest form.
29
(Denominators of given fractions should not exceed 12.)
30
31
Addition and Primary 2Students should have opportunities to:
32
Subtrationadding and subtracting like fractions within one whole with denominators (a) work in groups to write addition and subtraction stories involving like fractions.
33
of given fractions not exceeding 12(b) use fraction discs to illustrate addition and subtraction of like fractions within one whole,
34

e.g. 3/5 + 1/5 = 4/5 (3 fifths + 1 fifth = 4 fifths)
35
36
Primary 3Students should have opportunities to:
37
Include addition and subtraction of two related fractions within one whole.
38
(Denominators of given fractions should not exceed 12.)
39

40
Primary 4Students should have opportunities to:
41
Addition and subtraction of
42
- like fractions,
43
- related fractions.
44
(Denominators of given fractions should not exceed 12.)
45
Exclude calculations involving more than 2 different denominators.
46
47
MultiplicationPrimary 4Students should have opportunities to:
48
multiplication of a proper/improper fraction and a whole number,
49
solving up to 2-step word problems involving addition, subtraction and multiplication,
50
using unitary method to find the whole given a fractional part.
51
52
DivisionPrimary 5Students should have opportunities to:
53
• association of a fraction with division,
54
• conversion between fractions and decimals.
55
56
Four operationsPrimary 5Students should have opportunities to:
57
• * addition and subtraction of proper fractions without using calculators,
58
• * addition and subtraction of mixed numbers,
59
• multiplication of a proper fractions and a proper/ improper fraction without using calculators,
60
• multiplication of an improper fraction and an improper fraction,
61
• multiplication of a mixed number and a whole number,
62
• division of a proper fraction by a whole number without using calculators,
63
• solving word problems involving the 4 operations.
64
Exclude:
65
• calculations involving more than 2 different denominators,
66
• multiplication of a mixed number by a proper fraction/improper fraction/mixed number,
67
• division of an improper fraction/mixed number by a whole number/ proper fraction.
68
• division by an improper fraction/ mixed number
69
* (Denominators of given fractions should not exceed 12, for calculations without using calculators.)
70
71
Primary 6Students should have opportunities to:
72
Division of a whole number/proper fraction by a proper fraction without using calculators.
73
Exclude:
74
• division of an improper fraction/mixed number by a proper fraction,
75
• division by an improper fraction/mixed number.
76
77
78
* The content and learning experiences for Primary 1 and 2 listed here is based on the updated Singapore Syllabus Guide 2013, whereas the content and learning experiences for Primary 3 to 6 is based on 2007 Mathematics (Primary) Syllabus.
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100