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1 | Content Strand: | NUMBER AND ALGEBRA | |||||||||||||||||||||||||
2 | Sub-strand: | Fraction | |||||||||||||||||||||||||
3 | Fraction | Primary 2 | Students should have opportunities to: | ||||||||||||||||||||||||
4 | of a Whole | 1.1 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 fractions | e.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. | ||||||||||||||||||||||||||
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13 | Fraction of a set of | Primary 4 | Students should have opportunities to: | ||||||||||||||||||||||||
14 | objects | Interpretation of fraction as part of a set of objects. | |||||||||||||||||||||||||
15 | |||||||||||||||||||||||||||
16 | Equivalent | Primary 3 | Students should have opportunities to: | ||||||||||||||||||||||||
17 | Fractions | 1.1 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. | ||||||||||||||||||||||||||
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25 | Mixed numbers | Primary 4 | Students should have opportunities to: | ||||||||||||||||||||||||
26 | and | concepts of mixed numbers and improper fractions, | |||||||||||||||||||||||||
27 | improper fractions | expressing 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 2 | Students should have opportunities to: | ||||||||||||||||||||||||
32 | Subtration | adding 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 3 | Students 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 4 | Students 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 | Multiplication | Primary 4 | Students 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 | Division | Primary 5 | Students should have opportunities to: | ||||||||||||||||||||||||
53 | • association of a fraction with division, | ||||||||||||||||||||||||||
54 | • conversion between fractions and decimals. | ||||||||||||||||||||||||||
55 | |||||||||||||||||||||||||||
56 | Four operations | Primary 5 | Students 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 6 | Students 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. | ||||||||||||||||||||||||||
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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. | ||||||||||||||||||||||||||
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