Lesson Notes By Weeks and Term v3 - Primary 3
Fractions
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Fractions
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: General Mathematics
Class: Primary 3
Term: 1st Term
Week: 1
Theme: Number And Numeration
This page supports the lesson note with a companion video and a short classroom-ready summary.
For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.
state fraction of a group of concrete objects; divide shapes in to 1⁄2, 1/3, 1⁄4 etc.; write fractions which have the same value as a given fraction; use the symbol to or der fractions.
identical circle divided into quarters with two quarters shaded, clearly show the same area).
Worked Example 4 (Nigerian Context): A market woman shares 3/6 of her garri. What is an equivalent fraction for the amount of garri she shared?
Solution: Divide the numerator and denominator by a common factor (e.g., 3): (3 ÷ 3) / (6 ÷ 3) = 1/
2. So, 3/6 is equivalent to 1/2. (She shared half of her garri). E. Ordering Fractions (using ) Comparing fractions involves determining which one is larger or smaller.
Fractions with the Same Denominator: When denominators are the same, compare the numerators. The fraction with the larger numerator is the larger fraction.
Example: Compare 1/5 and 3/
5. Since 3 > 1, then 3/5 > 1/5. (Imagine dividing a yam into 5 equal pieces; 3 pieces are more than 1 piece).
Fractions with the Same Numerator: When numerators are the same, compare the denominators. The fraction with the smaller denominator is the larger fraction (because the whole is divided into fewer, therefore larger, pieces).
Example: Compare 1/2 and 1/
4. Since 2 1/4. (Imagine dividing a loaf of bread into 2 pieces; one piece is bigger than one piece from a loaf divided into 4). A. What is a Fraction? A fraction represents a part of a whole or a part of a collection. It tells us how many parts of a whole we have. For example, if a yam is cut into 4 equal pieces and one piece is taken, that piece represents one-quarter of the yam.
A fraction has two main parts: Numerator: The top number. It tells us how many parts are being considered or taken.
Denominator: The bottom number. It tells us the total number of equal parts the whole has been divided into.
Example: In the fraction 1/2, '1' is the numerator (one part is considered), and '2' is the denominator (the whole is divided into two equal parts). B. Fraction of a Group of Concrete Objects To find a fraction of a group of objects, the teacher should guide learners to understand that the denominator indicates how many equal sub-groups the main group should be divided into, and the numerator indicates how many of these sub-groups are being considered.
Step-by-step reasoning:
1. Identify the total number of objects in the group.
2. Divide the total number of objects by the denominator of the fraction. This determines the number of objects in each equal part.
3. Multiply the result by the numerator of the fraction. This gives the number of objects representing the specified fraction.
Worked Example 1 (Nigerian Context): There are 12 kola nuts in a basket. A trader sells 1/4 of them. How many kola nuts did the trader sell?
Solution:
1. Total number of kola nuts = 12.
2. Fraction to find = 1/4.
3. Divide the total number of kola nuts by the denominator (4): 12 ÷ 4 = 3. (This means each 'quarter' consists of 3 kola nuts).
4. Multiply the result by the numerator (1): 3 × 1 =
3. Therefore, the trader sold 3 kola nuts.
Worked Example 2: There are 15 children in a class. 2/3 of them are boys. How many boys are in the class?
Solution:
1. Total number of children = 15.
2. Fraction to find = 2/3.
3. Divide the total number of children by the denominator (3): 15 ÷ 3 = 5. (This means each 'third' consists of 5 children).
4. Multiply the result by the numerator (2): 5 × 2 =
1
0. Therefore, there are 10 boys in the class. C. Dividing Shapes into Fractions (1/2, 1/3, 1/4, etc.) This involves partitioning a whole shape into equal parts. Emphasis must be placed on equal parts.
Halves (1/2): Divide a shape into two equal parts.
Visual example: A rectangle can be divided by a line down the middle.
Thirds (1/3): Divide a shape into three equal parts.
Visual example: A circle can be divided into three equal 'slices'.
Quarters (1/4): Divide a shape into four equal parts.
Visual example: A square can be divided into four smaller equal squares or by two intersecting lines. Fifths (1/5), Sixths (1/6), etc.: Extend the concept to more parts. D. Equivalent Fractions Equivalent fractions are fractions that look different but represent the same value or the same portion of a whole.
How to find equivalent fractions: To get an equivalent fraction, multiply (or divide) both the numerator and the denominator by the same non-zero number.
Worked Example 3: Find a fraction that is equivalent to 1/
2. Solution: Multiply the numerator and denominator by the same number (e.g., 2): (1 × 2) / (2 × 2) = 2/
4. So, 1/2 is equivalent to 2/4. (Visually, a circle divided in half, and another identical circle divided into quarters with two quarters shaded, clearly show the same area).
Worked Example 4 (Nigerian Context): A market woman shares 3/6 of her garri. What is an equivalent fraction for the amount of garri she shared?
Solution: Divide the numerator and denominator by a common factor (e.g., 3): (3 ÷ 3) / (6 ÷ 3) = 1/
2. So, 3/6 is equivalent to 1/2. (She shared half of her garri). E. Ordering Fractions (using ) Comparing fractions involves determining which one is larger or smaller. * *Fractions with the Same Materials: Concrete objects (e.g., bottle tops, stones, beans, groundnuts, oranges, mangoes), paper shapes (circles, squares, rectangles), scissors, pencils, fraction strips (improvised with paper).
A. Introduction (5-10 minutes): Teacher Activity: Begin by reviewing the concept of sharing equally. Ask questions like, "If I have 4 biscuits and I want to share them equally between two children, how many does each get?" Introduce the idea that when we share, we are often talking about parts of a whole.
Student Activity: Respond to questions about sharing and division. Observe the teacher's demonstration with concrete objects.
B. Activity 1: Stating Fraction of a Group of Concrete Objects (15-20 minutes)
Teacher Activity: Display a group of concrete objects (e.g., 8 oranges). Ask learners to identify a specific fraction of the group (e.g., "Show me 1/2 of the oranges," or "What fraction of these 8 oranges are 4 oranges?"). Guide learners to physically divide the objects into equal groups according to the denominator. Demonstrate how to calculate the fraction of a number (e.g., "To find 1/4 of 12 beans, divide 12 by 4, then multiply by 1."). Pose various scenarios using objects relevant to Nigerian context (e.g., "There are 10 groundnuts. If a child eats 1/5 of them, how many did they eat?").
Student Activity: Physically manipulate concrete objects to form equal groups. Count and identify the fraction of the group. Participate in calculations to find fractions of a number. State fractions of given groups of objects.
C. Activity 2: Dividing Shapes into Fractions (15-20 minutes)
Teacher Activity: Distribute pre-cut paper shapes (circles, squares, rectangles) to each learner. Model how to accurately fold or draw lines to divide a shape into two equal halves (1/2), then three equal thirds (1/3), and four equal quarters (1/4). Emphasize the importance of equal parts. Ask learners to divide their shapes into specified fractions and shade one or more parts. Introduce more complex divisions like 1/5 and 1/6 if learners grasp the initial concept quickly.
Student Activity: Fold and draw lines on paper shapes to create various fractions. Shade the fractional parts as instructed. Verbally identify the shaded fraction (e.g., "This is 1/4 shaded").
D. Activity 3: Writing Equivalent Fractions (15-20 minutes)
Teacher Activity: Use visual aids like fraction strips or two identical paper circles/rectangles. Divide one into 1/2 and the other into 2/
4. Lay them side by side to show they cover the same area. Explain that 1/2 and 2/4 are "equivalent" because they are equal in value. Demonstrate how to find equivalent fractions by multiplying (or dividing) the numerator and denominator by the same number. Provide simple examples for learners to practice creating equivalent fractions.
Student Activity: Observe and compare visual representations of equivalent fractions. Identify fractions that have the same value. Practice writing simple equivalent fractions using multiplication or division.
E. Activity 4: Ordering Fractions Using (15-20 minutes)
Teacher Activity: Display pairs of fractions with the same denominator (e.g., 2/5 and 4/5) using fraction strips or drawn diagrams. Ask learners to identify which is larger or smaller.
Explain the rule: "When the bottom numbers (denominators) are the same, just look at the top numbers (numerators) to see which is bigger." Display pairs of fractions with the same numerator (e.g., 1/3 and 1/5). Use visual aids (e.g., two identical pieces of yam, one cut into 3 parts and the other into 5 parts, comparing one piece from each) to explain that a smaller denominator means larger individual parts. Guide learners to use the symbols (greater than) to compare and order the fractions.
Student Activity: Compare pairs of fractions visually. Apply the rules for comparing fractions with like denominators and like numerators. Write the correct symbol between fractions to order them.
F. Conclusion (5 minutes): Teacher Activity: Recap the main points of the lesson. Ask quick questions to check understanding. Emphasize the practical uses of fractions in daily life (sharing, measuring).
Student Activity: Participate in recap, answer questions.
Question 1 (Fraction of a Group): There are 9 chickens in a pen. 1/3 of them are hens. How many hens are there?
Solution: Total chickens = 9 Fraction of hens = 1/3 Divide the total chickens by the denominator: 9 ÷ 3 =
3. Multiply the result by the numerator: 3 × 1 =
3. Answer: There are 3 hens.
Commentary: This question assesses the ability to find a unit fraction of a group of objects.
Question 2 (Dividing Shapes): Draw a rectangle and divide it into 4 equal parts. Shade 1/4 of the rectangle.
Solution: (Teacher should demonstrate this on a board or paper, and learners would replicate) Draw a rectangle. Divide it into four equal parts using lines (e.g., one vertical line down the middle, then one horizontal line across the middle). Shade one of the four equal parts.
Commentary: This evaluates the ability to divide a shape into specific fractional parts and represent a fraction visually.
Question 3 (Equivalent Fractions): Which fraction is equivalent to 1/3? A. 2/4 B. 2/6 C. 3/9
D. Both B and C Solution: To find an equivalent fraction to 1/3, we multiply the numerator and denominator by the same number.
If we multiply by 2: (1 × 2) / (3 × 2) = 2/
6. So, B is equivalent.
If we multiply by 3: (1 × 3) / (3 × 3) = 3/
9. So, C is equivalent.
Answer:
D. Both B and
C. Commentary: This question checks the understanding of how to generate equivalent fractions.
Question 4 (Ordering Fractions): Put the correct symbol ( ) in the box: 3/7 ☐ 5/7 Solution: The denominators are the same (7).
Compare the numerators: 3 and
5. Since 3 is less than 5 (3 ) in the box: 1/4 ☐ 1/2 Solution: The numerators are the same (1).
Compare the denominators: 4 and
2. When numerators are the same, the fraction with the smaller denominator is larger. Since 2 is smaller than 4, 1/2 is larger than 1/
4. Answer: 1/4 : 2/6 ☐ 5/6 Compare these fractions using : 1/10 ☐ 1/5 A tailor has 20 yards of Ankara fabric. She uses 1/2 of it for a client. How many yards did she use? Divide a square into 6 equal parts. Shade 1 part. What fraction have you shaded? Fill in the missing numerator to make an equivalent fraction: 1/4 = ☐/8 Arrange these fractions from smallest to largest: 3/8, 1/8, 7/8.
Sharing Food and Resources: Context: In a typical Nigerian household or community event (e.g., during festivities like Christmas or Eid), food items such as a loaf of bread, a bowl of rice, or a tuber of yam are often shared among family members or guests.
Application: Fractions help determine fair shares. For instance, if a loaf of bread is to be shared among 4 children, each child gets 1/4 of the bread. If a family has 2/3 of a bag of rice left, they can understand how much more they need.
Market Transactions and Measurements: Context: Market sellers and buyers often deal with parts of quantities. Fabrics (e.g., Ankara, lace) are sold by the yard or half-yard. Other goods like palm oil, beans, or garri might be sold in fractions of a basin or paint bucket.
Application: A customer might ask for "half a yard of fabric" (1/2 yard) or "a quarter of a paint bucket of garri" (1/4 bucket). Understanding fractions helps both the buyer and seller ensure accurate measurement and fair pricing.
Time Management: Context: Telling time frequently involves fractions, particularly in daily routines or scheduling.
Application: Learners can relate "half past" to 1/2 an hour (30 minutes) or "quarter past" to 1/4 of an hour (15 minutes). For example, "School closes at half past one" means 1:
3
0. This helps them understand schedules and punctuality in their daily lives.