LESSON 4

Understanding common fractions and operations on

common fractions

Contents

4.1 Introduction
4.2 Models to interpret fractions
4.2.1 Using a fraction chart
4.2.2 Introducing a number line
4.3 Fraction algorithms
4.3.1 Multiplication of fractions
4.3.2 Addition of fractions
i Addition of fractions with the same denominators
ii Addition of fractions with different denominators
iii Reducing to the lowest terms
iv Fractions – mixed numbers
v Complex fractions
vi Division of fractions
vii Compound fractions
4.4 The relationship between common fractions, decimal fractions and percentages
4.4.1 Developing decimal fractions
4.4.2 Decimal fractions
i Adding decimal fractions
ii Subtracting decimal fractions
iii Multiplying decimal fractions
iv Division of decimal fractions
v Converting percentages to fractions
4.5 Calculations including ratio and proportion
4.5.1 Unit rate
4.5.2 Continued ratio
4.5.3 Proportion
4.6 Test your knowledge
4.7 Conclusion
4.8 Additional information

Learning outcomes

By the end of this unit, you should be able to

• demonstrate knowledge of a variety of models to interpret fractions
• illustrate an understanding of fraction algorithms
• map the relationship between common fractions, decimal fractions and percentages
• demonstrate the ability to do calculations which include ratio and proportion

44
4.1 INTRODUCTION
The word “fraction’’ is derived from the Latin word “fractus”, meaning “broken”. The word
“numerator” comes from a Latin word meaning “numberer”’, and “denominator” from a
Latin word meaning “namer”. Fractions with numerators other than one were expressed
as a sum of different fractions.

A fraction is always a part of anything put singularly as a whole. The whole can be one
object such as a book, a tree or a building. The whole can also be a group of items, things,
people or even animals, but the point is that it is one group.

In conversation:
• If one had some cows, (we do not know how many) and some got sick, yes, the sick
(fraction) would be part of the cows (the whole).
• If one had some cows and goats and some goats got lost, the lost goats would not
be a fraction of the cows. They would be a fraction of the goats and a fraction of the
set of animals, cows and goats together.

Fractions are tabulated as one number (the part of the whole) over another number (the
whole), like this: .

The 2 on top is called the numerator and the 3 at the bottom is called the denominator.

In the introduction of fractions, the concept of part-whole is often used to increase

learners’ conceptual understanding of fractions.

Here is an interesting extract from Luneta (2018), from the chapter by Dr Ronel Paulsen.
The author here provided an important way in which the part-whole concept of fractions
is meant to be understood by learners.

Developing the definition of a fraction from the part-whole idea

When learners start measuring quantities like length, capacity, time, mass, etc., they
begin to get the idea that these quantities are not separate, individual objects like
apples, sweets or bottle tops. In other words, they are not discrete objects. We can-
not count quantities like length or mass in the same way as we can count discrete
objects like apples or sweets. We call quantities like length, mass, time, temperature,
etc. continuous quantities.
Imagine using a kitchen scale to measure 3 kg of sugar from a packet of sugar. As
we pour the sugar from the packet into the scale pan the pointer does not move in
“jumps” from 2 kg to 3 kg. It moves gradually from 0 kg to 3 kg. We say that there is
a continuous movement of the pointer across the measuring scale. The more sugar
we pour into the scale pan the further the pointer moves from zero.
As children get more and more experience in measuring quantities, their idea of
the numbers on a number line begins to change. They begin to see the counting
numbers as representing the distance from zero on a number line. They will no
longer look at the spaces between the numbers as separate units or ‘jumps’, but
they will rather see the numbers as points showing the distance from zero.

45 ACI2605/1
According to Dr Paulsen, “the development of the part-whole idea of fractions should
take place in the Foundation Phase, but since learners often arrive in the Intermediate
Phase with limited understanding of this concept, it will be imperative for teachers to
start building up their understanding, before starting with comparisons, equivalence and
operations on fractions, that is prescribed in the Grade 4 curriculum” (Luneta 2018:258).

The development of the fraction concept using unit fractions A unit fraction is
In this section, we will use the part-whole idea of fractions as a one single part
of the whole, like
basis and concentrate on unit fractions. one-third.

Using continuous wholes

A continuous whole can be considered as a flat shape with area. The most commonly
used shapes are circles and rectangles. Other shapes that learners come across can be
used, such as regular pentagons and hexagons. When making use of continuous wholes,
we are actually making use of congruent shapes that learners are familiar with. The visual
impact of congruency is more important than understanding the concept of equal areas
at this stage.

These two rectangles are the same size, and

each is divided in two equal parts. Although
the halves in the two rectangles are equal
in size, to learners they will appear to look
different.

Halves

Concept formation
Start with simple examples, involving halves. Learners first have to be able to distinguish
between “objects” and “non-objects” representing halves. Object representation is
when the object is physically represented and can be seen by the learners. Non-object
representation is when learners talk about parts of a whole theoretically such as half of
an apple.

Paper-folding and cutting

Activity

Halves
Trace the shapes below and cut them out. Fold or cut them along the dotted lines.
Here we are establish-
ing the concept of a
WHOLE being cut or di-
vided into two EQUAL
parts. Each part is a half
of the whole.

46
 • Into how many parts is each shape divided? NOTE: Do NOT use frac-
• What do you notice when you put one part on top of tional notation at this
the other? stage. Allow learners to
• Which shapes are divided into two equal parts? use the verbal expres-
• What name do we give to each equal part? sions: half and halves.

Thirds
Now move on to thirds. Again, learners have to be able to distinguish between “objects”
and “non-objects” when representing thirds.

Trace the drawings on paper, and cut along the dotted lines
Here we are estab-
lishing the concept
of a WHOLE being
cut or divided into
three EQUAL parts.
Each part is a third of
the whole.

• Into how many parts is each shape divided?

• What do you notice when you put one part on top of the other?
• Which shapes are divided into three equal parts?
• What name do we give to each equal part?

The examples above guide learners to pronounce the fraction words correctly. “There
are three equal parts and each part is one-third of the whole.”

Proceed in this manner to deal with quarters, fifths and sixths, etc.

4.2 MODELS TO INTERPRET FRACTIONS

The source of the following section is http://home.avvanta.com/~math/FDMENU.HTM.

Defining the fraction

There are several examples that teachers use to introduce the concept of fractions and
the pizza seems to be quite common.

Suppose a pizza is cut evenly into the number of pieces in the DENOMINATOR. If the
number of pieces YOU get is the NUMERATOR, the fraction of the pizza you get is:

Adding and taking away (subtracting) fractions can be pictured using slices of pizza.
For example:

47 ACI2605/1
Multiplying fractions means cutting a portion into smaller portions. For example:

Dividing fractions means determining how many smaller pieces there are in a larger
piece. For example:

½+¼=2 This means there are 2 one-fourth pieces of pizza in a half pizza.

4.2.1 Using a fraction chart

A fraction chart is a single whole (chart) that is divided into various fractions and is used
to teach the–equivalence of fractions and other parts of a whole.

Here is a such a chart. Imagine that each of these lines is a chart and you want to cut it into
halves, thirds, fourths, sixths, and fifths. Here is what those chart fractions would look like:

4.2.2 Introducing a number line

The number line is also used to introduce the concept of fractions. The following extract
from Luneta (2018:268) shows the challenges teachers face when teaching fractions, as
well as some of the models that support effective instruction.

48
 Imagine this scenario.
A Grade 4 teacher draws a line on the board and tell the learners that this is a num-
ber line. She marks off 0; 1; 2 on the number line. She says: “Here are the numbers
on the number line. This is one, this is two and so on.” For learners who see this for
the first time, it can be very confusing, because their concept of number is a “quan-
tity”. How many?
The number line is actually represented as a length model to show the sequencing
of numbers.
Discuss how a teacher could introduce the number line as a model to show
fractions.

How can we make the connection between the diagram of a fraction chart and the
number line?

A very important aspect where the number line is used to locate fractions, is that learners
must now be able to see that the WHOLE that was used before, is now ONE UNIT. A
fraction as a part-whole experience will always imply a part of the whole. In the world of
pure numbers, when we say a half, it is implied that we mean a half of one.

Using the part-whole model to connect the fraction chart to a number line
The whole –ONE unit
Draw a number line
on the chalk board.

Teacher uses fraction chart

strips and pastes them
above the number line to
show the relative position of
the fraction.

Activity 4.1

(1) List as many situations as you can where you have used fractions.
(2) Describe an activity which you could do with learners in the Intermediate Phase to
help them to develop the concept of the number
(3) What is your opinion about the use of diagrams to model operations with fractions?
Do you think the drawing of diagrams might present another obstacle to the learner?

Feedback
8

(1) You have most probably mentioned real-life examples of measurements (length, time,
volume, etc), or sharing food. Measurement must be one of the major factors that led
to the formation and refinement of the fraction concept. Like other systems of units, our

49 ACI2605/1
 metric system relies greatly on the concept of fractions, as is clear from the meanings of
the Latin names of the various units of measurement, for example:
decimetre, meaning a tenth of a metre
centimetre, meaning a hundredth of a metre
millimetre, meaning a thousandth of a metre
We often hear in commercials that a certain product is recommended by “3 out of 4 doctors
surveyed” (perhaps 20 were interviewed, in which case 15 recommended the product).
(2) The answer would have differed from person to person.
(3) The answer would have differed from person to person.

4.3 FRACTION ALGORITHMS

The four operations (+, –, ×, ÷) are applicable to fractions. Most teachers agree that the
multiplication of fractions is the simplest of them all.

4.3.1 Multiplication of fractions

The multiplication of simple fraction is regarded as one of the easiest of the four operations.
However, the prerequisite for it is knowledge of the multiplication tables.

The following are the steps to follow when multiplying two or more simple fractions:
1. Multiply the numerators.
2. Multiply the denominators.
3. Simplify the results.
a. Factor the product of the numerators.
b. Factor the product of the denominators.
c. Look for the fractions that have a value of 1.
To multiply a whole number and a fraction, complete the following steps.
1. Convert the whole number to a fraction.
2. Multiply the numerators.
3. Multiply the denominators.
4. Reduce the results.
a. Factor the product of the numerators.
b. Factor the product of the denominators.
c. Look for the fractions that have a value of 1.

To multiply three or more simple fractions, complete the following three steps.
5. Multiply the numerators.
6. Multiply the denominators.
7. Reduce the results.
a. Factor the product of the numerators.

50
 b. Factor the product of the denominators.
c. Look for the fractions that have a value of 1.

To multiply fractions, you multiply the numerators with each other and then multiply the
denominators with each other. As defined earlier, the numerator is the number on top
and the denominator is the number at the bottom. The answer of a multiplication task
is called a product. The rule of thumb is that the product is always smaller than either of
the original fractions.

EXAMPLES:

Activity 4.2

Multiply these fractions (I will get you started with the first one):

Feedback on activity 4.2

9

The first problem provides guidance on how to multiply fractions.

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4.3.2 Addition of fractions

(i) Addition of fractions with the same denominators

Unlike multiplication, the addition of fractions has a more sophisticated approach. To
add fractions, the denominators must be equal. Complete the following steps to add
two fractions.
1. Build each fraction so that both denominators are equal.
2. Add the numerators of the fractions.
3. The denominators will be the denominator of the built-up fractions.
4. Reduce the answer.

Example: Answer:

The answer is.

Solution:
The denominators are the same, so you can skip step 1. The denominator of the answer
will be 5. Add the numerators for the numerator in the answer. 3 + 1 = 4. The answer is
This answer is already reduced, so you can skip step 4.

Check:
You can check the answer with your calculator. Calculate 3 divided by 5, then calculate 1
divided by 5, and add the results. Now divide 4 by 5. Both answers should be the same. If
you are correct, the answers will be the same (equivalent) and you will have successfully
added two fractions.

Do the following problems

Problem 1: Add the fractions and reduce your answer

Problem 2: Add the fractions and reduce your answer.

Problem 3: Add the fractions and reduce your answer

Problem 4: Add the fractions and reduce your answer.

Problem 5: Add the fractions and reduce your answer.

52
To add fractions that have the same denominators, you just add the numerators (the top
numbers). You keep the same denominator.

EXAMPLES:

Don’t add denominators!

Activity 4.3

Add these fractions:

(1) (2)

(3) (4)

(5) (6)

(7) (8)

(9) (10)

(11) (12)

(13) (14)

(15) (16)

(17) (18)

(19) (20)

(21) (22)

(23) (24)

(25) (26)

(27) (28)

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 Feedback on activity 4.3
10

The first problem provides guidance on how to add up fractions.

Fractions – changing denominators

To change the denominator of a fraction to another number, divide the denominator
you want by the denominator you have and then multiply by your numerator to get the
new numerator.

EXAMPLES:
4 is the answer as 8/2 = 4, 6 is the answer as 8/4 = 2, and
and 4 × 1 = 4 2×3=6

(ii) Addition of fractions with different denominators

EXAMPLES:
To add fractions with different
denominators, you must first
change both denominators to
be the same.

Once you have both denominators the same, then you just add the numerators. If the
denominator of one fraction divides evenly (no remainder) into the other, then change
the fraction with the smaller denominator to a fraction with the larger denominator, then
add numerators. The denominator will be the LARGER of the 2 denominators.

Activity 4.4

Add these fractions (I will give you the first 3 common denominators!):

(1) (2)

(3) (4)

(5) (6)

(7) (8)

(9) (10)

(11) (12)

54
 (13) (14)

(15) (16)

(17) (18)

(19) (20)

(21) (22)

(23) (24)

11 Feedback on activity 4.4

The first three problems provide guidance on how to add fractions with different denominators.

To add fractions with different denominators, you must first change both denominators
to be the same. Once you have both denominators the same, then you can just add the
numerators. Sometimes one denominator does not divide evenly into the other, as they
did above. In this case you must change BOTH denominators into a number that both
original denominators will divide into evenly. An easy way to find this new denominator
is to multiply the two original denominators by each other to get the new one.

EXAMPLES:
2 does not divide evenly into 3,
so make your new denominator 2 × 3 = 6

3 does not divide evenly into 4,

so make your new denominator 4 × 3 = 12

55 ACI2605/1
 Activity 4.5

Add these fractions (I will give you the first 3 common denominators):

Feedback on activity 4.5

12

The first three problems provide guidance on how to add these fractions of which the
denominators do not divide evenly into one another.

The rules that govern the addition of fractions are similar to those that govern the subtraction
of fractions. This means that if the denominators are the same, we are only required to subtract
the second numerator from the first one. The denominator stays the same.

EXAMPLES:

Don’t subtract denominators!

56
 Activity 4.6

Subtract the following fractions:

(1) (2)

(3) (4)

(5) (6)

(7) (8)

(9) (10)

(11) (12)

(13) (14)

(15) (16)

(17) (18)

(19) (20)

(21) (22)

(23) (24)

13Feedback on activity 4.6

The first and second problems provide guidance on how to subtract fractions.

(iii) Reducing to the lowest terms

Sometimes the numerator of a fraction will divide evenly into the denominator. The
fraction can be reduced by replacing the numerator with a 1 and dividing the original
denominator by the numerator to get a new denominator.

EXAMPLES:

because 4/2 = 2

57 ACI2605/1
 because 6/2 = 3

Fractions in which the numerator and denominator contain the same factor can also be
reduced by removing the common factor from both the numerator and the denominator.

EXAMPLES:

Remove the 3’s because they are in both the numerator

2/3
and the denominator, and you get:

Remove the 7’s and you get: 3/4

The reason you can remove the 7’s is because 7/7 = 1, so it is the same as:

Activity 4.7

Reduce these fractions to their lowest terms (I will give you the common factors for
the first 3 problems):

(1) (common factor is 5) (2) (common factor is 6)

(3) (common factor is 4) (4)

(5) (6)

(7) (8)

(9) (10)

(11) (12)

(13) (14)

(15) (16)

14 Feedback on activity 4.7

The first two problems provide guidance on how to reduce the fractions to the lowest terms.

58
(iv) Fractions – mixed numbers
In the classification of fractions, there is a set of mixed numbers. A fraction in which the
numerator is larger than the denominator is called an IMPROPER FRACTION.

These are improper fractions.

Fractions like these can be turned into MIXED NUMBERS. A mixed number is a whole
number with a fraction added to it. You turn an improper fraction into a mixed number
by dividing the numerator by the denominator and making a fraction that goes with it
(if there is one) by putting the remainder over the denominator.

The improper fractions above can be changed into mixed numbers by dividing the
numerator by the denominator, like this:

Activity 4.8

Turn these improper fractions into mixed numbers:

(1) (2)

(3) (4)

(5) (6)

(7) (8)

(9) (10)

(11) (12)

13) 14)

59 ACI2605/1
 15 Feedback on activity 4.8
Refer to the section on mixed fractions (iv above).

(v) Complex fractions

By definition, a complex fraction is a fraction where the numerator, denominator, or both
contain a fraction.

Steps to follow when working with complex fractions:

• To manipulate complex fractions, convert them to simple fractions
• To multiply two complex fractions, convert the fractions to simple fractions and follow
the steps you use to multiply two simple fractions.
• To add or subtract two complex fractions, convert the fractions to simple fractions
and follow the steps you use to add or subtract two simple fractions.

Example:

Convert to a simple fraction and reduce.

Answer:

Check your answer with your calculator. Divide 3 by 0.5 and your answer should be 6.
You have just converted a complex fraction to a simple fraction.

60
 Activity 4.9

Simplify and reduce the answers:

Problem 1: Problem 2:

16 5
5 11
4 15
22

16Feedback on activity 4.9

Refer to the section on complex fractions (section (v) above).

Multiplication of complex fractions

As indicated above, to multiply two complex fractions, convert the fractions to simple
fractions and follow the steps you use to multiply two simple fractions.

Here is an example.

Simplify:

Answer

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Example 1:

62
Solution 4:

Source: http://home.avvanta.com/~math/FDMENU.HTM

(vi) Division of fractions

The division of fractions is probably the most difficult of the operations, as it requires
remembering two operations. To divide one fraction by a second fraction, convert the
problem to multiplication and multiply the two fractions.

1. Change the sign to × and invert the fraction to the right of the sign.
2. Multiply the numerators.
3. Multiply the denominators.
4. Reduce the results.

a. Factor the product of the numerators.

b. Factor the product of the denominators.
c. Look for the fractions that have a value of 1.

To divide a fraction by a whole number, convert the division process to a multiplication

process, and complete the following steps.

1. Convert the whole number to a fraction.

2. Change the sign to × and invert the fraction to the right of the sign.
3. Multiply the numerators.
4. Multiply the denominators.

To divide three or more fractions, complete the following steps.

1. Change the signs to × signs and invert the fractions to the right of the signs.
2. Multiply the numerators.
3. Multiply the denominators.
4. Reduce the results.

a. Factor the product of the numerators.

b. Factor the product of the denominators.
c. Look for the fractions that have a value of 1.

To divide one fraction by another, you merely turn the second fraction upside down (invert
it) and then multiply!

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EXAMPLES:
Sometimes, a fraction division
It helps to rewrite the problem looks like this:
whole problem as a
multiplication.

Activity 4.10
Divide these fractions (I’ll invert the first two for you!):

(1) (2)

(3) (4)

(5) (6)

(7) (8)

(9) (10)

(11) (12)

(13) (14)

(15) (16)

(17) (18)

(19) (20)

(21) (22)

(23) (24)

(25) (26)

(27) (28)

This problem is hard!

(29) (30)

64
 17Feedback on activity 4.10
The first two problems should guide you.

(vii) Compound fractions

• To manipulate compound fractions, just convert them to simple fractions and

follow the rules for simple fractions.

• To multiply or divide two compound fractions, convert the fractions to simple

fractions and follow the steps you use to multiply or divide two simple fractions.

65 ACI2605/1
Activity 4.11

Problem 5:
In his will, a man left half of his personal estate to his widow, and the remainder was
split equally between his three children. If the value of his personal estate was R960 000,
determine how much was received by each member of his family.

Problem 6:
Use drawings to illustrate the following scenarios:
(i) Thembi’s mother left a pizza in the fridge for her and her friend to eat after school.
But when they got home, Thembi’s brother had already eaten a quarter of the
pizza. Thembi wants to share the remaining part of the pizza fairly between her
and her friend. How much of the original pizza does each of the two of them get
to eat? Draw sketches to illustrate the situation.
(ii) Mrs Matebane bought 7 chocolate bars for her 3 children and
their two friends. How will they share the 7 chocolate bars
equally between the 5 children? How much of one chocolate
bar will each child get? Draw sketches to illustrate the situation.

18Feedback on activity 4.11

Refer to section (vii) on compound fractions.

66
4.4 THE RELATIONSHIP BETWEEN COMMON FRACTIONS,
DECIMAL FRACTIONS AND PERCENTAGES
Decimals should, like whole numbers and fractions, also be introduced with concrete
materials. A decimal fraction is a fraction whose denominator is a 10, or a power of 10,
such as 100, 1000, 10 000 etc. It is written with a decimal point or a comma. Like common
fractions, decimal fractions can also undergo the four operations of addition, subtraction,
multiplication and division.

4.4.1 Developing decimal fractions

Decimal fractions are derived from common fractions, meaning that all common fractions
can be expressed as decimal fractions by dividing the numerator by the denominator.

Luneta (2018) introduces decimal fractions as follows: Various models can be used to
illustrate decimal fractions, such as part of a whole, the number line, and money (Martinie
& Bay-Williams 2003:244). Students should be exposed to multiple experiences and
context to explore decimals. While the base-10 materials, such as Dienes blocks, can be
used for whole numbers, these do not work as models of decimal fractions. Children see
these, understandably, as ones, tens, hundreds and thousands, and many find it difficult
to “pretend” that they can take on other values.

Using diagrams to understand decimal fractions (part of a whole).

The diagram is used to show the relative sizes of one-tenth, one- hundredth and
one-thousandth.

67 ACI2605/1
Place values
Learners have already used place value to understand the structure of whole numbers.
The knowledge of place value is now extended to demonstrate decimal fractions.

The example below illustrates the use of flash charts (place-value charts) to show the
place values.

Decimals are numbers that contain a “DECIMAL POINT”, like:

1.5 2.8 0.2 3.14 66.66
The number to the left of the decimal point is an ordinary whole number. The number
to the right of the decimal is called the “tenth” digit and tells you the number of tenths
(1/10ths) that are added to the whole number to the left of the decimal point. So ...

1.5 is the same as the mixed number

2.8 is the same as the mixed number

0.2 is the same as the fraction

If there are 2 numbers to the right of the decimal point, then both numbers to the right
of the decimal point are the number of “hundredths” (1/100ths) to be added to the whole
number, so ...

68
 3.14 is the same as the mixed number

66.66 is the same as the mixed number

Activity 4.12

Convert these decimals to fractions:

(1) 1.6 (2) 2.9

(3) 14.4 (4) 16.17
(5) 22.88 (6) This problem is hard!
1.04

Convert these mixed numbers to decimals:

(7) (8)

(9) (10)

(11) (12) This problem is hard!

(13) Design an activity to develop decimal number sense. Use concrete materials.

19Feedback on activity 4.12

Refer to the section on decimal fractions (4.4.1).

4.4.2 Decimal fractions

(i) Adding decimal fractions

The addition of decimal fractions requires particular rules that the learners ought to know.

The decimal points must be lined up, like this:

Where one decimal does not have digits that the other one does, you put in zeroes, like this:

69 ACI2605/1
Now, it’s easy! You just add the two numbers as you would two whole numbers, with carries
if necessary, but you keep track of where the decimal point goes and put it in the result right
under the decimal points in the two numbers being added, like this:

Activity 4.13

Add these decimals (I will line up the first decimal for you!):

(1) (2) 4.4 + 8.8

(3) 9.09 + .2 (4) 16. + 1.05

(5) .3 + 1.55 (6) This problem is hard!
9.99 + 100.99

Feedback on activity 4.13

20

The first problem serves as a guideline for you.

(ii) Subtracting decimal fractions

Decimal subtraction is similar to decimal addition. You write down both decimals one
above the other, with their decimal points lined up. Then you just subtract as you would
two whole numbers, with borrows if necessary.

EXAMPLES:

Activity 4.14

Subtract these decimals (allow me to line up the first one!):

(1) (2)
44.2–.2
2.3–1.1 =
(3) 9.31–1.2 (4) 6.66–4.48
(5) 16.23–1.4 (6) 1.06–.1

70
 (7) 144.2–128.3 (8) 29–1.4

(9) 14.4–13.9 (10) 18.1–1.44

(11) (12) This problem is hard!
32.6–2.88
0.228–0.01

Feedback on activity 4.14

21

The first problem will serve as a guideline for you.

(iii) Multiplying decimal fractions

To multiply two decimals, you merely multiply the two numbers with each other, ignoring
the decimal points. Then, when you have your answer (called the “product”), you add the
number of digits to the right of the decimal point in each number together and place the
decimal in your answer (product) that many places from the RIGHT.

YOU DON’T LINE UP THE DECIMAL POINTS WHEN MULTIPLYING!

EXAMPLES:

Here’s another way to figure out where to put the decimal:

Get rid of everything to the right of the decimal (in your head) in both numbers and
multiply the numbers with each other. In our second example, this becomes 3 x 2 = 6.

Now place the decimal in the original product to make it closest to 6. In this case, right
after the 7!

Activity 4.15

Multiply these decimals:

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 (1) (2)

(3) You don’t have to line up the (4)

decimals to multiply!

(5) (6)

(7) (8)

(9) This problem is hard!

22Feedback on activity 4.15

The first two problems will serve as a guideline for you.

(iv) Division of decimal fractions

Admittedly, dividing one decimal by another is difficult.

Suppose you want to divide 4.5 by 1.8.

First, you write your problem as you normally would:

Next, you move the decimals in both the numbers to the right the same number of times
until the divisor is a whole number.

The decimal point in your answer will be lined up with the one in the number you are
dividing into. Now, you do your division:

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Next, if you have a remainder, bring down a zero from the number being divided and
continue:

Check you answer for reasonableness by ignoring the part past the decimal and dividing
in your head! For example, in this last problem 45/18 is about 2 so the answer should be
near 2.

Activity 4.16

Divide these decimals (don’t forget to move your decimal points, if you can!):

These problems all are hard!

(1) (2)

(3) (4)

(5) (6)

23 Feedback on activity 4.16

Refer to section (iv) on the division of decimal fractions.

(v) Converting percentages to fractions

Recall that: 1% = = 0.01

To convert a percentage to a fraction, simply convert 1% to . In other words, to convert

a percentage to a decimal, simply convert 1% to .01.

Example 1: Convert 2% to a fraction.

Answer: 2% can be written as 2 x 1%, which in turn can be written as . Multiply the
two fractions using the multiplication rule to get

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Example 2: Convert 2.35% to a decimal.

Answer: 2.35% can be written as

Activity 4.17

Do the following problems (convert to a fraction or to a decimal).

Problem 1: Problem 2: Problem 3:

Convert 3.45% to a Convert 408.85% to a Convert 0.45% to a

fraction. fraction. fraction

Convert 3.45% to a Convert 408.85% to a Convert 0.45% to a

decimal. decimal. decimal.

24Feedback on activity 4.17

Refer to section (v).

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More examples with answers:

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4.5 CALCULATIONS INCLUDING RATIO AND PROPORTION

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 Activity 4.18

Express the following ratios in their simplest form:

(i) 12:3 (ii) 8:48 (iii) 24b: 144b (iv) 4:12

25 Feedback on activity 4.18

(i) 4:1 (ii) 1:6 (iii) 1:6 (iv) 1:3

4.5.1 Unit rate

When a rate is simplified to its simplest form, such as 4 taxis carry 12 passengers, the
unitary rate is

One uses the unit price to solve problems such as: If 18 pens cost R198.00 what would
be the cost of 5 pens?

That means 1 pen costs R11; therefore 5 pens will cost 5 × 11 = R55.

The other rates are called multiple rates.

4.5.2 Continued ratio

Continued ratio is a comparison of three or more quantities. The best example is the
volume of a rectangle, l × b × w.

One may also be asked: What is the ratio of the bigger cylinder to the smaller cylinder?
The volume of a cylinder is given by the formula πr2h.

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 Activity 4.19

The following types of problems will help learners to develop concepts of ratio. Do these
problems.

(1) A football team played 120 games and won 48.

(a) What is the ratio of their win to the number of games played?
(b) What is the ratio of the games won to the games lost?

(2) Determine the ratio of the areas of the two kites?

(3) Jabu has R35 in her purse and Shareen has R7 in hers. Compare these two
amounts of money.
(a) Using subtraction: Jabu has ........ less than Shareen.
(b) Using division: Jabu has ........ times more money than Shareen.

(4) In one year Maria has 3 weeks’ leave and Nomsa has 13 weeks.
(a) Compare the two leave periods using subtraction:
Maria has ........................ weeks less than Nomsa.
(b) Compare the two leave periods using division:
Maria has ...................... of the leave that Nomsa has.

Feedback on activity 4.19

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Refer to section 4.5 (Calculations including ratio and proportion).

4.5.3 Proportion
We are sure that most people who have studied mathematics or who have taught
mathematics automatically link the word ‘proportion’ to the word ‘ratio’. Many school
textbooks have a chapter on ‘Ratio and Proportion’ and many teachers talk about ‘ratio
and proportion’ as a single topic. This suggests that there is a strong connection between
the ideas of ratio and proportion.

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In this section we will look at the meaning of proportion and how we can use proportional
reasoning to solve problems. You will see that the ideas of proportion develop directly
from the ideas about ratio.

Proportion is the equation that states that two ratios are equal, for instance

Indirect proportion
There are proportions that do not directly correspond to the given event such that an
increase in one event corresponds to an increase in another. The relationships may then
be inversely proportional.

For instance, if it takes 10 men 2 hours to complete a task, how long will it take 4 men to
complete a similar task?

This is an inverse proportion, because the reduction in the number of men does not
mean a reduction in the amount of time it takes them to complete the task. If anything,
the fewer the men, the more time they will need to complete the task.

Let us use an example to explain the meaning of proportion:

On one occasion Nomsa finds that, to get a good coffee mixture, she should use 3 cups
of water with 2 coffee bags.

On another occasion she decides to use 9 cups of water to make the same coffee mixture.
She wants to know how many coffee bags she should use with 9 cups of water. Nomsa
works it out as follows:

Nine cups of water are three times as much as 3 cups of water.

Thus, I should use three times as many coffee bags. That means I
must use 3 x 2 or 6 coffee bags.

Her brother Ben works it out as follows:

With 3 cups of water we need 2 coffee bags. Thus, with another 3

cups of water we need another 2 coffee bags. And with another 3
cups of water we need another 2 coffee bags. Now we have 9 cups
of water and 6 coffee bags.

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4.6 TEST YOUR KNOWLEDGE

2SELF-ASSESSMENT EXERCISE

Several outcomes were formulated at the beginning of this learning unit. To see whether you
have achieved these outcomes, do the following self-assessment activity.
(i) Tom scored 50% in a test. If his actual marks were 15, determine the total marks for the
test.
(ii) After a rainstorm, a dam was 105% full and overflowing. If the volume of water in the
dam at that stage was 210 kilolitres, determine the normal capacity just before it started
to overflow.
(iii) Some years ago, an American tourist bought souvenirs for R658,45. Calculate the cost
in US dollars he paid at an exchange rate of 1 US$ = 8,5821.
(iv) The petrol consumption of a car used for travelling to work in heavy city traffic is 9,6 km
per litre. Going on holiday, the same car’s consumption is 13,5 km per litre. If the price of
petrol is very cheap at R4,10 per litre and the owner drives 1 296 km per month to work
and back, calculate the following:
(a) What does it cost the owner for petrol to commute to and from work?
(b) What would his petrol bill have been if he travelled the same distance on holiday?
(c) What is the percentage decrease in petrol consumption on a holiday trip, as com-
pared to commuting to work?
(v) Draw a shape with one of the dimensions being 3cm that consists of cubes. Suppose
we have to paint the entire shape, what percentage of the cubes will have each of the
following?
(a) three faces of the cubes painted
(b) two faces of the cubes painted
(vi) one face of the cubes is painted. If we built a model with blocks and glued them together,
as shown below, and painted the entire model, what percentage of the cubes will have
each of the following?
(a) four faces painted
(b) three faces painted
(c) two faces painted
Please remove one shape and align the remaining

4.7 CONCLUSION
Let us refer to the learning outcomes that we set at the beginning of this study unit.

Have you achieved the learning outcomes? Give reasons for your answer.
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Which of the learning outcomes have not been addressed to your satisfaction?
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Use the space below to note down any matters that you feel should have been addressed
in this study unit.
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4.8 ADDITIONAL INFORMATION

Learners’ ability to solve problems of ratio and proportion is better achieved through
practice. The exercises below and the links provided are sufficient to offer good practice.
Here is some additional reading:
http://www.hufsd.edu/assets/pdfs/academics/algebra_text/Chapter06.pdf
https://www.homeschoolmath.net/worksheets/ratio_word_problems.php

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