Scheme of Work

Chapter 5 FRACTIONS
Suggested time frame: 53 periods
Each period is about 30 minutes.

Section No. of Learning Objective(s) Resource(s)

Periods
Chapter Opener/ 2 • WorkText pp. 187–188
Recall • 1 set of fraction circles per pair
or small group

5A. 4 • Read, write and identify • WorkText pp. 189–192

Fractions as Parts of 1 fractions within 1 whole as • 1 set of fraction circles per pair
Whole part of a whole. or small group
• 1 set of fraction tiles per pair or
small group

5B. 4 • Show fractions as numbers on • WorkText pp. 193–196

Represent Fractions on a a number line. • 1 piece of rectangular paper
Number Line strip per pair or small group
• 1 set of fraction tiles per pair or
small group
• 1 copy of Fraction Strips (TR01)
per pair or small group

5C. 4 • Compare the size of parts in a • WorkText pp. 197–200

Equivalent Fractions whole to identify equivalent • 1 set of fraction circles or fraction
fractions. tiles per pair or small group
• Use models to explain why two • 1 copy of Paper Circle cutouts
fractions are equivalent. (TR02)

5D. 4 • Multiply to find equivalent • WorkText pp. 201–204

Multiply to Find fractions. • 1 copy of Fraction Strips (TR01)
Equivalent Fractions per pair or small group

5E. 4 • Divide to find equivalent • WorkText pp. 205–208

Divide to Find Equivalent fractions. • 1 set of fraction circles or fraction
Fractions • Express fractions in simplest tiles per pair or small group
form.

5F. 4 • Compare like and unit • WorkText pp. 209–210

Compare Unit Fractions fractions. • 1 set of fraction tiles per pair or
• Compare fractions with small group
the same numerators. • Paper plates, crayons and scissors

5G. 4 • Compare two fractions. • WorkText pp. 211–214

Compare and Order • 1 set of fraction circles or
Unlike Fractions fraction tiles per pair or small
group

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 1

 5H. 4 • Read and write tenths as a • WorkText pp. 215–220
Decimal Fractions decimal. • 1 set of fraction tiles per pair or
(Tenths) small group
• 1 copy of Tenths Template
(TR03) per pair or small group
• 1 set of coloured pencils per pair
or small group
• 1 set of decimal place-value
chips per pair or small group
• 1 copy of Decimal Place-Value
Chart (TR04) per pair or small
group
• 1 copy of Number Line
Template 1 (TR05) per pair or
small group
• 1 copy of Number Line
Template 2 (TR06) per pair or
small group
• 1 set of coloured pencils per pair
or small group
• 1 copy of Tenths Model (TR07)
per pair or small group

5I. 4 • Read and write hundredths as a • WorkText pp. 221–226

Decimal Fractions decimal. • 1 set of coloured pencils per pair
(Hundredths) • Compare and order or small group
hundredths. • 3 copies of Hundredths Model
(TR08) per pair or small group
• 1 set of decimal place-value
chips per pair or small group
• 1 copy of Number Line
Template 3 (TR09) per pair or
small group
• 1 copy of copy of Number
Line Template 4 (TR010)
• 1 set of place-value chips per pair

5J. 4 • Relate a percent to parts of a • WorkText pp. 227–232

Percents whole that is made up of 100 • 1 copy of Hundredths
equal parts. Model (TR08) per pair or
small group
• 1 set of coloured pencils
per pair or small group
• a set of yellow, green,
red and blue crayons or
markers per pair
• 1 copy of Hundred Square Grid
(TR11)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 2

 5K. 4 • Relate percents to fractions. • WorkText pp. 233–236
Percents, Fractions and • Express percent as fractions • 1 copy of Hundred Square
Decimal Fractions and vice versa. Grid (TR11)
• Relate percents to decimals.
• Express percent as
decimals and vice versa.
• Write equivalent fractions,
decimals and percents.

Chapter Wrap-Up / 3 • WorkText pp. 237–240

Real-Life Maths Task

Chapter Practice 4 • WorkText pp. 241–244

Printable Teacher’s
Resources
(Blackline Masters)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 3

LESSONS 1–2 (pages 187 and 188) Number of Periods: 2
Chapter Opener/Recall

Lesson Starter (15 min)

Chapter Opener (page 187)

• The picture provides a familiar context for students to use what they know about fractions to explore equivalent
fractions and comparison of unlike fractions.
• Students extend their understanding of fractions to find equivalent fractions using multiplication and division and
to compare and order unlike fractions.
• You may use the Lesson-by-Lesson slides to facilitate discussions and promote interactions.
• Show the picture. Invite students to share what they see. (four children are seated around the table; pizzas are cut
into different sizes; plates; cups of juice; slices of bread; salad)
• Group students in pairs or small groups to discuss the picture and questions on the page 187.
• Provide each pair or small group with a set of fraction circles.
• Have them represent each of the children’s pizzas using their fraction circles.
• You may facilitate discussions with these questions. Observe student discussions and pay attention to the
language they use.
• Ask: How did you use the fraction circles to represent the pizza on each plate? What do you notice? How can
1 2 2 3
you write the fraction of pizza each person has left? (2 ; 4 ; 3 ; 6) Which fractions show the same amount of
1 2 3
pizza? (2 ; 4 ; 6) How do you know? (They are all the same as one half of the pizza.) Which fraction does not show
the same amount of pizza? (Justin’s) How is it different? (He has more pizza left.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 4

 English Language Support:
Help students make sense of the fraction of pizza each person has left and talk about them using these sentence
frames:
1. _________ (name) has __________ (number) out of _________ (number) pieces of pizza left.
2. _________ (number) out of _________ (number) can be written as the fraction _________.
1 2
3. _________ (fraction) and _________ (fraction) are the same size. They are __________ fractions. (2 ; 4;
equivalent)
2
4. _________ (fraction) is not the same size, so it is not equivalent to the other fractions. (3)
5. _________ (fraction) is greater than _________ (fraction).
6. _________ (fraction) is less than _________ (fraction).

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 5

Lesson Development (35 min)

Recall (page 188)

• QUESTION 1 objective: Recall reading and identifying unit fractions as part of a whole.
• Ask: What does the 1 mean in the numerator? (one shaded part) What does the 3 mean in the denominator?
(There are 3 equal parts in the whole.)

• QUESTION 2 objective: Recall identifying like fractions.

• Ask: What does it mean to be like fractions? (They have the same denominator.)

• QUESTION 3 objective: Recall comparing like fractions.

• Ask: When you have like fractions, how do you determine which is greater? (I can compare the numerators
if the denominator is the same.)

• QUESTION 4 objective: Recall comparing and ordering like fractions from smallest to greatest.
𝟓 1 𝟑 𝟏 1
• Ask: What do you know about 𝟏𝟎? (It is equal to 2.) Is 𝟏𝟎 greater than or smaller than 𝟐? (smaller than 2)
𝟗 1
What about ? (greater than )
𝟏𝟎 2

Lesson Wrap-Up (10 min)

• Go through the “I can” sentences on page 188 with students to wrap up the lesson.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 6

LESSONS 3–6 (pages 189–192) Number of Periods: 4
Fractions as Parts of
Section 5A
1 Whole
Learning Objective(s) Focus Question
• Read, write and identify fractions within • How can you show fractions in different ways?
1 whole as part of a whole.

Vocabulary
• numerator (pembilang)
• denominator (penyebut)

Lesson Starter (20 min)

Task (page 189)

• Group students in pairs or small groups.

• Provide each pair or small group with a set of fraction circles to represent the pizza.
• Have students work on the task. Observe student discussions.
• After students have attempted the task, use the following prompts to facilitate a class discussion. Pay attention to
the language students use.
𝟐
• Ask: How do you think the fraction is read? (two-thirds) If Ron wants to eat 𝟑 of his pizza, how many equal-sized
𝟏
slices would Ron’s pizza need to have? (3 equal slices) If Ron ate 𝟑 of the pizza how many slices would he eat?
(1 of 3 equal slices)
• Extend the task by posing the following questions.
• Ask: What happens if you use a paper rectangle or a paper square? (The thirds are of a different shape, but each
2
equal part is still one-third, so 2 equal parts represent 3.) How do you divide a shape into thirds? (Only if it can be
divided into 3 equal parts.)

English Language Support:

Help students describe fractions using this sentence frame.
_________ (fraction) is _________ out of _________ equal parts.
Invite students to express fractions using different wholes by folding each whole into equal parts. Have them
describe the fractions using the sentence frame.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 7

Lesson Development (60 min)

Learn (page 189)

• Watch the microlearning video in the WorkText eBook on MCEduHub to learn about the key concept on fractions
as parts of 1 whole. Alternatively, follow the suggested steps below to teach the concept.
• Group students in pairs or small groups.
• Provide each pair or small group with a set of fraction circles.
𝟏 1
• Ask: How could you use your fraction circles to show 𝟑 of the pizza? (I can show one 3 piece.)
• Show the first pizza on page 189 or draw a similar representation the board.
• Ask: How many equal slices is the pizza divided into? (3) What fraction of the whole pizza is one slice?
1
(3 ; one-third)
1
• Write 3 and one-third on the board next to the first pizza.
𝟏
• Point out to students that 1 out of 3 can be written as 𝟑 and read as “one-third.”
𝟏
• Say: We write 1 out of 3 slices like this 𝟑; we say one-third.
𝟐 1
• Ask: How could you use your fraction circles to show 𝟑 of the pizza? (I can show two 3 pieces.)
• Display the second pizza or draw a similar representation on the board.
2
• Ask: How many slices of pizza are shown? (2) How can we write 2 out of 3 slices as a fraction? (3; two-thirds)
𝟑 1
• Ask: How could you use your fraction circles to show 𝟑 of the pizza? (I can show three 3 pieces.)
• Show the third pizza or draw a similar representation on the board.
• Ask: How many slices are in the whole pizza? (3) How would you write a fraction to represent a whole pizza
3
divided into 3 equal slices? (3; three-thirds)
3
• Write = 1 whole on the board.
3

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 8

Learn Together (pages 190 and 191)

• Group students in pairs or small groups to answer Questions 1 to 3.

• Provide each pair or small group a set of fraction circles or fraction tiles.
• Have students show the fractions for each example using their fraction circles.
• QUESTION 1 objective: Make a connection between a given fraction and the number of parts that are coloured out
of the total number of equal parts.
• Ask: How many equal parts does each shape have? How many parts are coloured? What do you see about the
fraction and the number of parts that are coloured compared to the total number of equal parts? (The number
on the top of the fraction is the same as the number of parts that are coloured. The number at the bottom of the
fraction is the same as the total number of equal parts.)

• QUESTION 2 objective: Name the fraction given the number of equal parts that are coloured.
• Ask: What can you say about the relationship between the number of parts that are coloured and the total
number of equal parts and the fraction? (The number of parts that are coloured is the same as the number on the
top of the fraction. The total number of equal parts is the same as the number at the bottom of the fraction.)
What can you say about the shapes? (The shapes are different but both have 8 equal parts with 6 parts that are
6 1
coloured. They both show 8 of the shape is coloured.) What fraction is 1 part of each shape? (8) Are the fractions
equal? Why do you think so? (No, because the wholes are different.)

English Language Support:

Some students may be confused reading the number in the denominator. Make a chart with the terms, that is,
halves, thirds, fourths, fifths, sixths, sevenths, eighths, tenths and twelfths (you may include others). Underline the
“ths” at the end of each term except halves and thirds. Draw a picture with one part shaded for each fraction name.
Write the fraction in word form and abstract notation to match each fraction. Have students discuss what they notice
about the fraction names and the number of equal parts. An example is shown below.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 9

 1
• QUESTION 3 objective: Recognise the parts that are coloured (5) and the parts that are not coloured
4 5
(5) parts that make 1 whole ( 5).
• Ask: How many parts are coloured? (1 out of 5) How many are not coloured? (4 out of 5) How many parts make
5
the whole? (5 out of 5) How can you show 5 out of 5 parts? (5 fifths or 5)
• Introduce the terms numerator and denominator.
2
• Write 3 on the board and label the numerator and denominator.

Maths Talk:
• Invite students to discuss the meaning of the numerator and the denominator.
• Ask: What does the numerator represent? Where do you find the numerator? (Numerator is the number of parts
out of the whole being described (shaded or not shaded). It is the number on the top of the fraction.) What does the
denominator represent? Where is the denominator found? (Denominator describes the total number of equal
parts in the whole. It is the number at the bottom of the fraction.)

Activity! (page 191)

• Group students in pairs or small groups.

• Provide each pair or small group with a set of fraction circles.
• Have students work together to form two fractions that make 1 whole.
• Encourage students to draw and label a model of the fractions that make 1 whole.
• Invite students to compare their drawings with a classmate and talk about the fractions used.
• Walk around to observe how students carry out the activity.
• Ask: What fractions does the model represent? Explain how the two fractions make the whole.

English Language Support:

The numerator refers to the number of parts.
The denominator refers to the name of the fraction, i.e. how many parts are there in the whole.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 10

Lesson Wrap-Up (40 min)

Practise On Your Own (page 192)

• Assign the questions for students to complete on their own.

• QUESTION 1 objective: Name fractions in different shapes.
• QUESTION 2 objective: Understand that fractions are the sum of parts that are coloured and parts that are
uncoloured and that the whole is made of both.

Additional Support:
Provide students with a set of fraction circles or fraction tiles to help them understand that
4 1 1 1 1
= 6 + 6 + 6 + 6 and 2 more sixths are needed to make a whole.
6

English Language Support:

Reinforce the use of numerator and denominator.

Remind students that when the fraction three-fifths is read, the number of parts being described is said first,
3
“three.” Then the number of equal parts in the whole is said, “fifths.” 5 means 3 out of 5 equal parts.
Emphasise that three-fifths shows the size of three pieces or parts when a whole is shared equally among
5 people.

Reflection
• Have students reflect on and share what they have learnt.
o I can read, write and identify fractions within 1 whole as part of a whole.
• You may encourage students to write a journal with this prompt:
o Write a letter to your classmates to describe how fractions can be used to describe the parts of a whole.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 11

LESSONS 7–10 (pages 193–196) Number of Periods: 4
Representing Fractions on a
Section 5B
Number Line
Learning Objective(s) Focus Question
• Show fractions as numbers on a number • How can you represent a fraction on a number line?
line.

Lesson Starter (20 min)

Task (page 193)

• Group students in pairs or small groups.

• Provide each pair or small group with a piece of rectangular paper strip.
• Have students work on the task. Observe student discussions.
• After students have attempted the task, use the following prompts to facilitate a class discussion. Pay attention to
the language students use.
• Ask: How is the track like a number line? (It is straight. It has a start point and an end point. It is divided into equal
parts.) How many equal parts is the track divided into? (4) How can knowing the number of equal parts the track
2
is divided into help you label Point A and Point B? (Point B is at the end of 2 of 4 parts, so it is 4. Point A is at the
1
end of 1 of 4 parts, so it is 4.)
• Invite students to fold the paper strip into 4 equal parts.
• Where would Point A be on the paper strip? (end of first part) Where would Point B be on your paper strip?
1 2
(end of second part) What fraction names 1 of 4 equal parts? ( ) What fraction names 2 of 4 equal parts? ( )
4 4

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 12

Lesson Development (60 min)

Learn (page 193)

• Show the track with the two children.

• Draw a number line on the board to represent the track.
• Ask: What is the starting point on this track? (0) What is the ending point? (1) How many parts does the track
1
have? (4) How can you name 1 part of the track? (4) How can you name the whole track as fourths?
1 1 1 1 4
(4 + 4 + 4 + 4 = 4)
1 1 1 1 4
• Write 1 whole = 4 + 4 + 4 + 4 = 4 on the board.
• Draw 4 jumps on the number line to represent the 4 parts of the track.
• Show the picture of Saden on the track.
1
• Ask: What is the distance from 0 to Point A? (Point A is 1 jump; 4 of the distance from 0 to 1.)
• Show the picture of Budi on the track.
2
• Ask: What is the distance from 0 to Point B? (Point B is 2 jumps; 4 of the distance from 0 to 1.)
1 2 3 4
• Label the points on the number line 4 , 4 , 4 and 4.
• Emphasise that fractions can be represented by points on a number line.

Activity! (page 194)

• This activity develops students’ understanding of fractions on a number line by creating a number line using
paper strips.
• Group students in pairs or small groups.
• Provide each pair or small group with a copy of Fraction Strip (TR01).
𝟏
• Ask: How many strips of paper are in 1 whole? (3) How can you use the paper strip to draw a number line
𝟑
𝟏 𝟐
showing 𝟑, 𝟑 and 1? (Lay the strips end to end. Draw a horizontal line then make a mark at the beginning and end of

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 13

 1 2
each strip. Label the beginning of the first strip 0, the end of the first strip 3, the end of the second strip 3 and the
3 1 𝟏 𝟏 2
end of the third strip 3 = 1.) What fraction is closest to 0? (3) What fraction is same as 𝟑 and 𝟑 more? (3)
𝟏 𝟐 3 3
What fraction is further from 0 than ? ( ) What fraction is equal to one whole? ( )
𝟑 𝟑 3 3
• Use similar question prompts for (b).

Learn Together (pages 194 and 195)

• Group students in pairs or small groups to answer Questions 1 to 3.

5
• QUESTION 1 objective: Fill in the missing fractions on a number line and recognise that 1 whole can be written as 5.
1
• Ask: How many equal parts is the number line divided into? (5) What fractions of the whole is each part? (5)
1 2
What does 1 jump on the number line represent? (5) What do 2 jumps represent? (5) How do you know what the
1 1 2 3 4 5
missing fractions are on the number line? (Each jump is 5, so the fractions are 5 , 5 , 5 , 5 , 5 = 1.)

Additional Support:
Help students understand that the points on a number line represent a distance from zero (or interval) on the
number line. Draw a bar to help students visualise the jumps.

• QUESTION 2 objective: Write the missing fractions on the number lines.

• Ask: How is the denominator of a fraction represented on a number line? (by the number of parts it is broken
into) How is the numerator determined? (by how many jumps I need to get to that mark on the number line)

• QUESTION 3 objective: Write the missing fractions on each number line.

• Use similar question prompts for QUESTION 3 as for QUESTION 2.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 14

Lesson Wrap-Up (40 min)

Practise On Your Own (page 196)

• Assign the questions for students to complete on their own.

• QUESTION 1 objective: Fill in the missing fractions on a number line and recognise that 1 whole can be
10
written as 10.
• QUESTION 2 objective: Write fractions on a number line.
• QUESTION 3 objective: Write fractions on a number line when the denominator is not given.
• QUESTION 4 objective: Recognise equivalents of 1 whole.

Reflection
• Have students reflect on and share what they have learnt.
o I can show fractions as numbers on a number line.
• You may encourage students to write a journal with this prompt:
o Describe to a classmate how a number line is similar to using fraction strips.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 15

LESSONS 11–14 (pages 197–200) Number of Periods: 4

Section 5C Equivalent Fractions

Learning Objective(s) Focus Question

• Compare the size of parts in a whole to • How do models help you find equivalent fractions?
identify equivalent fractions.
• Use models to explain why two fractions are
equivalent.

Vocabulary
• equivalent fractions (pecahan senilai)

Lesson Starter (20 min)

Task (page 197)

• Group students in pairs or small groups.

• Provide each pair or small group with a set of fraction circles or fraction tiles.
• Have them show the amount of cake on the plate and the amount of cake Evelyn has.
• Ask: What do you notice in the problem? (Evelyn has 2 slices of cake on her plate; the tray has 6 slices of cake.)
8
How many slices of cake make a whole? (8) What fraction represents the whole? (8) What fraction represents
2 𝟏
the slices of cake on Evelyn’s plate? (8) Evelyn thought that she has taken 𝟒 of the cake? Do you agree with
Evelyn? (yes) Why do you think so? (She has 2 out of 8 pieces. These are of the same size as 1 out of 4 pieces if the
whole cake is cut into 4 equal pieces.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 16

Lesson Development (60 min)

Learn (page 197)

• Watch the microlearning video in the WorkText eBook on MCEduHub to learn about the key concept on equivalent
fractions. Alternatively, follow the suggested steps below to teach the concept.
• Group students in pairs or small groups.
• Provide each pair or small group with a copy of Paper Circle cutouts (TR02).
1 2
• Invite students to draw 4 and 8 in two separate circles on their paper.
𝟏 𝟐
• Ask: What does 𝟒 mean? (1 out of 4 equal parts) What does 𝟖 mean? (2 out of 8 equal parts)
1 2
• Encourage students to compare the size of 4 and 8.
𝟐 𝟏
• Ask: What do you notice about your drawings of 𝟖 and 𝟒. (They have the same size; they are equal.)
1 2
• Write = on the board.
4 8
𝟏 𝟐
• Ask: How many eighths are equal to 1 fourth? (2) What can you say about 𝟒 and 𝟖? (They are equivalent.)

Additional Support:
1 1
Encourage students to use the fraction circles to place two 8 pieces on top of 4 to show it is the same. Make sure that
the fractions are shown relative to the whole by placing the pieces on the circle.

4 1 3 1
Review this by placing 8 on top of 2 and 6 on top of 2. Have students explore the equivalence of fractions by using
fraction circles.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 17

Learn Together (page 198)

• Group students in pairs or small groups to answer Questions 1 and 2.

• Provide each pair or small group with a set of fraction circles or fraction tiles.
1
• QUESTION 1 objective: Find fractions that are equivalent to 2 using fraction tiles.
1
• Have students trace the line that indicates 2. Then encourage them to find other fractions that are equivalent
1
to 2.
• Ask: What do equivalent fractions mean? (They are fractions that have the same value even though they may look
𝟏 2 3 4 5 6
different.) Which fractions have the same value as 𝟐? (4 , 6 , 8 , 10 , 12) How did you identify them? (I looked at the
𝟏 𝟏 𝟏
tiles and found those that had the same size.) Are 𝟑 and 𝟓 equivalent to 𝟐? (no) Why or why not? (They all
represent 1 part of a whole, but each whole is divided differently.) What patterns do you notice with the
𝟏
denominators of the fractions that are equivalent to 𝟐? (All the denominators are even numbers.)

Maths Talk:
• Invite students to look at the fraction tiles. Then discuss the questions and share their thinking.
• Ask: What do you notice about the denominator when the same whole is divided into more equal parts?
(The denominator represents the number of equal parts the whole has. The denominator becomes a greater
number and the equal parts become smaller in size as the whole is divided into more equal parts.)

2
• QUESTION 2 objective: Identify fractions equivalent to 3.
2
• Have students represent 3 using their fraction circles or fraction tiles. Then prompt them to find other fractions
2
that are equivalent to 3 using the fraction circles or fraction tiles.
𝟐
• Ask: How do the number of parts in the whole change when finding fractions that are equivalent to 𝟑?
(The denominators become greater as the equal parts of the shape get smaller.) How does the numerator change?
(It becomes greater also.) Why? (It takes more of the smaller equal parts to be equivalent.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 18

Activity! (page 199)

• This activity reinforces students’ understanding of equivalent fractions.

• Group students in pairs or small groups.
• Provide each pair or small group with fraction tiles.
6
• Invite students to use the fraction tiles to find two other fractions that are equivalent to 8.
6
• Prompt students to draw the fraction tiles that show the fractions equivalent to 8.
• Lead students to share what they notice about the tiles.
• Ask: What do you notice about the tiles? (They are equal in length and divided into different number of equal
𝟔
parts.) How did you find the two fractions equivalent to 𝟖?

English Language Support:

Review the language of equivalent by reviewing other synonyms such as equal, the same as, or like.
Equivalent comes from the root equi which means “equal” and valent which means “value”.
Two fractions that are equivalent have equal values.
Ask students to think about 1000-rupiah coin and two 500-rupiah coins.
2
Explain that 1000-rupiah coin is equivalent to two 500-rupiah coins in the same way the 1 is equivalent to 2.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 19

Lesson Wrap-Up (40 min)

Practise On Your Own (pages 199 and 200)

• Assign the questions for students to complete on their own.

• QUESTION 1 objective: Colour the fraction tiles to show the fractions, then identify and record the
equivalent fractions.
1
• QUESTION 2 objective: Colour the fraction tiles to show fractions equivalent to 3 and record the fractions.
• QUESTION 3 objective: Identify and record three fractions on the given number line, then find three pairs of
equivalent fractions.

Reflection
• Have students reflect on and share what they have learnt.
o I can compare the size of parts in a whole to identify equivalent fractions.
o I can use models to explain why two fractions are equivalent.
• You may encourage students to write a journal with these prompts:
o What does the word “equivalent” mean?” Use drawings to show your thinking.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 20

LESSONS 15–18 (pages 201–204 Number of Periods: 4

Section 5D Multiply to Find Equivalent Fractions

Learning Objective(s) Focus Question

• Multiply to find equivalent fractions. • How does multiplication help you find equivalent
fractions?

Lesson Starter (20 min)

Task (page 201)

• Group students in pairs or small groups.

• Provide each pair or small group with 1 copy of Fraction Strip (TR01).
• Have students fold their fraction strip in quarters. Then have them colour 1 part blue.
• Ask: How did your fraction strip look like after folding it into quarters? (There are 4 equal parts.) What fraction
1
represents the part you coloured blue on the fraction strip of paper? (4) How do you know? (1 out of 4 equal
parts is coloured.)
• Have students now fold the same fraction strip into eighths.
• Ask: How did your fraction strip look after you folded it into eighths? (The fraction strip has 8 equal parts and
2
2 of the parts are coloured blue.) What fraction represents the parts that are coloured blue now? (8)

English Language Support:

Encourage students to think about other times they have divided equal pieces into smaller pieces to share.
1. I divided a ___________into smaller pieces so that I have more pieces to share. (Answers vary)
2. As the denominator gets larger, the pieces get smaller. It took more of the __________ pieces to make an
equivalent _________piece. (smaller, larger)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 21

Lesson Development (60 min)

Learn (page 201)

• Display page 201. Have students look at the two paper strips.
• Ask: What do you notice about the coloured blue part on both strips of paper? (They are equal in size.)
1 2
What fractions can you write to represent the blue strips of paper? (4 for the top strip and 8 for the bottom strip)
What can you say about the two fractions? (They are equivalent fractions.)
1 2
• Write 4 = 8 on the board.
• Invite students to look for the relationships between the numerators and the denominators of the equivalent
fractions.
• Ask: How are the numerators of the two fractions related? (2 is 2 times of 1.) How are the denominators related?
(8 is 2 times of 4.)
• Draw arrows between the two fractions and show students how the numerator and denominator are both
multiplied by 2.
• Ask: How do the strips of paper represent multiplying by 2? (The top strip of paper shows 4 parts at first.
When I fold the strip of paper to make eighths, the 4 parts are doubled or multiplied by 2.)

Activity! (page 202)

• This activity reinforces students’ understanding of multiplying to find equivalent fractions.

• Group students in pairs or small groups.
• Invite students to use the same strip of paper used in Task and fold it into sixteenths.
2
• Prompt students to find the equivalent fraction of 8 with 16 as the denominator.
• Lead students to notice the number of coloured parts now.
• Ask: How many equal parts are there? (16) How many parts are now coloured blue? (4)
• Encourage students to draw a model of their strip of paper on the next rectangle on TR01.
2
• Invite students to use multiplication to show how they would find the equivalent fraction of 8.
• Ask: How did you fold the paper to make sixteenths? (Each part in the eighths is further divided into two.)
How did this help you multiply to find the equivalent fraction? (I multiplied the numerator and the denominator
by 2.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 22

 1 2 4
• Have students notice how 4 is equivalent to 8 and 16.
• Ask: How has the paper strip changed from the Task in page 201 to the Activity in page 202? (The number of
equal parts changed from 4, to 8, then to 16.) What about the parts that are coloured blue? (The number of
coloured parts changed from 1 part to 2 parts, then to 4 parts.)
1 2 4
• Write 4 = 8 = 16 on the board.
𝟏 𝟐 𝟒
• Ask: What can you say about the three fractions 𝟒, 𝟖 and 𝟏𝟔? (They are equivalent fractions.)

Learn Together (pages 202 and 203)

• Group students in pairs or small groups to answer Questions 1 to 3.

• QUESTION 1 objective: Multiply to find equivalent fractions with the help of the fraction tiles.
• Ask: In 1(a), what do you notice about the two fraction tiles? (Both fraction tiles have the same length.
They represent the same whole. The first tile is divided into fourths and the second tile is divided into eighths.
The size of the green parts are equal for both tiles.) How do you think the two tiles are related? (Each fourth
in the first tile is divided into two parts making eighths. The number of parts changed from 4 to 8. The number of
𝟑
green parts changed from 3 to 6.) How does the fraction tiles help you find the equivalent fractions of 𝟒? (From
6
the fraction tile, I know I have to multiply the numerator and denominator by 2 to get .)
8
• Use similar prompts as 1(a) for 1(b).
6 9 3
• Lead them to see that 8 and 12 are equivalent fractions of 4.

• QUESTION 2 objective: Use multiplication to find the missing numerator or denominator in the equivalent
fractions.
2
• Ask: How do you find the missing digits? (I multiply the numerator and the denominator of 5 by 2; I multiply the
1 4
numerator and the denominator of 2 by 3; I multiply the numerator and the denominator of 5 by 4; I multiply the
3
numerator and the denominator of 10 by 5.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 23

• QUESTION 3 objective: Find a missing numerator or denominator in a pair of equivalent fractions.
• In (a), Ask: What is the denominator of the equivalent fraction? (9) Why do you think so? (1 × 3 gives me the
numerator, so 3 × 3 will give me the denominator.)
• In (b), Ask: What is the denominator of the equivalent fraction? (12) How do you know? (1 × 6 gives me the
numerator, so 2 × 6 will give me the denominator.)
𝟓
• In (c), Ask: 𝟔 is equivalent to how many twelfths? (10) Why? (because 2 times of 6 is 12, so 2 times of 5 is 10)
• In (d), Ask: What was 7 multiplied by to get 63? (9) What will you multiply 10 by to get the equivalent
fraction? (9)

Maths Talk:
• Encourage students to work with a partner to develop a method for finding if two fractions are equivalent.
Have students share their methods and apply the methods to a new problem.

Lesson Wrap-Up (40 min)

Practise On Your Own (page 204)

• Assign the questions for students to complete on their own.

3
• QUESTION 1 objective: Use the fraction tiles to find equivalent fractions of 4 using multiplication.
• QUESTION 2 objective: Find two equivalent fractions given the numerators and denominators.

Think! (page 204)

• QUESTION 3 objective: Notice and reason how the denominators change when finding equivalent fractions.
• Have students look at the fraction bar divided into fourths.
𝟏
• Ask: What fractions are equivalent to 𝟒? How will you draw a model to show these fractions? What do you
notice about the parts of the whole? What do you notice about the denominators? How do the denominators
𝟏
change when finding a fraction equivalent to 𝟒?

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 24

Reflection
• Have students reflect on and share what they have learnt.
o I can multiply to find equivalent fractions.
• You may encourage students to write a journal with this prompt:
o Explain how you can find equivalent fractions using multiplication to a friend.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 25

LESSONS 19–22 (pages 205–208) Number of Periods: 4

Section 5E Divide to Find Equivalent Fractions

Learning Objective(s) Focus Question

• Divide to find equivalent fractions. • How does division help you express fractions in simplest
• Express fractions in simplest form. form?

Vocabulary
• simplest form (bentuk paling sederhana)

Lesson Starter (20 min)

Task (page 205)

• Group students in pairs or small groups.

• Provide each pair or small group with a set of fraction circles.
• Have students work on the task. Observe student discussions.
• Have them represent the cake using fraction circles.
• Ask: How did Herman divide the cake? (He cut it into 8 equal slices.) What other information do you know?
2
(He placed two slices on each plate.) How would this be represented as a fraction? (8) What other fraction can be
1 1 2
written to show the amount of cake on each plate? (4 of the cake because 4 and 8 are equivalent.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 26

Lesson Development (60 min)

Learn (page 205)

• Group students in pairs or small groups.

• Provide each pair or small group with fraction circles.
2
• Have them show 8 with the fraction pieces.
2
• Have students place other fraction circles on top of the 8 to find other equivalent fractions.
𝟐 1 3
• Ask: What other fractions are equivalent to 𝟖? (4; 12)
2 1
• Write 8 = 4 on the board.
• Ask: How is this equation different from the ones in the previous lesson? (The fraction on the left has a greater
𝟐
numerator and denominator than the fraction on the right.) What operation do you use to show how 𝟖 is
𝟏 2
equivalent to 𝟒? (I divide the numerator and the denominator of 8 by 2.) How does this relate to the previous
lesson? (Multiplication and division are related. We divide by 2 to get from the left side of the equation to the right
side. We multiply by 2 to get from the right side of the equation to the right side.)
• Record the numerator and the denominator on the board showing how they are divided by 2 respectively.
• Explain to students that they can divide the numerator and the denominator by the same factor to find an
equivalent fraction.
𝟐
• Ask: Why do you divide the numerator and denominator of 𝟖 by 2? (Both 2 and 8 are divisible by 2. So 2 is called
the common factor of 2 and 8.)
1 2
• Point out to students that 4 is called the simplest form of 8 because there are no other common factors of 1 and 4.
𝟏
• Ask: Why do you think the numerator and denominator of 𝟒 cannot be divided by another number any further?
1
(The only common factor of 1 and 4 is 1. When I divide the numerator and the denominator of 4 by 1, I will still
1
get 4.)

Additional Support:
Encourage students to discuss some things that are easy or simple to do. For example, touch your nose, jump up and
down, etc. Explain that the simplest form is the easiest form to use because the numerator and the denominator no
longer have any common factors.

English Language Support:

Provide students with the following sentence frames:
1. When moving from larger fractional pieces to smaller pieces, I _______ the _____ and the ____ by the same
number. (multiply, numerator, denominator)
2. When moving from smaller fractional pieces to larger pieces, I _______ the _____ and the ____ by the same
number. (divide, numerator, denominator)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 27

Activity! (page 206)

• This activity reinforces students’ understanding of finding equivalent fractions using division.
• Group students in pairs or small groups.
• Provide students with a set of fraction tiles.
8
• Invite students to represent 12 using the fraction tiles.
8
• Encourage students to find two other fractions with denominators less than 12 that are equivalent to 12 using the
fraction tiles.
• Guide students to draw out the representations and write down the fractions respectively.
• Prompt students to show the numbers they used to divide.
• Ask: What strategies did you use to find an equivalent fraction? How did you know if the fractions you found
𝟖
were equivalent to 𝟏𝟐? What factors did you use when you divided? How did you check your work? How would
you know if the fraction is the simplest form?

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 28

Learn Together (pages 206 and 207)

• Group students in pairs or small groups to answer Questions 1 to 3.

• Provide each pair or small group with a set of fraction circles to model the fractions.
• QUESTION 1 objective: Express a fraction in the simplest form using two methods.
4
• Invite students to represent 12 in different ways using the fraction circles.
𝟒 1
• Ask: How would you make 𝟏𝟐? (using 4 of the 12 pieces How could you make other fractions that are equivalent
𝟒 2 1 𝟒
to 𝟏𝟐 with your fraction pieces? (I could show 6 or 3.) How can you use division to simplify 𝟏𝟐? (Divide both the
numerator and denominator by the same common factor.) What is a common factor of 4 and 12? (4)
How are (a) and (b) similar or different? (Both of them were divided to get the simplest form. (a) was divided twice
to get the simplest form. (b) was divided by the greatest common factor of 4 and 12.)

• QUESTION 2 objective: Fill in the missing numbers to find the equivalent fractions using division in two ways.
• Ask: How are (a) and (b) related? ((a) requires multiple steps to divide to get to the simplest form. (b) divides using
the greatest common factor to get to the same simplest form.) How are (c) and (d) related? ((c) requires multiple
steps to divide to get to the simplest form. (d) divides using the greatest common factor to get to the simplest form.)
How does division help you find the simplest form? (I can divide the numerator and denominator by a common
factor until they cannot be divided by any other common factor other than 1.)

Maths Talk:
• Invite students to consider how the order of dividing by a common factor affects the answer. Encourage students
to solve QUESTION 2(c) by dividing by 3 first and then by 2.
• Ask: What do you notice when you divided in a different order? (The fraction in the simplest form remains the
same.) Why do you think it did not change? (When 2 and 3 are multiplied, the answer is 6. On dividing by 3 first
and then by 2 is the same as dividing by 6, just with its factors in a different order.)

• QUESTION 3 objective: Use division to express the fractions in simplest form.

• Invite students to consider the common factors of the numerator and denominator.
• Ask: How will you know when you have a fraction represented in simplest form? (The numerator and
denominator of a fraction cannot be divided further by any number other than 1.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 29

 Additional Support:
For students who need additional support in finding common factors, first encourage them to divide by 2, 3
24 12 6 2
or 5 as many times as possible. For example, 60 becomes 30 then 15 then 5.

Lesson Wrap-Up (40 min)

Practise On Your Own (page 208)

• Assign the questions for students to complete on their own.

12
• QUESTION 1 objective: Use the fraction tiles to find the equivalent fractions of 16 using division.
• QUESTION 2 objective: Use division to find the missing numerators and denominators of equivalent fractions.
• QUESTION 3 objective: Use division to express fractions in the simplest form.
12
• QUESTION 4 objective: Understand the method used by Sri to find the simplest form of , then reason and explain
18
their thinking.

Reflection
• Have students reflect on and share what they have learnt.
o I can divide to find equivalent fractions.
o I can express fractions in simplest form.
• You may encourage students to write a journal with these prompts:
• Consider a time when you see a fraction in simplest form in the real world. Use drawings and phrases
to show your thinking.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 30

LESSONS 23–26 (pages 209 and 210) Number of Periods: 4

Section 5F Compare Unit Fractions

Learning Objective(s) Focus Question

• Compare like and unit fractions. • How do you compare fractions?
• Compare fractions with the same
numerators.

Lesson Starter (20 min)

Task (page 209)

• Group students in pairs or small groups.

• Provide each pair or small group with a set of fraction circles.
• Have them represent one piece of each cake using their fraction circles. Observe student discussions.
• After students have attempted the task, use the following prompts to facilitate a class discussion. Pay attention to
the language students use.
• Ask: Are the cakes of the same size? (yes) How many pieces are in the berry cake? (8) What fraction describes
1
1 piece of the berry cake? (8) How many pieces are in the chocolate cake? (4) What fraction describes 1 piece of
1
the chocolate cake? (4) Which piece of cake is larger, 1 piece of chocolate cake or 1 piece of berry cake? (1 piece
2 1 1 1
of chocolate cake) How do you know? (I know that 8 is equivalent to 4 so 8 is smaller than 4.)

Additional Support:
Provide students with paper plates, crayons and scissors. Have them decorate their plate to look like a cake.
Have them cut their cake into 4 equal pieces and see the size of each piece. Now ask them to cut one of the
1
4 pieces again to show 8.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 31

Lesson Development (60 min)

Learn (page 209)

• Provide each pair or small group with 1 copy of Fraction Strip (TR01).
1
• Have them show 8 on the first strip but dividing the rectangle into 8 parts and colouring 1 part.
1
• Ask them to show 4 on the second strip by dividing the rectangle into 4 parts and colouring 1 part.
1 1
• Ask: What do you notice about the parts you coloured? (4 is greater than 8.) How can you represent this
1 1 1 1
relationship using the greater than and smaller than symbols? (4 > 8 or 8 < 4)

Additional Support:
Have students put their strips vertically to show the comparison. For some students it is easier to see a comparison
in vertical form.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 32

Learn Together (page 210)

• Group students in pairs or small groups to answer Question 1. Have them discuss the question in pairs or in a small
group. You may want to walk around and listen to the discussions. Invite several students to share their thinking
• QUESTION 1 objective: Determine which fraction is greater when comparing unit fractions.
• Ask: What do you notice about these two fractions? (They have different denominators but the same numerators;
𝟏 𝟏 1
they are unit fractions.) Which fraction is greater, 𝟐 or 𝟑? (2) What do you notice about the size of the parts as the
denominator increases if the numerator is 1 in both fractions? (As the denominator increases, the size of the parts
gets smaller.)

Maths Talk:
• Ask: How do you compare unit fractions without using models? (The fraction with the smaller denominator is
greater because the same-sized whole is divided into fewer number of equal parts and each of its parts is bigger.)

Lesson Wrap-Up (40 min)

Practise On Your Own (page 210)

• Assign the questions for students to complete on their own.

• QUESTION 1 objective: Compare unit fractions using a model.
• QUESTION 2 objective: Compare unit fractions using > or < symbol.

Reflection
• Have students reflect on and share what they have learnt.
o I can compare like and unit fractions.
o I can compare fractions with the same numerators.
• You may encourage students to write a journal with these prompts:
o When the numerator is the same, why does the greater denominator determine the smaller fraction. Use
1 1
a real-world example and the fractions 3 and 5 to explain.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 33

LESSONS 27–30 (pages 211–214) Number of Periods: 4

Section 5G Compare and Order Unlike Fractions

Learning Objective(s) Focus Question

• Compare two fractions. • How do you compare unlike fractions?

Vocabulary
• common denominator (penyebut yang sama)

Lesson Starter (20 min)

Task (page 211)

• Group students in pairs or small groups.

• Provide each pair or small group with a set of fraction circles or fraction tiles to model the fractions.
• Ask: Which Jug has more juice? (Jug A) What do you notice about Jug A? (I can see it is 3 out of 4 marks full.)
𝟑 𝟓
What do you notice about Jug B? (I can see it is 5 out of 8 marks full.) When you build 𝟒 and 𝟖 with fraction pieces,
𝟑 𝟓
what do you see? (I can see that 𝟒 is greater than 𝟖.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 34

Lesson Development (60 min)

Learn (page 211)

• Encourage students refer to the models they built during the task earlier.
• Ask: What do the denominators tell you about each of the jugs of juice? (One has 4 equal parts and the other has
8 equal parts. The wholes are divided differently.) What do you notice about the amount of one-fourth and
one-eighth? (One-fourth is bigger than one-eighth.) How can you compare the two fractions with different
denominators? (I use equivalent fractions.) What is the relationship between eighths and fourths? (Two eighths
are equivalent to one-fourth.)
• Show the model on page 211.
𝟑 ?
• Write 𝟒 = 𝟖 on the board.
• Invite students to consider how they can multiply both the numerator and denominator to find an equivalent
fraction.
𝟑
• Ask: How can you find a fraction with denominator 8 that is equivalent to 𝟒? (I can multiply the numerator and
the denominator by 2.)
𝟑 𝟔
• Encourage students to use multiplication to see that 𝟒 and 𝟖 are equivalent fractions.
𝟔 𝟔 𝟓
• Ask: How can you use 𝟖 to compare the two fractions? (𝟖 and 𝟖 have the same denominator. The number of parts
𝟔 𝟓
can be compared because the denominator is the same. 𝟖 is greater than 𝟖.)
𝟔 𝟓
• Write 𝟖 > 𝟖 on the board.
𝟔 𝟓 𝟑 𝟓
• Ask: Now that we know that 𝟖 is greater than 𝟖, how can we use that information to compare 𝟒 and 𝟖?
𝟑 𝟔 𝟔 𝟑
(because 𝟒
is equivalent to 𝟖, you can replace 𝟖 with 𝟒 in the comparison.)
𝟑 𝟓
• Write 𝟒 > 𝟖 on the board.
• Why does it help you to get a common denominator to compare? (If they have the same denominator, I can
compare the numerators to find the greater fraction.)

English Language Support:

Help explain the term “common denominator”.
Have students think of a friend with something they both like to do. Explain that they have this activity in common.
A common denominator is when two fractions have a denominator that they share.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 35

Learn Together (pages 212 and 213)

• Group students in pairs or small groups to answer Questions 1 to 4.

• Provide each pair or small group with a set of fraction circles or fraction tiles.
• QUESTION 1 objective: Find a common denominator between two fractions to compare them.
• Invite students to represent the fractions using fraction circles or fraction tiles.
𝟑 𝟐
• Ask: How can you use a common denominator to compare the fractions? (I can make both 𝟒 and 𝟑 having the
same denominator.) What is a common multiple of 3 and 4 that can help you to find a common denominator for
𝟑 𝟐 𝟑 𝟗 𝟐 𝟖 𝟗 𝟖 𝟗
and 𝟑? (12) How many twelfths is 𝟒? (𝟏𝟐) How many twelfths is 𝟑? (𝟏𝟐) How can you compare 𝟏𝟐 and 𝟏𝟐? (𝟏𝟐 is
𝟒
𝟖 𝟑 𝟐 𝟑 𝟐
greater than .) How can you compare and ? ( is greater than .)
𝟏𝟐 𝟒 𝟑 𝟒 𝟑

• QUESTION 2 objective: Compare two fractions.

𝟐 𝟏
• Ask: How can you use a common denominator to compare the fractions? (I can make both and having the
𝟓 𝟑
same denominator.) What is a common multiple of 5 and 3 that can help you to find a common denominator for
𝟐 𝟏 𝟐 𝟔 𝟏 𝟑 𝟔 𝟓 𝟔
and 𝟑? (15) How many fifteenths is 𝟓? (𝟏𝟓) How many fifteenths is 𝟑? (𝟏𝟓) How can you compare 𝟏𝟓 and 𝟏𝟓? (𝟏𝟓 is
𝟓
𝟓 𝟐 𝟏 1 𝟐
greater than 𝟏𝟓.) How can you compare 𝟓 and 𝟑? (3 is smaller than 𝟓.)

• QUESTION 3 objective: Use a common denominator to order three fractions from the smallest to the greatest.
• Encourage students to represent the fractions using fraction circles or fraction tiles.
• Ask: How would using fraction circles or fraction tiles help you compare the fractions? (It is easier to compare
fractions by looking at the size of each representation.) How can you use a common denominator to compare
them? (I can find a common multiple of 6, 12 and 3 to use as the common denominator. Then I find equivalent
fractions of the three fractions with the common denominator to compare them.)
𝟓 𝟐
• Encourage students to find the fractions with denominator 12 that are equivalent to 𝟔 and 𝟑.
• Prompt students to order the fractions.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 36

• QUESTION 4 objective: Find a common numerator to compare and order three fractions from smallest to greatest.
• Use similar question prompts as in QUESTION 3.
• Encourage students to use fraction circles or fraction tiles to check their answer.

Lesson Wrap-Up (40 min)

Practise On Your Own (page 214)

• Assign the questions for students to complete on their own.

• QUESTION 1 objective: Compare the fractions using any strategy and write the greater fraction.
• QUESTION 2 objective: Compare fractions using any strategy and write the symbols <, =, or >.
• QUESTION 3(a) objective: Compare and order three fractions from the smallest to the greatest using visual
models.
• QUESTION 3(b) objective: Compare and order three fractions the smallest to the greatest.
• QUESTION 4 objective: Compare and order three fractions from the greatest to the smallest.

Reflection
• Have students reflect on and share what they have learnt.
o I can compare and order three fractions with different denominators.
• You may encourage students to write a journal with these prompts:
o Write three fractions with different denominators. Then teach a friend how you will compare and order
the fractions from greatest to smallest.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 37

LESSONS 31–34 (pages 215–220) Number of Periods: 4

Section 5H Decimal Fractions (Tenths)

Learning Objective(s) Focus Question

• Read and write tenths as a decimal. • How do you represent tenths as a fraction and as a decimal?
• Convert tenths from fractions to decimals and
vice versa.

Vocabulary
• decimal (desimal)
• tenth (persepuluhan)

Lesson Starter (20 min)

Task (page 215)

• Group students in pairs or small groups.

• Provide each pair or small group with a set of fraction tiles.
7
• Invite students to represent the problem using fraction tiles to show the length of the shoelace as 10 of a metre.
• Ask: What do you know about the problem? What do you see in the picture? (A boy is measuring a shoelace using
7 𝟕
a ruler. The ruler is 1 metre long. The shoelace measures 10 of a metre.) What does 𝟏𝟎 of a metre mean? (1 metre is
divided into 10 equal parts. The shoelace measures 7 of the 10 parts.)

English Language Support:

Encourage students to think of different ways to express tenths.
Word form: one-tenth
1
Fraction form: 10
Decimal form: 0.1
Decimal comes from the word “Deci” which means “ten”.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 38

Lesson Development (60 min)

Learn (page 215)

• Group students in pairs or small groups.

• Provide each pair or small group with a copy of Tenths Template (TR03) and a set of coloured pencils.
• Have students represent the fraction bar and number line similar to that in the WorkText.
7
• Write 10 = 0.7 on the board.
7
• Explain that 10 can be written as 0.7.
• Point to 0.7 and explain that the number is a decimal. The “dot” in 0.7 is known as the decimal point.
• Point out that the place after the decimal point is the tenths place and is equivalent to the fractional form
of tenths.
• Have students cut out the first rectangular strip in the Tenths Template (TR03) and fold it into tenths. Then use the
folded strips to divide the fraction bar and number line, which represent 1 metre, into 10 equal intervals.
• Have students colour the number of parts of the fraction bar to represent the length of the shoelace. Then,
compare the fractions (using the fraction bar) and decimals (using the number line) to the length of the shoelace
(represented by the coloured parts).
• Ask: How many equal parts are there in the fraction bar and number line? (10) How many parts are coloured to
7
represent the shoelace? (7) How can you describe the length of the shoelace? (7 out of the 10; 10 metre;
0.7 metre)

English Language Support:

The decimal 0.7 can be read as “zero point seven” or as “7 tenths.”

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 39

Learn Together (pages 216 and 217)

• Group students in pairs or small groups to answer Questions 1 to 7.

• Provide a set of fraction tiles, a set of decimal place-value chips, and a copy of Decimal Place-Value Chart (TR04).
• QUESTION 1 objective: Relate 10 tenths to 1 whole.
• Invite students to use fraction tiles to make 1 whole, then use decimal place-value chips to make 1 whole.
• Have students conclude that 10 tenths is 1 whole.
𝟏 𝟏
• Ask: How many 𝟏𝟎 are needed to make 1 whole? (10) How is 𝟏𝟎 related to 0.1? (They are equivalent.) How many
one-tenth chips make 1 whole? (ten 0.1 chips show 10 tenths; 10 tenths make 1 whole)

• QUESTION 2(a) objective: Write the number of tenths in decimals given the model representation.
• Ask: What does each part represent in each model? How do you know? (Each part represents one tenth, because
the whole is divided into 10 equal parts.) How would you write the model representation as a decimal? (Count the
number of tenths and write 9 tenths as 0.9.)
• QUESTIONS 2(b)–(c) objective: Write the number of tenths in decimals with reference to the place-value chips.
• Invite students to count the place-value chips and write the decimal.
• Ask: What does each tenths chip represent? (1 tenth) How would you write 2 tenths as a decimal? (0.2)
How would you write 6 tenths as a decimal? (0.6)

• QUESTION 3 objective: Read and write measurements as decimals in tenths.

• Ask: How are the measurements on the ruler divided? (into tenths of a centimetre) How do you find the length of
the bean? (Count the number of tenths.)

• QUESTION 4: objective: Convert tenths from fractions to decimals given model representation.
• Ask: How does the model describe a decimal? (It is divided into tenths. 3 out of ten parts are coloured.) How do
𝟑
you write 𝟏𝟎 as a decimal? (0.3)

• QUESTION 5 objective: Represent the fraction as decimal.

• Ask: How do you record a decimal when the parts are not divided into tenths? (Find an equivalent fraction in
tenths before writing it as a decimal.)

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• QUESTION 6 objective: Convert tenths from fractions to decimals using a number line.
• Provide each pair or small groups with a copy of Number Line Template 1 (TR05).
• Invite students to draw a fraction bar along the number line as shown in the WorkText and then skip count by
tenths along the number line.
• Ask: How many tenths are represented by a fifth? (2 tenths represent one-fifth) How many fifths do you colour in
the fraction bar to show two-fifths? (2) How many tenths would this represent? (4 tenths) What decimal
𝟐 2 4
corresponds with the fraction on the number line? (0.4) What decimal is equivalent to 𝟓? (5 = 10 = 0.4)

• QUESTION 7 objective: Convert tenths from decimals to fractions using a number line.
• Provide each pair or small group with a copy of Number Line Template 2 (TR06).
• Invite students to draw a fraction bar along the number line as shown in the WorkText.
• Ask: How would you divide the fraction bar to show 0.9? (I divide the whole (fraction bar) into 10 equal parts.
9
I colour 9 parts to show 9 tenths.) How do you write this as a fraction? (10)

Activity! (page 218)

• Group students in pairs or small groups.

• Provide each pair or small group with a set of coloured pencils, a set of decimal place-value chips and a copy of
Tenths Model (TR07).
• Invite one student to represent a set of tenths using the decimal place-value chips and the other student to colour
the required parts in the tenths model to represent the decimal.
• Encourage each pair to compare the representations, then draw the model and record the decimal in their
WorkText.
• Ask: How do you determine the number of parts to colour in your tenths model? (Count the number of tenths
represented by the chips.) How do you record it as a decimal? (I write 4 tenths as 0.4.)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 41

Lesson Wrap-Up (40 min)

Practise On Your Own (pages 218–220)

• Assign the questions for students to complete on their own.

• QUESTION 1(a) objective: Write the number of tenths as a decimal given the model representation.
• QUESTION 1(b) objective: Write the number of tenths as a decimal by counting the decimal place-value chips.
• QUESTION 2 objective: Write the number of tenths as a decimal without any model representations.
• QUESTION 3 objective: Read and write measurements as a decimal in tenths.
• QUESTION 4(a) objective: Convert tenths from fractions to decimals given model representations.
• QUESTIONS 4(b)–(c) objective: Convert tenths from fractions to decimals without pictorial representations.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 42

• QUESTION 5(a) objective: Convert tenths from decimals to fractions given a number line and a fraction bar.
• QUESTIONS 5(b)–(c) objective: Convert tenths from decimals to fractions without pictorial representations.

Think! (page 220)

• QUESTION 6 objective: Write a given fraction with denominator 5 as a decimal by first writing it as an equivalent
fraction in tenths.
• Invite students to draw a model to represent 2 out of 5.
2
• Ask: How can 2 out of 5 be represented? (5) How can you represent this fraction in tenths? (First, find an
equivalent fraction in tenths. Then shade or colour the appropriate number of tenths.)

Reflection
• Have students reflect on and share what they have learnt.
o I can read and write tenths as a decimal.
o I can convert tenths from fractions to decimals.
o I can convert tenths from decimals to fractions.
• You may encourage students to write a journal with these prompts:
o Write one fraction and an equivalent decimal. Explain how the fraction and decimal are equivalent using a
bar model or number line. Then write the fraction as a decimal.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 43

LESSONS 35–38 (pages 221–226) Number of Periods: 4
Decimal Fractions
Section 5I
(Hundredths)
Learning Objective(s) Focus Question
• Read and write hundredths as a decimal. • How do you represent hundredths as a fraction or as a decimal?
• Convert hundredths from fractions to
decimals and vice versa.
Vocabulary
• hundredth (perseratusan)

Lesson Starter (20 min)

Task (page 221)

• Group students in pairs or small groups.

• Provide each pair or small group with a set of coloured pencils and a copy of the Hundredths Model (TR08).
• Ask: How is the plot of land divided? (It is divided into 100 equal parts.) How would you describe the land covered
27
with cabbages? (27 out of 100 equal parts are covered with cabbages.) How would this look as a fraction? (100)
• Have students consider how this would be represented as a decimal.

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Lesson Development (60 min)

Learn (pages 221 and 222)

• Group students in pairs or small groups.

• Provide each pair or small group with a copy of the Hundredths Model (TR08).
• Invite students to shade 27 parts out of 100 parts to represent the cabbages grown in the square vegetable garden.
• Ask: How is the hundredths model divided? (It is divided into 100 equal parts.) How would you describe one part
1
out of 100? (100 or one hundredth.)
1
• Define 100 as 1 hundredth and write it as 0.01. Explain that the place after the decimal point is the hundredths
place.
• Have students conclude that 10 hundredths is the same as 1 tenth.
• Ask: How would you use the model to express the number in tenths and hundredths? (2 tenths 7 hundredths or
27 hundredths)
• Ask: How would you use decimals to describe the part of the garden that is covered with cabbages?
(27 hundredths or 0.27)

Additional Support:
Use the Tenths Model (TR07) and the Hundredths Model (TR08) to show students that 27 hundredths can also be
seen as 2 tenths and 7 hundredths, because the two rows of 10 can also be considered as tenths due to equivalent
fractions.
Use the following to help students see the connection between decimals and whole numbers. Have students draw
ten wholes in the tens, one whole in the ones, one whole divided into tenths, one whole divided into hundredths.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 45

Learn Together (pages 222–224)

• Group students in pairs or small groups to answer Questions 1 to 5.

• QUESTION 1 objective: Write the decimal based on the number of hundredths shown in the model.
• How would you describe the model? (34 out of 100 squares are shaded.) How many hundredths are in the whole?
(100) How would you describe the model using a decimal? (34 hundredths = 0.34)

• QUESTION 2 objective: Convert hundredths from fractions to decimals given model representations.
• Invite students to use a hundredths model to represent each fraction and record it as a decimal using an
equivalent fraction.
𝟏𝟑
• Ask: How does each model show a fraction? (It shows parts of a whole.) How can 𝟏𝟎𝟎 be represented as a
decimal? (This fraction represents 13 hundredths, which is 0.13 when represented as a decimal.) How do you
convert a fraction to a decimal when it is not in hundredths? (Find an equivalent fraction that has 100 as the
denominator then convert to the decimal.)

• QUESTION 3 objective: Write the decimals based on the number of hundredths represented by the decimal place-
value chips.
• Provides students with a set of decimal place-value chips.
• Invite students to tell the number of tenths and hundredths and write the decimal.
• Ask: How do you describe the decimal representation? (9 hundredths or 0.09)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 46

Maths Talk:
• Invite students to consider the place value of each digit in a decimal.
• Ask: Is 0.9 the same as 0.09? (The digit 9 in 0.09 is in the hundredths place and the digit 9 in 0.9 is in the tenths
place. They do not have the same value.)

• QUESTION 4 objective: Convert hundredths from fractions to decimals given a fraction bar and a number line.
• Provide each pair or small group with a copy of Number Line Template 3 (TR09).
• Invite students to draw a fraction bar along the number line to show 10 hundredths in one tenth.
• Encourage students to use the number line to count by hundredths.
• Ask: How would you shade the fraction bar to show 7 hundredths? (Shade 7 parts.) How would this help you
identify an equivalent decimal? (It would be 7 hundredths, which corresponds to 0.07 on the number line.)

• QUESTION 5 objective: Use a number line to convert hundredths from decimals to fractions.
• Provide each pair or small group with a copy of Number Line Template 4 (TR10).
• Invite students to skip count by hundredths along the number line.
• Ask students to draw a fraction bar along the number line and shade 2 hundredths.
• Encourage students to express the fraction in simplest form.
2
• Ask: How would you represent 0.02 as a fraction? (0.02 is 2 hundredths. 2 hundredths can be expressed as 100.)
How do you know whether the fraction is in simplest form? (2 and 100 have a common factor, 2. Divide both 2
1
and 100 by a common factor of 2 to get 50 as the fraction in the simplest form.)

• QUESTION 6 objective: Convert hundredths from decimals to fractions in simplest form without any pictorial
representations.
• Invite students to read aloud each decimal using place value to determine how to represent it as a fraction.
• Ask: How does the word form of the decimal help you represent it as a fraction? (It tells what the denominator
would be when expressed as a fraction.) How do you decide if it is in simplest form? (Look to see if the numerator
and denominator have a common factor other than 1.)

Activity! (page 224)

• Group students in pairs.

• Provide each pair with a set of place-value chips and a copy of Hundredths Model (TR08).
• Invite one partner to represent a decimal using place-value chips while the other partner shades the required
number of parts in the hundredths model to represent the decimal.
• Ask: How would you describe each decimal? How does the hundredths model represent the number of
hundredths? Where do you see a whole number in each representation?

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 47

Lesson Wrap-Up (40 min)

Practise On Your Own (pages 225 and 226)

• Assign the questions for students to complete on their own.

• QUESTIONS 1(a)–(b) objective: Write the decimals in hundredths given model representations.
• QUESTIONS 1(c)–(d) objective: Write the decimals in hundredths by counting the place-value chips.
• QUESTION 2 objective: Write decimals in hundredths without any pictorial representations.
• QUESTION 3(a) objective: Convert hundredths from fractions to decimals given model representations.
• QUESTIONS 3(b)–(d) objective: Convert hundredths from fractions to decimals without any pictorial
representations.
• QUESTION 4(a) objective: Convert hundredths from decimals to fractions in simplest form given a number
line and a fraction bar.
• QUESTIONS 4(b)–(d) objective: Convert hundredths from decimals to fractions in simplest form without any
pictorial representations.

Reflection
• Have students reflect on and share what they have learnt.
o I can read and write hundredths as a decimal.
o I can convert hundredths from fractions to decimals.
o I can convert hundredths from decimals to fractions.
• You may encourage students to write a journal with this prompt:
o Explain how to convert a fraction to a decimal using a model with hundredths.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 48

LESSONS 39–42 (pages 227–232) Number of Periods: 4

Section 5J Percents

Learning Objective(s) Focus Question

• Relate a percent to parts of a whole that is • How does a percent represent a quantity out of 100?
made up of 100 equal parts.

Vocabulary
• percent (persen)

Lesson Starter (20 min)

Task (page 227)

• Group students in pairs or small groups.

• Provide each pair or small group with a copy of the Hundredths Model (TR08) and a set of coloured pencils.
• Have students recreate the picture they see.
4
• Ask: How many of the tiles are blue? (4 out of 100 squares) How would you express this as a fraction? (100)
How would you express this as a decimal? (0.04)
20
• Ask: How many of the tiles are green? (20 out of 100 squares) How would you express this as a fraction? (100)
How would you express this as a decimal? (0.20 or 0.2)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 49

Lesson Development (60 min)

Learn (page 227)

• Say: There is one more way to describe the number of tiles that are blue or green. It is called a percent.
A percent is another way to represent a fraction that has a denominator of 100. We can say 1 out of 100 as 1%.
• Ask: How would you write the number of blue tiles as a percent? (4%) How could you write the number of green
tiles a percent? (20%) How many blue and green tiles are there all together? (There are 24 blue and green tiles.)
24
What would you do to describe how much of the artwork is blue or green in fraction? (100 is either blue or green.)
How would you find how many tiles are white? (I could subtract 24 from 100 to find out. 76 out of 100 tiles are
white.) How do you express this as a percent? (There are 76 out of 100, that is, 76%.)
• Say: Percent means out of 100.

English Language Support:

Help students understand the language of “or” versus “and”.
“And” means “both”.
Example: I like apples and oranges. This means I like BOTH apples and oranges.
“Or” means “either one of the two”.
Example: You can have tea or coffee. This means you can have EITHER tea or coffee, not both.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 50

Activity! (page 228)

• Group students in pairs.

• Provide each pair yellow, green, red and blue crayons or markers as well as a copy of Hundred Square Grid (TR11).
• Have students shade the percents requested.
• Ask: How many squares of each colour did you shade? How many were left unshaded?

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 51

Learn Together (pages 228–230)

• Group students in pairs or small groups to answer Questions 1 to 5.

• QUESTION 1 objective: Find the percent by counting the number of shaded squares in a 100-square grid.
• Ask: How does the number of squares tell you the percent shaded? (If there are 50 out of 100 squares shaded,
that is 50%.) How do you find the number of shaded squares in (b)? (I need to combine parts of squares or realise
1
that 2 is always 50%.)

• QUESTION 2 objective: Find percent of a quantity in a set.

• Ask: How does the number of circles relate to the number of shapes in all? (There are 25 out of 100 shapes that
are circles.) What percent are circles? (It is 25%.) How does the number of green shapes relate to the number of
shapes in all? (There are 50 out of 100 shapes that are green.) What percent of the shapes are green? (It is 50%.)
What percent of the shapes are neither green nor circles? (There are 50 out of 100 shapes that are a colour other
than green.) What percent of shapes are squares that are not green? (It is 50%.)

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• QUESTION 3 objective: Find a percent of a quantity in a 100-square grid.
𝟏 1
• Ask: How can two 𝟐 squares be combined? (Two 2 squares make a full square.) If you know the total percent of
squares that are the orange, white, grey and blue, how could you find the percent of the yellow squares? (I could
subtract it from 100%, that is 100% – 21% = 79%.)

• QUESTION 4 objective: Shade squares given percents.

• Ask: How many squares will you shade blue to show 34%? (34) How many squares will you shade red? (35)
How do you write this as a percent? (35%) What percent is shaded in all? (69%)

• QUESTION 5 objective: Use an percent model to solve problems.

• Ask: What percent of students have no siblings? How do you know? (10%, because 100% – 90% is 10% and 90% of
the students have at least one sibling.) What does the 75% show? (students with at least two siblings)
How many students have exactly 1 sibling? How do you know? (The difference between at least 1 and at least
2 siblings is the number that have exactly 1 sibling.)

Additional Support:
1
Provide students with paper squares and scissors to confirm that 2 of a square is a triangle when cut diagonally.

English Language Support:

The language of at least one sibling may be difficult in Question 5. Use this drawing to help students understand the
language.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 53

Lesson Wrap-Up (40 min)

Practise On Your Own (pages 230–232)

• Assign the questions for students to complete on their own.

• QUESTION 1 objective: Find a percent by counting the number of shaded squares in a 100-square grid.
• QUESTION 2 objective: Find a percent in a set.
• QUESTION 3 objective: Find the percent represented by the shaded squares in a 100-square grid.
• QUESTION 4 objective: Shade squares given percents

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 54

Think! (page 232)
• QUESTION 5 objective: Use a percent model to solve problems.
• Encourage students to shade the population that speaks Indonesian from the left of the grid in one colour and the
population that speaks English from the right in another colour to see the overlap.
• Ask: How many squares would you shade to show the percent of the population that speaks Indonesian? (90%)
How many squares would you shade to show the percent of the population that speaks English? (30%) How do
you know that there must be some overlap? How much overlap? (because 90% and 30% adds to 120%; 20%)

Reflection
• Have students reflect on and share what they have learnt.
o I can use a percent model to represent parts of a whole that is made up of 100 equal parts.
• You may encourage students to write a journal with these prompts:
o Is it always necessary to have 100 as the whole in a percent? Explain with an example.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 55

LESSONS 43–46 (pages 233–236) Number of Periods: 4
Percents, Fractions and Decimal
Section 5K
Fractions
Learning Objective(s) Focus Question
• Relate percents to fractions. • How are fractions and percents related?
• Express percent as fractions and vice versa.
• Relate percents to decimals.
• Express percent as decimals and vice versa.
• Write equivalent fractions, decimals and
percents.

Lesson Starter (20 min)

Task (page 233)

• Group students in pairs or small groups.

• Provide each pair or small group with a copy of the Hundred Square Grid (TR11).
47
• Have students colour 30% yellow. Have them colour 100 green.
• Encourage students to share and explain their work.
• Ask: How many of the squares are yellow? (30) How do you know that this is 30%? (30 out of 100 is 30%.)
What percent of the squares are green? How do you know? (47%, 47 out of 100 are green.) How could you find
the number that are white? (Count them or subtract 30 and 47 from 100.)

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Lesson Development (60 min)

Learn (page 233)

• Show the Task solution shown in the text.

• Ask: How does the solution shown compare to yours? How can you express the number of yellow squares as a
3
fraction? (There are 30 out of 100 squares that are yellow. That can be written as 30 over 100 or 10.) What percent
of the squares are yellow? (30%)
• Ask: How many squares are green? (47) How many are white? (23)
47 23
• Ask: How do you show each as a fraction? (100 are green and 100 are white.)
• Ask: Why should the total of all the colours be 100%? (because 100% is the same as 1 whole)

English Language Support:

In Latin, per means for each and cent means one hundred. Therefore, per cent means for each one hundred.

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 57

Learn Together (pages 234 and 235)

• Group students in pairs or small groups to answer Questions 1 to 5.

• QUESTIONS 1 and 2 objective: Find the fraction when given a percent.
• Ask: How does the numerator relate to the percent? (83% means 83 out of 100 so the numerator 83.) How does
the denominator relate to the percent? (Since a percent is out of 100, the denominator is 100.)

• QUESTION 3 objective: Find the percent given a fraction.

𝟕𝟒
• For 3(a) and 3(b), Ask: How do you read the fraction 𝟏𝟎𝟎.? (74 out of 100) How can you write that as a percent?
𝟔
(74%) How do you read the fraction 𝟏𝟎? (6 out of 10) What do you need to do before you can write this as a
percent? Why? (I must find how much it is out of a hundred because percent must be out of 100.) How will you do
this? (I must find an equivalent fraction that has a denominator of 100.)
• Use similar prompts as QUESTION 3(c) and 3(d).

English Language Support:

1
Ask students if they have heard the phrase to share something fifty-fifty. Explain that means 50% or goes to
2
each person.

• QUESTION 4 objective: Express a decimal as a percent.

• Ask: In (a), how do you read 0.63? (63 hundredths) How might you express this as a fraction out of 100? (63 out of
100) How do you write this as a percent? (63%)
• Ask: In (b), how do you read 0.7? (7 tenths) How might you express this as a fraction out of 10? (7 out of 10)
What would be an equivalent fraction out of 100? (70 out of 100) How do you write this as a percent? (70%)
• Ask: In (c), how do you read 0.04? (4 hundredths) How do you write this as a percent? (4%)

• QUESTION 5 objective: Express a percent as a decimal.

45
• Ask: How do you write 45% as a fraction of 100? (100) How do you read the fraction? (45 hundredths) How do you
write it as a decimal? (0.45)

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Lesson Wrap-Up (40 min)

Practise On Your Own (page 236)

• Assign the questions for students to complete on their own.

• QUESTION 1 objective: Find the fraction when given a percent.
• QUESTION 2 objective: Find the percent given the fractional form.
• QUESTION 3 objective: Express a decimal as a percent.
• QUESTION 4 objective: Express a percent as a decimal.

Reflection
• Have students reflect on and share what they have learnt.
o I can express percents as fractions and vice versa.
o I can express percents as decimals and vice versa.
o I can find equivalent fractions, decimals, and percents.
• You may encourage students to write a journal with this prompt:
o How are decimals, fractions and percents related?

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 59

LESSONS 47–49 (pages 237–240) Number of Periods: 3
Real-Life Maths Task (pages 237–239)

• Refer students to the Real-Life Maths Task

• QUESTION 1 objective: Determine and explain if two fractions are equivalent.
• Ask: What is the distance between Ivy’s home and the school? What fraction did Ivy use to describe the distance
between her home and the school? Do you agree with her? Why or why not? What model can you draw to
support your answer?

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• QUESTION 2 objective: Compare and order fractional distances and explain their thinking.
• Ask: What methods or tools can you use to find your answer? Does your reasoning make sense? How do you
know? What models can you draw to support your reasoning?

• QUESTION 3 objective: Reason if a given fraction and a given decimal is equivalent.

• Ask: How far is the distance between Adit’s home and the school? How do you write this in decimal form?
What mistake did he make?

• QUESTION 4 objective: Reason if a given fraction and a given percent is equivalent.

• Ask: How far is the distance between Cole’s home and the school? How do you express this in percent form?
Is he correct?

Scoring Guide
• Use the scoring guide to help you go through the Real-Life Maths Task with students.

Description Point(s)
1 The student:
6 3
• correctly determines that is equivalent to . 1
8 4
• correctly explains their reasoning. 1
2 The student:
• correctly orders the distances from home to school. 2
3 The student:
• correctly determines that Adit is incorrect. 1
1
• explains that 5 is equivalent to 0.2 not to 0.5 or that 0.5 is 1
1 1
equivalent to 2 not 5.
4 The student:
• correctly determines that Cole is correct. 1
1
• explains that 2 is equivalent to 50% or that 50% is equivalent 1
50 1
to 100 which is 2.
Total 8

• Use this table to help you determine students’ performance levels.

Level Score

7–8

3–6

0–2

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Chapter Wrap-Up (page 240)

• Guide students to recall what they have learnt in the chapter using What Have I Learnt?.

English Language Support:

Guide students to create a list of the key vocabulary words in the chapter. Help reinforce the vocabulary using the
following statements/questions.
1
1. In the fraction 5, 1 is the _______ and 5 is the _______. (numerator; denominator)
3 5
2. 8 and 8 make a _______. (whole)
3. The _______ represents the number of parts we are considering and the _______ represents the total number
of parts in a whole. (numerator; denominator)
4. When two fractions are equal, they are _______. (equivalent)
5. _________ can be written from fractions that have denominators of 10 or 100. (Decimals)
6. ________ can be written from decimals or fractions in the 100ths. (percents)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 62

LESSONS 50–53 (pages 241–244) Number of Periods: 4

Chapter Practice (pages 241–244)

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 63

• Assign Chapter Practice to help students consolidate and extend their understanding of the chapter.

Question Level Chapter 5 Learning Objective(s) Section(s)

1 1 Identify equivalent fractions. 5C
2 1 Convert tenths from fractions to decimals and vice versa. 5H
Relate a percent to parts of a whole that is made up of 100 equal
3 1 5J
parts.
4 1 Read, write, and identify fractions within 1 whole as part of a whole. 5A
5 1 Read, write, and identify fractions within 1 whole as part of a whole. 5A
6 1 Show fractions as numbers on a number line. 5B
Identify and find equivalent fractions.
7 2 5B
Show fractions as numbers on a number line.
Multiply to find equivalent fractions.
8 1 5D, 5E
Divide to find equivalent fractions.
9 1 Compare two fractions. 5G
10 1 Compare and order fractions. 5G
11 1 Write decimals. 5H
12 1 Write fractions as decimals 5H
13 1 Write decimals as fractions 5H
Relate a percent to parts of a whole that is made up of 100 equal
14 1 5J
parts.
15 1 Write fractions as percents. 5K
Relate percents to fractions.
16 1 5K
Express percent as fractions.
Relate percents to decimals.
17 1 5K
Express percent as fractions in simplest form.
Relate percents to decimals.
18 1 5K
Express percent as decimals and vice versa.
19 2 Find equivalent fractions, decimals and percents 5K

• QUESTION 7 objective: Identify, find and show the equivalent fractions on the number line.
𝟏
• Ask: How can you use 𝟐 to help you place the fractions on the number line? What denominator should you
use to find equivalent fractions.

• QUESTION 19 objective: Find equivalent fractions, decimals and percents.

• Ask: What are some ways you can find out if a fraction, decimal and percent are equivalent?

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Teacher Resource
TR01 Fraction Strips

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 65

Teacher Resource
TR02 Paper Circle

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 66

Teacher Resource
TR03 Tenths Template

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 67

Teacher Resource
TR04 Decimal Place-Value Chart

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 68

Teacher Resource
TR05 Number Line Template 1

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 69

Teacher Resource
TR06 Number Line Template 2

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 70

Teacher Resource
TR07 Tenths Model

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 71

Teacher Resource
TR08 Hundredths Model

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 72

Teacher Resource
TR09 Number Line Template 3

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 73

Teacher Resource
TR10 Number Line Template 4

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 74

Teacher Resource
TR11 Hundred Square Grid

© 2024 Marshall Cavendish Education Pte Ltd | Chapter 5 75