Thato Ledimo
Student number: 60506857
Assignment: Three
Unique number: 863900
Date: 24 July 2020
, 1.1 The horizontal progression of common fractions for Grades 4-6
Describing and ordering fractions for Grade 4: Comparing and ordering fractions with
different denominators and comparing them in diagram form. For example, Thato and
Mome are reading the same book in class.
Amelia has read 4/5, Mo has read 7/10. Who has read more?’
Put these fractions in order from smallest to biggest.
2/6, 2/3, 5/12, 5/6, 3/6
Calculations with fractions for Grade 4: Addition with the same denominators and
recognize and use the equivalence of division and fractions. For example 2/5 + 1/5
Solving problems for Grade 4: In contexts involving fractions. For example, Efrica cut off
2/3 of her hair. She donated 7/8 to a local wig shop. What fraction of her hair did Efrica
donate?
Equivalent forms for Grade 4: Recognizing and using equivalent forms of common
fractions whereby one denominator is a multiple of another. For example, 2/3 + 1/18
So the horizontal progression in this shows us that there’s more to fractions and there
are many ways and strategies a teacher can use in teaching common fractions, there’s
many ways working around fractions and they are more advanced in Grades 5 and 6
because in Grade 5 there’s grouping, sharing and counting backwards and forwards in
fraction contexts and Grade 6 you get to find percentages of whole numbers and there’s
more equivalent forms and there’s ordering and comparing of tenths and hundreds in
common fractions.
1.2 Common Fractions are taught in Terms 2, 3 and 4 in Grade 4. The amount of time
allocated to common fractions in Grade 4 for Term 2 is 6 Hours. The amount of time
allocated to common fractions in Grade 4 for Term 3 and 4 is 5 Hours. Time allocated for all
terms is 16 hours
1.3 There are various ways to grasp fractions. This implies that the definition of fractions will
be formed by the learners in various ways. Problem-solving experiences can allow learners to
consider several aspects of fractional thought. The learners should be given a number of
problems. As with other aspects of fractions, measurements can be produced either by
problem contexts or through the use of apparatuses or diagrams. Learners should be given
problem contexts in which parts of fractions need to be added. Length and capacity can be
Student number: 60506857
Assignment: Three
Unique number: 863900
Date: 24 July 2020
, 1.1 The horizontal progression of common fractions for Grades 4-6
Describing and ordering fractions for Grade 4: Comparing and ordering fractions with
different denominators and comparing them in diagram form. For example, Thato and
Mome are reading the same book in class.
Amelia has read 4/5, Mo has read 7/10. Who has read more?’
Put these fractions in order from smallest to biggest.
2/6, 2/3, 5/12, 5/6, 3/6
Calculations with fractions for Grade 4: Addition with the same denominators and
recognize and use the equivalence of division and fractions. For example 2/5 + 1/5
Solving problems for Grade 4: In contexts involving fractions. For example, Efrica cut off
2/3 of her hair. She donated 7/8 to a local wig shop. What fraction of her hair did Efrica
donate?
Equivalent forms for Grade 4: Recognizing and using equivalent forms of common
fractions whereby one denominator is a multiple of another. For example, 2/3 + 1/18
So the horizontal progression in this shows us that there’s more to fractions and there
are many ways and strategies a teacher can use in teaching common fractions, there’s
many ways working around fractions and they are more advanced in Grades 5 and 6
because in Grade 5 there’s grouping, sharing and counting backwards and forwards in
fraction contexts and Grade 6 you get to find percentages of whole numbers and there’s
more equivalent forms and there’s ordering and comparing of tenths and hundreds in
common fractions.
1.2 Common Fractions are taught in Terms 2, 3 and 4 in Grade 4. The amount of time
allocated to common fractions in Grade 4 for Term 2 is 6 Hours. The amount of time
allocated to common fractions in Grade 4 for Term 3 and 4 is 5 Hours. Time allocated for all
terms is 16 hours
1.3 There are various ways to grasp fractions. This implies that the definition of fractions will
be formed by the learners in various ways. Problem-solving experiences can allow learners to
consider several aspects of fractional thought. The learners should be given a number of
problems. As with other aspects of fractions, measurements can be produced either by
problem contexts or through the use of apparatuses or diagrams. Learners should be given
problem contexts in which parts of fractions need to be added. Length and capacity can be
