14 Fuither fractionsand decimals

Prior knowiedge
Students should be able to recognise fractions that are equivalent to recurring decimals. Students
should know how to estimate and subtract mixed numbers, and write the answer as a mixed number
in its simplest form. Students should be able to estimate and multiply an integer by a mixed number,
and divide an integer by a proper fraction. Students should be able to use knowledge of the laws of
arithmetic and order of operations (including brackets) to simplify calculations containing decimals
or fractions. Students should understand the relative size of quantities to compare and order
decimals and fractions (positive and negative), using the symbols =, #, >, <,s and >.

Objectives overview
These learning objectives are reproduced from the Cambridge Lower Secondary Mathematics curriculum
framework (0862) from 2020. This Cambridge International copyright material is reproduced under licence
and remains the intellectual property of Cambridge Assessment International Education.

Objective Student's Workbook Teacher's Online

Learning objective code Book pages pages Guide pages resources
Deduce whether fractions will 9Nf.01 107-1-110 38-40 55-59 Flashcards
have recurring or terminating Unit 14
decimal equivalents.
Knowledge
Estimate, add and subtract 9Nf.02 110-1
-112 38-40 55-59 test Unit 14
proper and improper fractions,
and mixed numbers, using the
order of operations.
Estimate, multiply and divide 9Nf.03 112-1 38-40 55-59
fractions, interpret division as
a multiplicative inverse, and
cancel common factors before
multiplying or dividing.
Use knowledge of the laws of 9Nf.04 110-115 38-40 55-59
arithmetic, inverse operations,
equivalence and order of
operations (brackets and
indices) to simplify calculations
containing decimals and
fractions.

Background information
In this unit, students will identify recuring and terminating decimals and their equivalent fractions,
using a calculator. Students will then consolidate their knowledge of addition and subtraction of
fractions before moving on to multiplication and division of fractions. Finally. they will use the order
of operations (BIDMAS) to solve fraction questions using all four operations.

55

Created with Scanner Pro

 SECTION 2
..*e**..e..

Terminology
Students should learn and understand the language associated with the objectives of this unit:
terminating decimal, recurring decimal, periodic, improper fraction, mixed nurnber, reciprocal.

Lesson ideas
This unit begins with a recap of work covered in Stages 7 and & on recurring and terminating decimals.
This extends this work to fractions which are equivalent to recurring decimals. The next section ison
calculations with fractions and decimals with examples and two exercises. The exercises have many
TWM questions and ideas for discussion points. Each section can be taken as a detailed lesson plan.

Starter activity
Ask students to complete the worksheet The terminator'. Students investigate the factors that
determine whether or not a fraction will give terminating decimals. To access the online teaching
resources that accompany this Teacher's Guide, please visit boost-learning.com to download the
printable starter worksheet.

The terminator
Why do some fractions terminate? Is there a rule to determine which fractions give a terminating
decimal?

Complete the table to help you investigate further.

The rest of the table is blank for you to choose your own fractions to investigate.

Fraction (must be in its Denominator Prime factors of

lowest terms) of fraction denominator Decimal Terminating?
1
2 2 0.5 Yes
2
2
3 3 0.333.. N

3 4 2
4
2
5
5

5
6 2 and 3
6
3
7 7
7
1
8
8
5
9
7
10

56

Created with Scanner Pro

 14 Further fractions and decimals
......................... .sse....
Copy and complete this rule.
A fraction in its simplest form terminates when its denominator .....

Answers

Fraction (must be in its Denominator Prime factors of

lowest terms) of fraction denominator Decimal Terminating?

2 2 0.5 Yes

3 3 0.333... No

4 2 0.75 Yes
4

5 5 0.2 Yes

5
6 2 and 3 0.166... No

7 7 0.428.. No
7
1
8 2 0.125 Yes

5
9 3 0.555.. No

7
10 2 and 5 0.7 Yes
10

A fraction in its simplest form terminates when its denominator only has prime factors of 2 and 5.

Support activity
To provide differentiated support for students who are less con dent with adding and subtracting
fractions, ask them to complete the worksheet 'Egyptian fractions'. This support worksheet aims to
provide practice at adding and subtracting fractions. To access the online teaching resources that
accompany this Teacher's Guide, please visit boost-learning.corm to download the printable support
worksheet.

Egyptian fractions 1 1
Theancient Egyptians only used unit fractions such asoror where the numerator is 1.

Theyadded different unit fractions together to make other fractions.

1 What fraction is given by these Egyptian fractions?
1 1 1
b

2 Complete these Eqyptian fractions:

57

Created with Scanner Pro

fi
 SECTION 2
•.*.**e****.

3 Complete these Egyptian fractions:

4 How many different ways can you nd of writing using Egyptian fractions?

5 Can every fraction be written using Egyptian fractions?

Choose a fraction of your own to write as Egyptian fractions.
Answers
7
1a b
12

2 a ,1 1. 1 2 1. 1

7 4 28
14 1,1, 1 7 1,1, 1
3 a
11 28' 88
4

There are actually an in nite number of different ways to do this.

5 Yes, every fraction can be written as the sum of unit fractions. Students' own work.

Student's Book answers

Exercise 14.1 (page 109)
1 a
Terminating Recurring
9 1 11 4 5
10 12 2 5 12 11 9

3 6 9 7
15 20
b Student's observation c Student's two fractions ii Student's check
2 a
Terminating Recurring
12 15 4 10 14 14

15 32 6 18 21 15

5
8
1 18 18 21

b Student's classi cation

3 a i Sometimes true c i Sometimes true
ii Student's examples, e.g. ii Student's examples, e.g. and
b Sometimes true 5 d i Sometimes true
5
ii Student'sexamples,e.g. and ii Student'sexamples, e.g.and
e Always true
f i Never true

58

Created with Scanner Pro

fi
fi
fi
 14 Further fractions and decimals
•....*ee.........*....*...e*.....o**oee.*.

Exercise 14.2 (page 112) 3 9

1 a 3
11
b
25
8
131
4or4
2 a b 122 or24%
15 15 5

3 a
13 b
49
18
6 a 3 Ib bi
41
ii 10 oz
5
4 a 1 b 7
30 8
5 3
5 a b 8
4 5
1 41 9 9
6 a -4 b
10 10
7 a i Student's calculation involving 10or
9
19
brackets: 15 11

ii Student's calculation without 12 a b i 41 yds

brackets,e.g. 15-3-5-2 ii 14ft ii 13
i Student's
justi cation iii 168 in iii 158 in
b 3blocks
19
ofbutter
t 13 32
14 or
Exercise 14.3 (page 114) 100
15
11
bi
1

1
16 a i 36Ibs s7bs
or 2 ii 2
,33 stone ii 14050z
56

Workbook answers
Exercise 14.1 (page 38) Exercise 14.3 (page 40)
1 a Terminating (0.6) 1 a
b Recurring (0.4) 8
c Recurring (0.27) 27912.9
or
20 20
Exercise 14.2 (page 38) 93 or137
2and 21
C
7
10 10 2 a 14.1 furlongs
593 b Horse A, as horse B ran a total of
2 413
120 and 120 12 furlongs compared to horse A who
ran 14.1 furlongs.
3 127 and 307
280 280 27
3 1.35Or 20
4 a

7
b
12

59

Created with Scanner Pro

fi