Fractions - Key Stage 2 homework help. Urgent!?

Question

Hi I'm really embarrassed to admit that I'm having trouble helping my 9 year old with some simple fractions! I haven't done maths for 20 odd years so I'm very rusty. If someone could give me pointers on the following few sums then I'm sure we'll get the hang of it. ie. what is 3/5 of 20, 5/6 of 12 and 1/5 of 50? Also any websites would be great to help us work them out. Thanks.

Answer 1

3/5 of 20: you put 20 over one, then multiply straight accross, so 3x20, and 5x1, so you get 60/5 = 12
5/6 of 12
5/6 x 12/1 = 60/6 = 10
1/5 of 50
1/5 x 50/1 = 50/5 = 10

Answer 2

Really easy. Just divide the bottom number of the fraction into the answer. This will give you one part. Then times it by the top number of the fraction to give you the answer.example.
3/5 of 20 20 divide by 5= 4 4x3= 12 answer
5/6 0f 12 12 divide by 6=2 2x5= 10 answer
1/5 of 50 50 divide by 5 =10 10x1= 10 answer.
Hope this helps

Answer 3

3/5 of 20

= 3/5 x 20
= 3 x 20 = 60 Divided by 5 = 12

Another way simply divide the 5 into 20 = 4 and multiply by 3 =12

5/6 of 12

5 x 12 = 60 then divde by 6 = 10

Try the other way should = same

1/5 of 50]

1 x 50 = 50 then divide by 5 = 10

ATB Red

Answer 4

3/5 of 20 is 12. that is 4 goes into 20, 5 times. so 1/5 would be 4, 5/6 of 12 is 10. because 1/6 is 2. so 5 times 2 is 10 = 5/6 hope that helps and good luck

Answer 5

3/5 of 20 = 12 5/6 fof 12 =10 and 1/5 of 50= 10
simple to the dad of two and i hope it help you
just use the numbers like this 3/5 of 20
how many 5 in 20 = 4 then 3 x 4 =12
anymore contact me enjoy you maths

Answer 6

3/5 of 20= 3/5 *20/1=60/5=12

1/2 and 1/5 of 50= 1/2(1/5 of 50)= 1/2 of 10=5

Answer 7

I recommend Lett's guides as I had used them myself when I was their age. Using games to teach isn't a bad idea as it provides a more balanced stimulation and the kids will need less time for breaks. I do agree that the kids may be put off from grasping the true reason behind the game though. The exam will include an element of exam technique and presentation that the kids will need to know in order to succeed; just knowing the stuff doesn't gurantee anything. This matter is not that important during KS1-3 but it becomes more apparent as the kids get into their GCSEs and higher education. There is also that issue about whether they know to apply what they learnt into practice. I recommend 40% of time on learning the stuff (unless he has problems with certain things) and 60% of the time on exam technique. As he practice papers they have now would be very similar to the stuff they will get, they shouldn't get any butterflies in their stomach or be all that stressed out. They should also be able to do well since the questions are very similar. I do agree that you should ask their teachers where they think your nephews are weak in and you should ask your nephews about what they think. I also recommend to keep the maths as systematic as possible. The maths should also be done on a repetition of 2-3 times with questions of similar characteristics e.g. 3 simple long addition questions, 3 more difficult addition problems. Also, try to make them all study at the same time, otherwise you may get certain issues. Reward them based on their accomplishments, but make them immediate but small. Bigger rewards if they manage to do the whole thing. There is a 80% of the population that does not conform to delayed gratification, and I would doubt your nephews would likely be in that 20%. So immediate gratification is neccessary. Keep things as simple as you can. Aim for clarity and provide a pattern of things that they can see and spot easily. The repetition from these exercises would strengthen their neural and thinking patterns so their minds are hardwired to perform when needed. I don't particularly believe people should learn by observation, example or just do it. These techniques would have little feedback (if they do, it would often be ambiguous) and they lack the ability to notice what the mindset they have to adopt under those circumstances. When kids make mistakes ask them where they think their mistakes are, then you explain what you think. Try to work your feedback around how they think because adapting to how other people think is stressful work and they may be able to do this effectively (6-7 years old). Note when there is a common pattern in mistakes, there is something they are doing wrong. If there are careless mistakes then the kids are stressed out (anxious? depressed?). Take a time out and guve them space to breathe and think of other things (do try to time the breaks at the same time). You may need to home into things a bit more when giving feedback on specifics and you may need to explain yourself a bit more. If there is a common pattern in mistakes, you may want to point out the same pattern an d talk with them how those keep happening (not why). There is alo this mentality where you have to be right all the time. I don't think it is actually helpful as a learning attitude. Do stress to them that the final exam is important but it is even more important that they make all the mistakes they can now so they can learn from them and not make the same mistake in the exam. Mistakes are not to be sulked upon, they are there to be learnt from. Know what they are, find out how they are made and sort them out. For kids you have to use positive reinforcement and tell them what they did well and where they need to work on. Have enthusiasm and a positive attitude, it would become infectuous. You should also try to relax and be a 'cool' role model so they don't feel pressured and they have someone to look up to. The kids may also be at the stage where they are experimenting with their boundaries so knowing a few supernanny techniques (from channel 4) would help restrain uneccessary actions. Do let them know immediately what the rules are when they come in and make sure you reinforce them effectively. e.g. if they misbehave, punish them immediately. do not delay it otherwise they won't condition to the boundaries you set. Do set an hour's work to be done in an hour. If it's not done, let him spend 5-10 more minutes doing it until he has done it. Be spontaneous about how much more time you set, otherwise they may see a weakness to exploit. It is important though that he does finish the work though instead of letting it drag on. This is mainly to teach them that work is supposed to be done in allocated time and you shouldn''t let things drag on; it builds organisation skills. Aim to tailor your teaching to the kids' individual level of learning and their specific needs, bu

Answer 8

For future revision of your skills, why not try the BBC website and go onto Skillswise. You will find maths and English on there and it's vey easy to follow.

Answer 9

have you tried checking out the BBC Bitesize website my kids use it all the time as they find it very usefull for their home work

Answer 10

go back to school!! though i no a good website but i will not tell u it