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While teaching the addition of fractions, it was observed by Mr. Singh that the following type of error is very common: 2/3 + 2/5 = 4/10.
Mr. Singh should take the following remedial action:
Mr. Singh should take the following remedial action:
- a)Explain the concept of LCM of denominators.
- b)Advise the students to work hard and practice the problems of fraction addition.
- c)Give pictorial representation to clear the concept of addition of unlike fractions, followed by drill of the same type of problems.
- d)Give more practice of same type of problems.
Correct answer is option 'A'. Can you explain this answer?
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While teaching the addition of fractions, it was observed by Mr. Singh...
The pictorial representation that shows the students how to find equivalent fractions will be best suited for this type of mistake. The drill will help the students in fixing the concept in their minds.
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While teaching the addition of fractions, it was observed by Mr. Singh...
The correct answer is option 'A', which suggests that Mr. Singh should explain the concept of LCM of denominators to address the common error observed while teaching the addition of fractions.
Explanation:
1. Understanding the error:
The error observed in the example provided is the incorrect addition of fractions with different denominators. The student mistakenly added the numerators (2 + 2 = 4) but did not consider the denominators (3 and 5). As a result, the answer obtained was 4/10 instead of the correct answer, which is 16/15.
2. Importance of LCM of denominators:
To add fractions with different denominators, it is necessary to find a common denominator. The LCM (Least Common Multiple) of the denominators is the smallest multiple that both denominators share. By finding the LCM, the fractions can be converted into equivalent fractions with the same denominator, allowing for addition.
3. Remedial action:
Mr. Singh should take the following remedial action to address this common error:
- Explain the concept of LCM of denominators: Mr. Singh should start by teaching the concept of LCM to his students. He can explain that the LCM is the smallest multiple that two or more numbers have in common.
- Provide examples and practice: Mr. Singh should provide examples of finding the LCM of different sets of numbers. He can guide the students through the process and encourage them to practice finding the LCM on their own.
- Relate LCM to fractions: Once the concept of LCM is understood, Mr. Singh should explain how it relates to fractions. He can demonstrate how finding the LCM of the denominators allows for the addition of fractions with different denominators.
- Practice fraction addition with LCM: Mr. Singh should provide exercises and problems that involve adding fractions with different denominators. He can guide the students through the process of finding the LCM of the denominators and then adding the fractions.
By explaining the concept of LCM of denominators and providing ample practice, Mr. Singh can help his students overcome the common error observed while teaching the addition of fractions.
Explanation:
1. Understanding the error:
The error observed in the example provided is the incorrect addition of fractions with different denominators. The student mistakenly added the numerators (2 + 2 = 4) but did not consider the denominators (3 and 5). As a result, the answer obtained was 4/10 instead of the correct answer, which is 16/15.
2. Importance of LCM of denominators:
To add fractions with different denominators, it is necessary to find a common denominator. The LCM (Least Common Multiple) of the denominators is the smallest multiple that both denominators share. By finding the LCM, the fractions can be converted into equivalent fractions with the same denominator, allowing for addition.
3. Remedial action:
Mr. Singh should take the following remedial action to address this common error:
- Explain the concept of LCM of denominators: Mr. Singh should start by teaching the concept of LCM to his students. He can explain that the LCM is the smallest multiple that two or more numbers have in common.
- Provide examples and practice: Mr. Singh should provide examples of finding the LCM of different sets of numbers. He can guide the students through the process and encourage them to practice finding the LCM on their own.
- Relate LCM to fractions: Once the concept of LCM is understood, Mr. Singh should explain how it relates to fractions. He can demonstrate how finding the LCM of the denominators allows for the addition of fractions with different denominators.
- Practice fraction addition with LCM: Mr. Singh should provide exercises and problems that involve adding fractions with different denominators. He can guide the students through the process of finding the LCM of the denominators and then adding the fractions.
By explaining the concept of LCM of denominators and providing ample practice, Mr. Singh can help his students overcome the common error observed while teaching the addition of fractions.
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While teaching the addition of fractions, it was observed by Mr. Singh that the following type of error is very common: 2/3 + 2/5 = 4/10.Mr. Singh should take the following remedial action:a)Explain the concept of LCM of denominators.b)Advise the students to work hard and practice the problems of fraction addition.c)Give pictorial representation to clear the concept of addition of unlike fractions, followed by drill of the same type of problems.d)Give more practice of same type of problems.Correct answer is option 'A'. Can you explain this answer?
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While teaching the addition of fractions, it was observed by Mr. Singh that the following type of error is very common: 2/3 + 2/5 = 4/10.Mr. Singh should take the following remedial action:a)Explain the concept of LCM of denominators.b)Advise the students to work hard and practice the problems of fraction addition.c)Give pictorial representation to clear the concept of addition of unlike fractions, followed by drill of the same type of problems.d)Give more practice of same type of problems.Correct answer is option 'A'. Can you explain this answer? for CTET & State TET 2024 is part of CTET & State TET preparation. The Question and answers have been prepared according to the CTET & State TET exam syllabus. Information about While teaching the addition of fractions, it was observed by Mr. Singh that the following type of error is very common: 2/3 + 2/5 = 4/10.Mr. Singh should take the following remedial action:a)Explain the concept of LCM of denominators.b)Advise the students to work hard and practice the problems of fraction addition.c)Give pictorial representation to clear the concept of addition of unlike fractions, followed by drill of the same type of problems.d)Give more practice of same type of problems.Correct answer is option 'A'. Can you explain this answer? covers all topics & solutions for CTET & State TET 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for While teaching the addition of fractions, it was observed by Mr. Singh that the following type of error is very common: 2/3 + 2/5 = 4/10.Mr. Singh should take the following remedial action:a)Explain the concept of LCM of denominators.b)Advise the students to work hard and practice the problems of fraction addition.c)Give pictorial representation to clear the concept of addition of unlike fractions, followed by drill of the same type of problems.d)Give more practice of same type of problems.Correct answer is option 'A'. Can you explain this answer?.
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