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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:
2/3 + 2/5 = 4/10
Mr. Singh should take the following remedial action:
- a)Advise the students to work hard and practise the problems of fraction addition
- b)Explain the concept of LCM of denominator
- c)Give more practice of same type of problems
- d)Give pictorial representation to clear the concept of addition of unlike fractions, followed by a drill of the same type of problems
Correct answer is option 'D'. Can you explain this answer?
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While teaching the addition of fractions, it was observed by Mr. Singh...
He has to teach them with the help of pictorial representation which means visual representation like photography or pictures etc. Representation of an activity that stands as an equivalent of something or results in an equivalent expression or fraction, depiction, portrayal representation by drawing.
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While teaching the addition of fractions, it was observed by Mr. Singh...
Remedial Action for Common Error in Addition of Fractions
To address the common error of adding fractions incorrectly, Mr. Singh should take the following remedial action:
1. Give a pictorial representation:
Start by explaining the concept of addition using pictorial representation. Use visual aids such as fraction bars or circles to demonstrate the addition of fractions. This will help students visualize the process and understand the concept better.
2. Explain the concept of adding unlike fractions:
Next, explain the concept of adding unlike fractions. Emphasize that in order to add fractions with different denominators, the fractions need to have a common denominator. This can be done by finding the least common multiple (LCM) of the denominators.
3. Teach the concept of LCM:
Explain the concept of LCM to the students. Show them how to find the LCM of two or more numbers by identifying the common factors and multiplying them together. Use examples to illustrate the process and ensure that students understand how to find the LCM.
4. Provide a drill of the same type of problems:
After explaining the concept of adding unlike fractions and finding the LCM, give students a drill of similar problems. Provide them with a set of fractions to add, ensuring that the denominators are different. Encourage them to find the LCM and convert the fractions to have a common denominator before adding them. This will give them practice in applying the concept they have learned.
5. Offer additional practice:
To reinforce the concept further, provide students with additional practice problems. This will give them more opportunities to apply the concept of adding fractions with different denominators. Gradually increase the difficulty level of the problems as the students gain more confidence and proficiency in the topic.
Conclusion:
By following these remedial actions, Mr. Singh will help his students overcome the common error of adding fractions incorrectly. The combination of pictorial representation, explanation of the concept of adding unlike fractions and the LCM, along with practice problems, will ensure that students understand and can successfully add fractions with different denominators.
To address the common error of adding fractions incorrectly, Mr. Singh should take the following remedial action:
1. Give a pictorial representation:
Start by explaining the concept of addition using pictorial representation. Use visual aids such as fraction bars or circles to demonstrate the addition of fractions. This will help students visualize the process and understand the concept better.
2. Explain the concept of adding unlike fractions:
Next, explain the concept of adding unlike fractions. Emphasize that in order to add fractions with different denominators, the fractions need to have a common denominator. This can be done by finding the least common multiple (LCM) of the denominators.
3. Teach the concept of LCM:
Explain the concept of LCM to the students. Show them how to find the LCM of two or more numbers by identifying the common factors and multiplying them together. Use examples to illustrate the process and ensure that students understand how to find the LCM.
4. Provide a drill of the same type of problems:
After explaining the concept of adding unlike fractions and finding the LCM, give students a drill of similar problems. Provide them with a set of fractions to add, ensuring that the denominators are different. Encourage them to find the LCM and convert the fractions to have a common denominator before adding them. This will give them practice in applying the concept they have learned.
5. Offer additional practice:
To reinforce the concept further, provide students with additional practice problems. This will give them more opportunities to apply the concept of adding fractions with different denominators. Gradually increase the difficulty level of the problems as the students gain more confidence and proficiency in the topic.
Conclusion:
By following these remedial actions, Mr. Singh will help his students overcome the common error of adding fractions incorrectly. The combination of pictorial representation, explanation of the concept of adding unlike fractions and the LCM, along with practice problems, will ensure that students understand and can successfully add fractions with different denominators.
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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 = 4/10Mr. Singh should take the following remedial action:a)Advise the students to work hard and practise the problems of fraction additionb)Explain the concept of LCM of denominatorc)Give more practice of same type of problemsd)Give pictorial representation to clear the concept of addition of unlike fractions, followed by a drill of the same type of problemsCorrect answer is option 'D'. 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 = 4/10Mr. Singh should take the following remedial action:a)Advise the students to work hard and practise the problems of fraction additionb)Explain the concept of LCM of denominatorc)Give more practice of same type of problemsd)Give pictorial representation to clear the concept of addition of unlike fractions, followed by a drill of the same type of problemsCorrect answer is option 'D'. 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 = 4/10Mr. Singh should take the following remedial action:a)Advise the students to work hard and practise the problems of fraction additionb)Explain the concept of LCM of denominatorc)Give more practice of same type of problemsd)Give pictorial representation to clear the concept of addition of unlike fractions, followed by a drill of the same type of problemsCorrect answer is option 'D'. 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 = 4/10Mr. Singh should take the following remedial action:a)Advise the students to work hard and practise the problems of fraction additionb)Explain the concept of LCM of denominatorc)Give more practice of same type of problemsd)Give pictorial representation to clear the concept of addition of unlike fractions, followed by a drill of the same type of problemsCorrect answer is option 'D'. Can you explain this answer?.
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 = 4/10Mr. Singh should take the following remedial action:a)Advise the students to work hard and practise the problems of fraction additionb)Explain the concept of LCM of denominatorc)Give more practice of same type of problemsd)Give pictorial representation to clear the concept of addition of unlike fractions, followed by a drill of the same type of problemsCorrect answer is option 'D'. 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 = 4/10Mr. Singh should take the following remedial action:a)Advise the students to work hard and practise the problems of fraction additionb)Explain the concept of LCM of denominatorc)Give more practice of same type of problemsd)Give pictorial representation to clear the concept of addition of unlike fractions, followed by a drill of the same type of problemsCorrect answer is option 'D'. 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 = 4/10Mr. Singh should take the following remedial action:a)Advise the students to work hard and practise the problems of fraction additionb)Explain the concept of LCM of denominatorc)Give more practice of same type of problemsd)Give pictorial representation to clear the concept of addition of unlike fractions, followed by a drill of the same type of problemsCorrect answer is option 'D'. Can you explain this answer?.
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