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Asantewaa. Appendix

The document contains various appendices related to a mathematics curriculum focused on fractions. It includes pre- and post-test instruments, a classroom observation checklist, a semi-structured interview guide, and samples of learner work. The activities aim to enhance understanding of fraction equivalence, addition, and comparison through hands-on experiences.

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9 views3 pages

Asantewaa. Appendix

The document contains various appendices related to a mathematics curriculum focused on fractions. It includes pre- and post-test instruments, a classroom observation checklist, a semi-structured interview guide, and samples of learner work. The activities aim to enhance understanding of fraction equivalence, addition, and comparison through hands-on experiences.

Uploaded by

yivoko5082
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

APPENDICES

Appendix A

Pre- and Post-Test Instrument

Which fraction is **equivalent** to $\frac{3}{4}$?

a) $\frac{6}{8}$ b) $\frac{9}{16}$ c) $\frac{8}{12}$ d) $\frac{12}{15}$

2. Simplify $\frac{6}{8}$ to lowest terms.

3. Arrange in **ascending** order: $\frac{3}{5}, \frac{2}{3}, \frac{5}{8}$.

4. $1\frac{1}{4} + 2\frac{3}{8} =$ ?

5. $\frac{3}{4} - \frac{2}{5} =$ ?

6. $\frac{2}{3} + \frac{1}{6} =$ ?

7. Ama walked $\frac{3}{4}$ km in the morning and $\frac{2}{3}$ km in the evening. How far **in all**?

8. Which is **greater**: $\frac{7}{12}$ or $\frac{5}{8}$?

9. A recipe needs $\frac{5}{6}$ cup sugar. You already used $\frac{1}{4}$ cup. How much more is
needed?
10. $\frac{5}{6} + \frac{3}{8} =$ ?

11. Write a fraction **equivalent** to $\frac{4}{5}$ with denominator 20.

12. Order from **greatest to least**: $\frac{3}{4}, \frac{4}{9}, \frac{5}{6}$.

13. $2\frac{1}{3} - \frac{5}{6} =$ ?

14. Kofi used $\frac{7}{10}$ of a bottle of oil on Monday and $\frac{3}{5}$ on Tuesday. Did he use
**more than 1 bottle** in total? By how much?

15. Which is closer to **1**: $\frac{7}{8}$ or $\frac{5}{6}$?

16. $\frac{4}{9} + \frac{2}{3} =$ ?

17. $3\frac{1}{5} - \frac{3}{10} =$ ?

18. $\frac{7}{12} + \frac{5}{18} =$ ?

19. $\frac{5}{6} - \frac{1}{4} =$ ?

20. A plank is $2\frac{3}{4}$ m long. Kwame cuts off $1\frac{2}{3}$ m. What length remains?

Appendix III: Classroom Observation Checklist

Indicator Yes No Remarks

Learners actively ☐ ☐ …
participated in
folding activities

Learners used ☐ ☐ …
folded paper
correctly to
represent fractions

Learners explained ☐ ☐ …
fraction equivalence
in their own words

Learners ☐ ☐ …
collaborated with
peers during tasks

Learners applied ☐ ☐ …
concepts to solve
addition problems

Appendix IV: Semi-Structured Interview Guide

1. How did you feel about adding unlike fractions before the paper folding activities?

2. What challenges did you face when trying to add fractions with different denominators?

3. How did the paper folding activities help you understand fractions?

4. Which activity did you enjoy most? Why?

5. Do you think this method made learning fractions easier? Explain.

Appendix VII: Sample Learner Work

Photographs and sketches of learners’ folded paper strips and fraction models created during
lessons.

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