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# Week 1- 2 Fractions B

National curriculum content

• Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
• Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
• Recognise and use fraction as numbers: unit fractions and non-unit fractions with small denominators
• Recognise and show, using diagrams, equivalent fractions with small denominators
• Add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7]
• Compare and order unit fractions, and fractions with the same denominator
• Solve problems that involve all of the above

Lesson objectives

2. Subtract fractions
3. Partition the whole
4. Unit fractions of a set of objects
5. Non-unit fractions of a set of objects
6. Reasoning with fractions of an amount

What we want children to know

• See that when a fraction is equivalent to a whole, the numerator and denominators are the same
• Explore what a tenth is and recognise that tenths arise from dividing one whole into 10 equal parts
• Count up and down in tenths using different representations
• Represent fractions beyond one whole
• Find a unit fraction of an amount by dividing an amount into equal groups
• Understand that the denominator of the fraction tells us how many equal parts the whole will be divided into
• Understand that the numerator tells us how many parts of the whole there are
• Apply their knowledge and understanding of fractions to solve problems in various contexts
• Explore equivalent fractions in pairs and begin to spot patterns
• Compare unit fractions or fractions with the same denominator
• Order unit fractions and fractions with the same denominator
• Use practical equipment and pictorial representations to add two or more fractions with the same denominator where the total is less than 1

What skills we want children to develop

Use knowledge to solve reasoning and problem solving questions such as:

True or false?

2/10 of 20cm = 2cm

4/10 of 40cm = 4cm

3/5 of 20cm = 12cm

What do you notice?

Find 2/5 of 10

Find 4/10 of 10

What do you notice?

Can you write any other similar statements?

Continue the pattern

Can you make up a similar pattern for eighths?

The answer is 5/10, what is the question? (involving fractions/operations)

Mathematical talk

• Is a fraction always less than one?
• When we get to 10/10 what else can we say? What happens next?
• How do we label fractions larger than one?
• What does the numerator tell us?
• Can a fraction have more than one equivalent fraction?
• Which is the largest fraction? Which is the smallest fraction?
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