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
- Add fractions
- Subtract fractions
- Partition the whole
- Unit fractions of a set of objects
- Non-unit fractions of a set of objects
- 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)
- 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?