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# Week 10 - 11 Fractions

National curriculum content

• Recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity
• Write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and ½

Lesson objectives

1. Make equal parts
2. Recognise a half
3. Find a half
4. Recognise a quarter
5. Find a quarter
6. Recognise a third
7. Find a third
8. Unit fractions
9. Non-unit fractions
10. Equivalence of a half and 2 quarters
11. Count in fractions

What we want children to know

• Explore making and recognising equal and unequal parts
• Understand the concept of a whole as being one object or one quantity
• Understand halving is splitting a whole into two equal parts
• Introduce the language numerator and denominator
• Extend knowledge of the whole and halves to recognising quarters of shapes, objects and quantities
• Explain what each of the digits represents in a fractional notation
• Understand of a third and three equal parts to find a third of a quantity
• Understand the concept of a unit fraction by recognising it as one equal part of a whole
• Understand that the denominator represents the number of parts that a shape or quantity is split into
• Explore the equivalence of two quarters and one half of the same whole and understand they are the same
• Begin to understand that fractions can be larger than one whole

What skills we want children to develop

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

What comes next?

5 ½, 6 ½, 7 ½, ….., …..

9 ½, 9, 8 ½, …., ….

What do you notice?

¼ of 4 = 1

¼ of 8 = 2

¼ of 12 = 3

Continue the pattern. What do you notice?

Odd one out

Which is the odd one out in this trio:

1/2                 2/4                 1/4

Why?

Mathematical talk

• How many equal parts has the shape/object/length been split into?
• What is the value of the whole? What is the value of the whole? What to do you notice?
• How many quarters make a whole?
• Can you shade 1/3 in a different way? How do you know that you have shaded a 1/3?
• Why do we call them a unit fraction? Where can we see the unit?
• Give me an example of a unit fraction and a non-unit fraction.
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