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Cotmanhay Junior School

Safe, Happy Learning

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



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.