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Cotmanhay Junior School

Safe, Happy Learning

Week 5 - 8 Fractions

National curriculum content

  • Recognise and show, using diagrams, families of common equivalent fractions
  • Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten
  • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number
  • Add and subtract fractions with the same denominator


Lesson objectives

  1. Unit and non-unit fractions
  2. What is a fraction?
  3. Tenths
  4. Count in tenths
  5. Equivalent fractions (1)
  6. Equivalent fractions (2)
  7. Equivalent fractions (1)
  8. Equivalent fractions (2)
  9. Fractions greater than 1
  10. Count in fractions
  11. Add fractions
  12. Add 2 or more fractions
  13. Subtract fractions
  14. Subtract 2 fractions
  15. Subtract from whole amounts
  16. Fractions of a set of objects (1)
  17. Fractions of a set of objects (2)
  18. Calculate fractions of a quantity
  19. Problem solving – calculate quantities


What we want children to know

  • How to count up and down in tenths; recognising that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.
  • To be able to recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.
  • How to add and subtract fractions with the same denominator within one whole.
  • To be able to compare and order unit fractions, and fractions with the same denominators
  • How to solve problems that involve all of the above.


What skills we want children to develop

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


Always, Sometimes, Never?

Alex says, “If I split a shape into 4 parts, I have split it into quarters.” Explain your answer.


Spot the mistake

Seven tenths, eight tenths, nine tenths, ten tenths, one eleventh, two elevenths, three elevenths…


3 friends share some pizzas. Each pizza is cut into 8 equal slices. Altogether, they eat 25 slices. How many whole pizzas do they eat?


Mathematical Talk

  • What is a unit/ non-unit fraction?
  • How many more tenths do I need to make a whole?
  • Can a fraction have more than one equivalent fraction?
  • Look at the equivalent fractions you have found. What relationship can you see between the numerators and denominators? Are there any patterns?
  • What do you notice about the numerator and denominator when a fraction is equivalent to a whole?
  • How many equal parts is the whole split into? How many equal parts am I adding?