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?