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
- Understand the whole
- Count beyond 1
- Partition a mixed number
- Number lines with mixed numbers
- Compare and order mixed numbers
- Understand improper fractions
- Convert mixed numbers to improper fractions
- Convert improper fractions to mixed numbers
- Equivalent fractions on a number line
- Equivalent fraction families
- Add two or more fractions
- Add fractions and mixed numbers
- Subtract two fractions
- Subtract from whole amounts
- Subtract from mixed numbers
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?
- 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?