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. Understand the whole
2. Count beyond 1
3. Partition a mixed number
4. Number lines with mixed numbers
5. Compare and order mixed numbers
6. Understand improper fractions
7. Convert mixed numbers to improper fractions
8. Convert improper fractions to mixed numbers
9. Equivalent fractions on a number line
10. Equivalent fraction families
11. Add two or more fractions
12. Add fractions and mixed numbers
13. Subtract two fractions
14. Subtract from whole amounts
15. 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?

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?