Teach Primary Issue 18.2

WEEK 1 Learning objective l To find equivalent fractions and ordering fractions on a number line. This week, pupils will revise their understanding of equivalent fractions and use various strategies to help them to solve equations. Use the higher order thinking questions ( slide 6 ) to work out where pupils are with their learning. At this stage they should have a basic knowledge of simple equivalent fractions and understand that when you split something up into fractions, each part should be equal, i.e. there is no such thing as ‘the bigger half’. It’s important that pupils understand there M E D I U M T E R M P L A N KS2 MATHS Download your FREE resource sheets at tinyurl.com/tp-LKS2Fractions DOWNLOAD RESOURCES AT W hy did the fraction cross the road? Tomeet his other half! Making fractions fun and engaging is essential in helping pupils to develop a concrete understanding, be able tomake and solve errors, and grasp the concept of the relationship between whole numbers, fractions and decimals. The downloadable resources that accompany this plan will support pupils in understanding equivalent fractions, usingmethods to calculate decimal fraction equivalents, and adding and subtracting fractions with the same denominator. Important vocabulary is highlighted alongside questions that will enable higher order thinking skills, and ideas for resources or mathmanipulatives are linked where necessary. are different ways to make one half, and the concept of one whole ( slide 7 ). You can use the fraction matching task activity for assessment ( slide 8 ). Use fraction tiles (virtual or physical – see slide 4 ) that pupils can manipulate to find equivalent fractions. Pupils should be allowed time to explore families of fractions (where the denominators are multiples of each other) and different ways to make one whole. Pupils should begin by exploring halves, quarters and eighths, before moving onto fifths and tenths. They will also be able to investigate equivalences between thirds and sixths, using twelfths as a good extension task. Some pupils will start to discover that they can add fractions together to make an equivalence: one quarter + two eighths are equivalent to one half. Once pupils have a firm understanding of comparing fractions (knowing that one sixth is smaller than one fifth) they can begin to order fractions on a number line. They can build up where each fraction is represented by using known facts (e.g. that two quarters are equivalent to one half – see slides 9–10 ). Finally, it is important that pupils understand why different fractions are equivalent. Use slide 11 to explain that multiplying by 2 / 2 or 4 / 4 is the same as multiplying by one. Pupils can use concrete materials to prove that 3 / 3 or 8 / 8 is equivalent to one whole. Assessment Can pupils find different ways to make ¼, ½, ¾? Can pupils order fractions on a number line, including 2 / 4 , 4 / 8 , 5 / 10 , 6 / 8 ? Can pupils mix fractions to make one whole, e.g. 5 / 10 + ½? WEEK 2 Learning objective l To simplify fractions. This week will begin with ensuring that pupils understand the different parts of a fraction, and how this knowledge can be used to simplify fractions. Use slide 13 to ensure a thorough understanding of the role of the numerator and denominator. Pupils will then need to understand that a proper fraction occurs when the numerator (top number) is smaller than the denominator (bottom number), and that this will always be less than one whole. An improper fraction is when the numerator is equal to or larger than the FEARLESS FRACTIONS LAURA D I PASQUALE 22 | www.teachwire.net