Fractious Fractions

Are you ready for the new Primary National Curriculum?

National Curriculum – Old and NewCurrent KS2 PoS understand unit fractions then fractions that are several

parts of one whole, locate them on a number line and use them to find fractions of shapes and quantities

understand simple equivalent fractions and simplify fractions by cancelling common factors; compare and order simple fractions by converting them to fractions with a common denominator, explaining their methods and reasoning

recognise approximate proportions of a whole and use simple fractions to describe them, explaining their methods and reasoning

National Curriculum – Old and NewSeptember 2014 PoS – See the handout Year 5:

>add and subtract fractions with the same denominator and denominators that are multiples of the same number

>multiply proper fractions and mixed numbers by whole numbers

Year 6>add and subtract fractions with different denominators and mixed

numbers, using the concept of equivalent fractions

>multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, ¼ x ½ = ⅛]

>divide proper fractions by whole numbers [for example, ⅓ ÷ 2 = ]⅙

Can you do these things? Work collaboratively to tackle questions 1 to 5 on the

sheet As a group you may have a variety of approaches Discuss how you would teach children in upper KS2

to carry out these calculations

Top Tip No.1 Lay firm foundations and make sure children

understand all the pre-requisites, for example ...>First, children must understand the concept of a fraction, based on ‘equal parts’, including fractions notation

>You can’t compare and order fractions if you don’t understand equivalent fractions

>You can’t add or subtract fractions if you don’t understand equivalent fractions

Top Tip No. 2 Always use visual representations (models and

images), even with older children, for example ...>The ITP Fractions can be used to help children understand equivalent fractions

>Did you discuss possible visual representations to help explain question 1 or did you do this in a purely numerical way?

Top Tip No. 3 Always aim for children to understand the processes

they are using, rather than getting them to ‘jump through hoops’ (relational understanding v instrumental understanding)>How did you tackle question 2?

Top Tip No. 4 There’s often more than one way of tackling a

problem, so have an open mind about what is considered to be the ‘right way of doing it’>How did you tackle question 3?>How did you tackle question 4?>How did you tackle question 5?

Buy a good subject knowledge book ....

Top Tip No. 5

END OF PRESENTATION