Step 2 Objective
Recognise simple fractions that are several parts of a whole, such as 
or 
, and mixed numbers, such as 
; recognise the equivalence of simple fractions (e.g. fractions equivalent to 
, 
or 
).
- Examples of what pupils should
know and be able to do - Probing questions
- What if pupils find
this a barrier?
Probing questions
Tell me some fractions that are equivalent to . How do you know? Are there others? Repeat for fractions like and , 
and .
Tell me some fractions that are greater than . How do you know?
What about fractions that are greater than 1?
Would you rather have of £30 or of £60? why?