Step 3 Objective
Order a set of fractions such as 2, 
, 
, 
, 
and position them on a number line.
- Examples of what pupils should
know and be able to do - Probing questions
- What if pupils find
this a barrier?
Probing questions
Which fraction is closer to one, 
or 
? How do you know?
Tell me some fractions of numbers (e.g. 
of 10) that are equal to 2, 5, 10, 15. How do these link to the division questions?
Tell me two fractions that are the same as 0.2. Are there any other decimals that have fractions that are both fifths and tenths?
What would you prefer, 3 pizzas shared between 4 people or 6 pizzas shared between 10 people? Explain why.