Examples of what pupils should know and be able to do
Understand that finding one third is equivalent to dividing by 3, so 
of 15 is equivalent to 15 ÷ 3.
Recognise that 
is another way of writing 12 ÷ 3.
Probing questions
Tell me some division questions that have the answer 2, 5, 10, 15, etc. How did you go about working this out?
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.
What if pupils find this a barrier?
Some pupils struggle with the variety of language and notation. Use matching activities with sets of cards representing fractions in different forms, for example:
- One tenth (written in words)
- One tenth (drawn as a picture)
- 1/10
- 1 divided by 10
- One whole cut into 10 equal pieces
- 0.1, etc.
A common misconception is that is 0.3 and 
is 0.5, etc.
- TL4 Y7 Number 2 N2.4 - Acrobat pdf document (67Kb)
- TL4 Y7 Number 2 N2.9 - Acrobat pdf document (71Kb)
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