of 40, 
of 400 cm). Examples of what pupils should know and be able to do
What is:
of 32;
of
40;
of 400 cm;
of 24?
- FTM(P) Y456 page 25 - Acrobat pdf document (25Kb)
- Equivalent fractions example of pupils' work - Acrobat pdf document (1.1Mb)
- Jumping problem example of pupil's work - Acrobat pdf document (805Kb)
Probing questions
Give me some examples of numbers that are easy to find one fifth of. What about two fifths?
Is there anything special about these numbers?
What about numbers that are easy to find three quarters of?
How would you find five eighths of a number or quantity?
What if pupils find this a barrier?
Use multilink cubes to visualise . To find of 32 the whole must represent 32 so each cube must be worth 4. This image will help pupils make links between visual images of fractions and fractions as operators. This will help pupils understand why they are dividing by 8 and then multiplying by 5.
Fractions ITP - Zip file (457Kb) can be used in the same way as above.
The Year 7 Fractions and Ratio Mini pack builds on many ideas to support linking multiples of fractions with fractions as operators.
Images of fractions ITP - Zip file (463Kb)
Practise the skills using TMCS to L5 loop cards set 12 - Acrobat pdf document (25Kb).
- TL4 Y7 consolidation lesson 3 - Acrobat pdf document (25Kb)
- TL4 Y7 Number 2 N4.2- Acrobat pdf document (67Kb)
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