Examples of what pupils should know and be able to do
Know that 
of 12, × 12, 12 × are equivalent.
Know that statements such as 24 ÷ 
can be interpreted as:
How many quarters are there in 24?
Answer questions such as:
find 
× 24; 2× 277.
Use cancellation to simplify the product of a fraction and an integer.
Probing questions
How do you divide a number by 
?
When does multiplying by a fraction give an answer that is larger than the
original number? Smaller than the original number?
When does dividing by a fraction give an answer that is larger than the
original number? Smaller than the original number?
How do you go about multiplying a mixed number by an integer?
What if pupils find this a barrier?
If necessary revert to presenting questions orally, e.g. How many thirds are there in 11? How many fifths in 8? So how many two fifths are there in 8?
Encourage pupils to interpret written questions in these ways.
Support pupils in making the connection that dividing by a fraction is the same as multiplying by its reciprocal.
<< Previous Step | Next Step >>