Examples of what pupils should know and be able to do
- FTM(S)Y789 p. 67 - Acrobat pdf document (34Kb)
- Adverts test question - Rtf (rich text format) document (84Kb)
Probing questions
Why are equivalent fractions important when adding or subtracting fractions?
What strategies do you use to find a common denominator when adding or subtracting
fractions?
Is there only one possible common denominator?
What happens if you use a different common denominator?
What if pupils find this a barrier?
Pupils may find it difficult to write fractions with a common denominator, refer back to step 5.
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