Examples of what pupils should know and be able to do
Add and subtract more complex fractions, e.g. 
+ 
, including mixed
numbers.
Solve problems involving fractions, e.g. In a survey of 24 pupils 
liked
football best, 
liked basketball, 
liked athletics and the rest
liked swimming. How many liked swimming?
- FTM(S)Y789 p. 67 - Acrobat pdf document (34Kb)
- FTM(S)Y789 p. 69 - Acrobat pdf document (33Kb)
- Thinking Fractions test question - Rtf (rich text format) document (43Kb)
- Mixed Numbers test question - Rtf (rich text format) document (96Kb)
- Egyptians test question - Rtf (rich text format) document (145Kb)
- Using fractions test question - Rtf (rich text format) document (48Kb)
Probing questions
See also probing questions for Step 8.
If I divide one fraction by another I will always get a smaller answer –
true/false? Why? Explain.
Give pupils some examples of addition, subtraction, multiplication and division
of fractions with common mistakes in them. e.g.
+ 
= 
Ask them to talk you through the mistakes and how they would correct them.
The answer is:
What is the question?
What if pupils find this a barrier?
Ask pupils, in pairs, to discuss and create their own concept maps for
fractions. You may wish to provide key words, such as:
equivalence, fractions as operators, cancelling
Discuss the important components of the concept map as a whole class (or
with a targeted group). Help them to identify areas of weakness. Either
support pupils in their own research to address weaknesses or refer back
to appropriate steps to explore strategies to overcome them.
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