Fluency with Fractions YEAR 4

1
UNIT
Fluency with Fractions YEAR 4
Fractions and the number line
1
UNIT

Fractions and the number line

National Curriculum link:
National Curriculum
[Non-statutory link: the use of the number line to connect fractions, numbers and measures.
guidance] Extend
[Non-statutory
[Non-statutory guidance] Practise
guidance]Extend thecounting using
use of the simple
number linefractions and
to connect decimals,
fractions, both forwards
numbers and backwards.
and measures.
[Non-statutory guidance] Practise counting using simple fractions and decimals, both forwards and backwards.
Year 4 pupils should already know that:
Year 4 pupils
• A fraction should
is a number in already know
its own right that:
and can be placed on the number line
• A
The denominator
fraction determines
is a number in its ownthe number
right of be
and can equal parts
placed onthe
the whole
number is line divided into and the numerator shows
• The
howdenominator
many of thesedetermines theare
equal parts number of equalby
represented parts
thethe whole e.g.
fraction, is divided ​ __3 ​ and the numerator shows
​ __13 ​, ​ __23 ​ orinto
1 __
__ 2 3 3
__
how many of these equal parts are represented by the fraction, e.g. 3 , 3 or 3

Supporting understanding In the classroom

In Year 3, children counted in fraction steps to help secure
Revisit the key point that the denominator determines
understanding that fractions are numbers in their own
the number of equal parts the whole is divided into.
right and can be placed on a number line.
Provide differentiated images for children to describe,
They used images, such as fraction bars, to explore unit
including some that go beyond 1, for example:
and non-unit fractions as parts (proportions) of the whole.

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1
__ 2
__ 3
__ 4
__ 5
__ 6
__
0 6 6 6 6 6 6 (=1)
Model the use of a number line to show the key point
It is a fraction with 6 equal parts. that fractions are numbers in their own right, e.g. __56 . They
5 are also proportions (parts) of a whole.
I have 5 of the parts. I have __
6
.
Count in sixths and use the language structure modelled
Additional bars can be added to show fractions greater to the left for mixed numbers.
than 1.
Count up to 1__56 to show that the fraction part of the

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number remains the same.
Fractions on the number line
We can show fractions made up of fraction steps on the
Invite children to draw similar number lines to represent
number line. Here, each step has a value of __16 .
the image they were describing previously.
Encourage them to count and use the language above.

1
__ 2
__ 3
__ 4
__ 5
__ 6
__
0 6 6 6 6 6 6 (=1) Pose these, or similar, questions for different groups to
consider about their number lines:
It is useful for children to count the fraction steps as they
go to help prepare them for calculating with fractions, • How many fraction steps have you counted?
e.g. __16 , __26 , __36 , __46 , __56 . • How many more do you need to count to reach 1? 2?
1 1
• Is your fraction larger or smaller than __
2
? Or 1__
2
? How do
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The language can be developed for mixed numbers as e.g: you know?
‘There are 2 wholes and a part of a whole. The fraction had 6
5
equal parts and I have 5 of them. I have 2 and __
6
.’
Present the following problem:
• Izzy made four fraction steps along her number line.
ANSWERS
• What fraction could this be?
Task A: A selection of number lines with fraction steps for
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Use this language: ‘It could be … because … .’

fractions such as __34 , __35 , __
4
10
, etc.
5
Challenge: 1) __12 , __24 , __48 , __
10
2) __22 , __33 , __44 , __55
Task B: A selection of number lines with fraction steps for Record some of the suggestions for the possible
fractions such as __35 , __48 , __
7
10
, etc. 1) __44 , __55 , __78 , __
9
10
(if 9 chosen), etc. 2) __26 , __39 fraction, e.g. __44 , __45 , __46 , __47 , __48 , __49 , etc. and ask different groups
4
(if 9 chosen), __ 2
(if 12 chosen), etc. 3) __ , children’s choices to consider the following ideas:
12 10
1
Task C: 1) __46 , __69 (if 6 chosen), __
10
15
(if 10 and 15 chosen), etc. 2) __26 , __28 , • Which of these fractions is equal to or nearest to 1 / __
2
/ 0?
1
__
2
__
9
, etc., __38 , __39 , etc, __49 , etc, __
5
12
3) __76 , number line to show 7 jumps of __16 • What would happen if Izzy made four steps of 2 along her
finishing at 6 or 1 6 7
__ 1
__ number line?

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 Unit 1: Fractions and the number line
Unit 1: Fractions and the number line
Unit 1: Fractions and the number line
Unit 1: Fractions and the number line

Task A
A (Independent task or guided learning with an adult)
Task
Task A (Independent task or guided learning with an adult)
(Independent task or guided learning with an adult)
Thinking carefully, choose a number for the numerator and another for the
Numerators
Numerators
Thinking
denominator
Thinking
denominator
carefully,
to
carefully,
choose
make a
choose
to make
a number for the numerator and another for the
fraction.
a number for the numerator and another for the
a fraction.
1
Numerators
1 2
2 3
3
denominator to make a fraction. 1
4 2
5 3
6
• Use this language: ‘It is a fraction with ___ equal parts. I have ___ of the parts.
• Use this language: ‘It isyour
a fraction with ___ equal parts. I have ___ of the parts. 4
4 5 6
5 6
• IUse
have ___’
this
I have
to describe
language:
___’ ‘It isyour
to describe
fraction.
a fraction with ___ equal parts. I have ___ of the parts.
fraction. Denominators
I have ___’ to describe your fraction. Denominators
Draw the number line to match your fraction.
Draw the number line to match your fraction.
2
2 3
Denominators
3 4
4
Now
Drawmake other fractions
the number in theyour
line to match
Now make other fractions in the same way.
samefraction.
way. 2
5 3
8 4
10
Now make other fractions in the same way.
Challenge:
5 8 10
5 8 10
Challenge:
1) Are any of your fractions equal to a half? Which ones? 2) Can you make fractions equal to one whole?
Challenge:
1) Are any of your fractions equal to a half? Which ones? 2) Can you make fractions equal to one whole?
1) Are any of your fractions equal to a half? Which ones? 2) Can you make fractions equal to one whole?

Task B
B (Independent task or guided learning with an adult)
Task
Task B (Independent task or guided learning with an adult)
(Independent task or guided learning with an adult)
Choose a number for the numerator and another for the denominator to make
Numerators
Numerators
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Choose afractions.
number for the numerator and another for the denominator to make
diff erent 2 3
Numerators 4
�

Choose
differentafractions.
number for the numerator and another for the denominator to make
2 3 4
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different fractions.
• Use this language: ‘It is a fraction with ___ equal parts. I have ___ of the parts. 25 37 4?
• Use
• IUse
this
have language:
___’
this to describe
language:
‘It isyour
a fraction
‘It isyour
with ___ equal parts. I have ___ of the parts.
fractions.
a fraction with ___ equal parts. I have ___ of the parts.
5
5 7
7 ??
I have ___’ to describe fractions. Denominators
I have ___’ to describe your fractions. Denominators
Draw the number lines to match your fractions.
Draw the number lines to match your fractions.
4
4 5
Denominators
5 6
6
Now
Drawusethe the ? for alines
number numerator
to match oryour
denominator
fractions.of your choice.
Now use the ? for a numerator or denominator of your choice. 48 5
10 6?
Now use the ? for a numerator or denominator of your choice. 8 10 ??
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1) Which of your fractions are equal to one or are nearest to one? 8 10

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1) Which of your fractions are equal to one or are nearest to one? Challenge:
��

2) Which
1) Are anyofofyour
yourfractions
fractionsare equal to to
equal a third?
one orWhich ones? to one?
are nearest Challenge:
2) Are any of your fractions equal to a third? Which ones? Draw a number line to show
Challenge:
Draw a number7 line to show
3) Are
2) Which
anyisofthe smallest
your fraction
fractions equaland
to awill be closest
third? to zero?
Which ones? the
Drawnumber 1__
a number . line to show
3) Which is the smallest fraction and will be closest to zero? the number 1__7887 .
__
3) Which is the smallest fraction and will be closest to zero? the number 1 . 8
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C
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Task
Task
Task
C
C
(Independent task)
(Independent task)
(Independent task) Numerators
Choose numbers from the grid to make different fractions. Numerators
Choose numbers from the grid to make different fractions. 2
2 3 4
Numerators

25 37 4
3
You
Choosecan numbers
use the ? from
for a numerator or denominator
the grid to make of your choice.
different fractions.
You can use the ? for a numerator or denominator of your choice.
4?
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You can use the ? for a numerator or denominator of your choice.

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• Use this language: ‘There are ___ equal parts and I have ___ of them. 5
5 7 7 ??
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• Use this language: ‘There arefraction.

___ equal parts and I have ___ of them. Denominators
• IUse
have ___’
this
I have
to describe
language:
___’ to describe
each
‘There arefraction.
each ___ equal parts and I have ___ of them. Denominators
I have ___’ to describe each fraction. 6
6 8 9
Denominators
8
812 9
Draw the number lines to match your fractions.
Draw the number lines to match your fractions.
Draw the number lines to match your__2 fractions. 6
10 9?
10
10 12 12 ??
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1) Are any of your fractions equal to __23 ? Which ones?

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1) Are any of your fractions equal to __32 ? Which ones?

2)
1) Which
Are anyofofyour
yourfractions
fractionswill sit on
equal to the number
? Which line between zero and a half?
ones?
2) Which of your fractions will sit on the 3 number line between zero and a half?
3) Which
2) Zack made a fraction
of your fractionsthat
willwas
sit greater than one.
on the number Hebetween
line did not use and a?.half?
zeroeither
3) Zack made a fraction that was greater than one. He did not use either ?.
3) What fraction
Zack made did he make?
a fraction that was greater than one. He did not use either ?.
What fraction did he make?
Draw the number line
What fraction did he make? for this fraction.
Draw the number line for this fraction.
Draw the number line for this fraction.
Fluency with Fractions YEAR 4 © Rising Stars UK Ltd. 2014 9
Fluency with Fractions YEAR 4 © Rising Stars UK Ltd. 2014 9
Fluency with Fractions YEAR 4 © Rising Stars UK Ltd. 2014 9
Fluency with Fractions YEAR 4 © Rising Stars UK Ltd. 2014 9

RS34287 Press.indd 9 30/05/2014 15:19