N1 Proportional reasoning

Overview Useful resources

This unit focuses on consolidating and extending students’ Worksheets
understanding of fractions, both as part of a whole and an operator. N1.1WS – plotting coordinates
It develops to consider percentages as amounts and as operators and N1.3WS – fractions
extends to using ideas of ratio and proportion. It also includes using N1.4WS – fractions of amounts
ratio as an operator and how to investigate proportion problems. N1.5WS – percentages and 10%
N1.6WS – using a calculator
Spreads N1.1, N1.2, N1.4, N1.5, N1.7 and N1.9 form the
N1.8WS – dividing into ratio
focus of the unit.
N1.9WS – proportion
Framework references
This unit covers objectives from the Framework (Y456) on OHPs
pages: 23, 25, 27, 33, 66 and 87 and from the Framework N1.2OHP – fraction addition diagrams
(Y789) on pages: 23 and 80. N1.7OHP – ratio examples

Introduction General resources

R4 – place value tables
Discuss examples of proportion from everyday life, such as
R6 – number line
following a recipe, emphasising that you have to keep the
R8 – coordinate grid
proportions the same if you want to increase the overall quantity.
R21 – multiplication table
Discuss what students know about fractions and percentages,
R24 – 10 by 10 grid
emphasising that percentages are parts of 100. Use the check in
Multilink cubes
activity to show that it is easier to compare and order percentages.
Check in activity
Show students fractions: 101 , 121 , 23, 15, 36. As a class, discuss how to
order them. You could use a number line (R6), if needed.
Discuss the percentage equivalents for each fraction and order
the percentages.

Differentiation – spanning the bridge

Spread Bridge to the Support tier

N1.1 Support students will benefit from the Access discussion on equivalent fractions, but will need to
extend to adding fractions with the same and different denominators.
N1.2 Support students need to consider multiplying integers by fractions. Link the word ‘of ’ to
multiplying using “3 lots of 4 is 3 " 4” to illustrate “41 of 8 is 14 " 8”. Progress from unitary
fractions to non-unitary fractions.
N1.3 Support students need to extend to using fractions as an operator to do division calculations.
Build on use of the word ‘of ’ in N1.2 to develop that ‘"’ is the inverse of ‘2’.
N1.4 Highlight the link between percentages as fractions out of 100 to progress Support students from
finding fractions of amounts (Access) to calculating percentages of amounts.
N1.5 Develop the idea that 101 = 10% to include other fractional equivalences of multiples of 10%.
Remind Support students that any percentage can be written as a fraction over 100, and how to
simplify a fraction by cancelling common factors.
N1.6 Support students progress from calculating a percentage (Access) to calculating percentage increases
and decreases. First calculating the percentage of the amount by converting it to a fraction over 100
(as Access students are doing) before adding or subtracting this from the original amount.
N1.7 Both tiers consider equivalent ratios in this lesson, but Support students will benefit from some
discussion about converting quantities to the same unit. It will also be necessary to clearly
differentiate between ratio and proportion.
N1.8 Support students focus on equivalent ratios and proportional increase extending to proportional
decrease, using the unitary method to calculate more complex direct proportional changes.
19
 N1.1 Equivalent fractions N1.1WS Name: ...................................................................................................................................................

Access Exercise Commentary 1 a Plot these coordinates onto this grid. y

This spread provides access to the Year 9 objective: Coverage (0, 0) (1, 2) (2, 4) (3, 6) (4, 8) 11
Add and subtract fractions (67).
The questions assess objectives on Framework (Y456) 10
Page 23.
b Join your points with a straight line.
Lesson Plan 9
Useful resources c Write the next 4 coordinate pairs that
Mental starter are on the line when it is extended. 8
R8 – coordinate grid in four quadrants
Write some unitary fractions on the board, for example N1.1WS – provides further practice of the key ideas. 7
12, 13, 14. Ask students: (5, ____) (____ , ____)

Denominator
Which fraction of a pizza would you rather have? Differentiation 6
Which fraction would give you the smallest amount? Question 1 focuses on identifying equivalent (____ , ____) (____ , ____)
fractions from diagrams. 5
Highlight that as the denominator increases, each part
becomes smaller. Questions 2 and 3 focus on the proportional
d What fraction does the line represent?
4
Which is bigger: 12 a pizza or 2 slices of a pizza split relationship of equivalent fractions. Fraction:______.
into quarters? 3
Questions 4–6 focus on calculating equivalent
Repeat with different equivalent fractions. fractions using scale factors. 2
Introductory activity Support tier: focuses on adding and subtracting
fractions. 1
Refer to the mental starter and establish that some
fractions are equivalent and describe equal-sized Misconceptions 0
0 1 2 3 4 5 6 7 8 x
parts. Students may confuse the values for denominator and
Ask students to write fractions equivalent to 12 on the numerator when writing fractions in question 2. Numerator
board. Highlight the relationship between the Encourage them to check that the equivalent fractions
denominator and numerator of each. they generate could also be generated by multiplying
Discuss how to convert 12 to an equivalent fraction with numerator and denominator by a scale factor. 2 a Write 2 coordinates you could plot for y
denominator 6. Emphasise that when the denominator Students may also write the coordinate values in the each of these fractions. 12
is multiplied by 3, the numerator is also multiplied by wrong order in question 3. Remind them that the first
3. Repeat for other fractions equivalent to 12. value in the pair is the value on the horizontal axis, Line A: 34 (3, 4) (____ , ____) 11
Ask students to give equivalent fractions to 13 using this which is labelled as ‘Numerator’.
scaling method. Refer to the Students’ book diagram
Line B: 13 (____ , ____) (____ , ____) 10
Links
that shows 13 = 26. Line C: 23 (____ , ____) (____ , ____) 9
Discuss how to construct a graph to show the Proportion: Framework (Y456) Page 27.
relationship between fractions equivalent to 13. b Draw each line on the grid. 8
Show the OHP of R8 (first quadrant only) and ask Exercise Answers Extend the lines to the edge of the grid.

Denominator
7
students to plot the coordinates (numerator, 1 a 36 b 105 c 48 d 126
denominator).
2 a 6, 3 b 15, 102 c 101 d 202 , 303
c For each line, what is the last whole 6
Extend the line and ask students to identify other number coordinate pair on the grid?
fractions equivalent to 13 from the line. 3 a (1, 4) (2, 8) (3, 12) b (1, 6) (2, 12) (3, 18) 5
c (1, 5) (2, 10) (3, 15) d (2, 5) (4, 10) (6, 15) Line A: (____ , ____)
Plenary e (3, 5) (6, 10) (9, 15) 4
Ask students to give fractions equivalent to a half, 4 a 20 b 10 c "2, 14 d "5, 45 Line B: (____ , ____) 3
greater than a half and less than a half. 5 Student’s work
Repeat for thirds. Line C: (____ , ____) 2
6 a 12 b 23 c 13 d 14 e 14 f 12 g 34 h 13 i 34
Homework j 13 k 14 l 23 1
Ask students to give 5 fractions equivalent to a quarter,
0
5 less than a quarter and 5 more than a quarter. Worksheet Answers 0 1 2 3 4 5 6 7 8 x
1 c (5, 10) (6, 12) (7, 14) (8, 16) d 12 Numerator
2 a Student’s work c A (6, 8) B (4, 12) C (8, 12)
20 OUP 2005: this may be reproduced for class use solely for the purchaser’s institute. 21
 N1.2 Adding and subtracting fractions N1.2OHP Adding and subtracting fractions

Access
This spread provides access to the Year 9 objective:
Add and subtract fractions (67).

Lesson Plan Exercise Commentary

Mental starter Coverage
Students draw a 3 " 3 grid and fill it with numbers The questions assess objectives on Framework (Y789)
from 1 to 20. Write on the board and read out string Page 66 and Framework (Y456) Page 23.
calculations with addition and subtraction, say
Useful resources
3 ! 2 ! 6 0 4. Students cross off answers as they appear
in their grid. The winner is the first to complete a row. N1.2OHP – fraction addition diagrams
Introductory activity Differentiation
Write these calculations on the board: Questions 1–3 focus on additions and subtractions of
18 + 18 = 28 18 + 18 = 162
fractions from a whole.
Discuss which calculation is correct. Encourage Question 4 focuses on addition of fractions with the
students to say each fraction out loud (one eighth). same denominator.
Refer to the cake example in the Students’ book for a Questions 5 and 6 focus on fraction additions and
visual representation. Highlight that: subtractions that equal a whole.
The denominator shows the size of each part.
Support tier: focuses on multiplying by fractions.
The numerator indicates the number of parts.
Emphasise that when adding fractions, the size of Misconceptions
each part remains the same, but the number of parts Students often add the denominators as well as the
you have increases; the denominator stays the same – numerators. It may help them to say each calculation
you only add the numerators. out loud. Remind them of the roles of the numerator
N1.2OHP gives further examples of fraction additions, (number of parts) and denominator (size of part) and
supported by diagrams. Show the second diagram and emphasise that the size of part does not change.
discuss what needs to be added to 38 to get 1.
Emphasise that 88 # 1 and encourage students to give Links
other equivalent fractions to 1. Proportion: Framework (Y456) Page 27.
Discuss that a whole is equivalent to any fraction where
the denominator (total parts) and numerator (number
Exercise Answers
of parts) are equal.
Ask students which of these calculations is correct: 1 b 6 c 20 d 3 e 5 f 14 g 5
58 − 38 = 20 58 − 38 = 28 2 a 109 b 45 c 34 d 67 e 19
20 f 13 g 14 h 25
Encourage students to say each fraction out loud. i 9 j 10
4 1

Emphasise that only the numerators are subtracted. 3 b 23 c 78 d 35 e 79 f 17
20 g 67 h 1
Plenary 4 a and c
5 a 107 b Students’ work c 103
Discuss 12 + 14. Highlight that the size of the parts is
unequal so you cannot just add the number of parts. 6 a 25 b 16
Encourage students to give equivalent fractions to a half.
Emphasise that 12 + 14 is the same as 24 + 14.
Repeat for 12 and 15 and link to question 5 which looks
at both these fractions as tenths.
Homework
Building on question 4, ask students to write 10
fraction calculations where the answer is 1.
22 OUP 2005: this may be reproduced for class use solely for the purchaser’s institute. 23
 N1.3 Ordering fractions N1.3WS Name: ..................................................................................................................................................

Access Exercise Commentary 1 Shade 14 of these rectangles.

This spread provides access to the Year 9 objective: Coverage
Order fractions (65).
The questions assess objectives on Framework (Y456)
Page 23.
Lesson Plan
Useful resources
Mental starter
R6 – number lines
Ask: which is bigger 10
5
or 12? R21 – multiplication table
Divide the board into 3, with headings: less than 12, N1.3WS – provides support for weaker students 2 a Shade 15 of this grid.
more than 12, equal to 12. Ask students to write a fraction
Differentiation
in one of the groups, justifying their choices. b Use your drawing to complete
Questions 1 and 2 focus on using diagrams to these equivalent fractions.
Introductory activity compare fractions with different denominators.
1
Refer to the mental starter. Discuss how they know Questions 3 and 4 focus on comparing fractions =
that 107 is bigger than 12. using a number line. 15 5
Emphasise conversion to equivalent fractions, Questions 5 and 6 focus on mixed numbers and top
recapping the method: multiplying numerator and heavy fractions.
c Shade 13 of this grid.
denominator by the same scale factor.
Support tier: focuses on dividing integers by fractions.
Discuss how to compare 12 and 13 in the Students’ book
example. Emphasise that there is no scale factor to Misconceptions d Use your drawing to complete
convert halves to thirds, so both fractions need to be Students may find it difficult to make equivalent these equivalent fractions.
converted to equivalent fractions. fractions due to poor multiplication skills. A
Ask students for fractions equivalent to 13. Compare with multiplication table (R21) will give useful support. 1
the fractions equivalent to 12 from the mental starter. Students may assume that the largest numerator indicates =
Which denominator appears in both ‘fraction families’? 15 3
the largest fraction, or that the largest denominator
Emphasise that 12 and 13 can both be converted into indicates the largest sized ‘part’. Remind them that the e Use your answers to make these statements correct
sixths, as six is a multiple of 2 and 3. denominator represents the number of parts, and the p is greater than
Highlight that 36 is bigger than 26 and so 12 is bigger than larger the number of parts, the smaller each part will be.
Choose a symbol from the box for each space.
13. Write this as 12 p  13, reminding students of the ` is smaller than
Links 5 1 3 1 1 1 3 1 # is equal to
notation. i ii iii iv
Draw a number line from 0 to 1 or use R6. Ask a Ratio and proportion: Framework (Y456) Page 27. 15 5 15 3 5 3 15 5
student to mark 12 on the line. Emphasise that the line
has been split into 2 equal parts. 3 a Shade 15 of this grid. b Shade 14 of this grid.
Repeat for 13, with the line split into 3 equal parts. Exercise Answers
c Complete these equivalent fractions
Highlight that 13 is smaller than 12 so 13  `  12. 1 a True b True c True d True
Repeat to compare 23 and 34. 2 a ` b p c p d p e p f p
Discuss using fraction families to change 25 to 212 .
3 a ` b p c ` d #
Plenary 4 a ` b # c p d ` e p f p g p h `
Write the fractions 18, 38, 58, 12, 14 and 34 on cards. Shuffle 5 a 32 b 43 c 74 d 11
16 e 98 f 73 g 52 h 134
them, face down. Turn up two cards at a time and i 238 j 239 k 21 l 267
10
discuss which fraction is largest. Encourage students to
6 a 115 b 134 c 412 d 323 e 315 f 415
justify their answers.
Homework
Worksheet Answers
Ask students to order the fractions: 10 , 5, 10, 5, 2, 5, 10,
1 1 3 2 1 3 7

45, 109 by converting them all to equivalent fractions in 2 b 153 d 155 e i p ii ` iii ` iv # 1 1
i = = = ii = =
tenths and then writing them from smallest to largest. 3 c i 204 , 102 , 408 ii 205 , 10
40 5 20 10 40 4 20 40

24 OUP 2005: this may be reproduced for class use solely for the purchaser’s institute. 25
 N1.4 Fractions of amounts N1.4WS Name: ..................................................................................................................................................

Access 1 a Circle 14 of these tiles.

Remember: to find 14, you divide by 4.
This spread provides access to the Year 9 objective:
Calculate fractions of numbers, quantities or measurements (67).

Lesson Plan Exercise Commentary

Mental starter Coverage
Students draw a 3 " 3 grid and write in numbers from The questions assess objectives on Framework (Y456)
1 to 20. Read out fraction questions based on finding Page 25.
b Complete this statement:
halves of amounts: 12 of 30, say, then extend to quarters, 1
of 16 # _________
Useful resources 4
such as 14 of 40.
Students cross off answers as they appear in their grid. R21 – multiplication table
The winner is the first to cross off a line of three. N1.4WS – provides support for weaker students.
2 a Here are 12 tiles. Shade 13 of them.
Introductory activity Differentiation
Discuss how to find a half and a quarter of an amount. Questions 1–5 focus on finding unitary fractions of
Emphasise that you divide by 2 or 4 to share the amounts.
amount into the number of parts given by the Question 6 focuses on finding non-unitary fractions
denominator. Extend to finding 13, 101 , 18 etc. of amounts.
Extend to consider non-unitary fractions of amounts, Question 7 extends to using a calculator to find a
say 34 of 20 oranges. non-unitary fraction of a large amount.
Encourage students to say the fraction 34 out loud to
Support tier: focuses on calculating percentages.
b What is 13 of 12? _________
distinguish the roles of numerator (number of parts)
and denominator (size of parts). Misconceptions c What is 23 of 12? _________
Emphasise the strategy of first finding one quarter Students may confuse the numerator and denominator
and then multiplying by three. Use sketches to values and multiply and divide randomly (for example,
support the explanation: finding 45 they divide by 4 and multiply by 5). 3 These hexagon tiles are 25 of a larger pattern.
Encourage them to say the fraction out loud to link the
How many tiles are there in the larger pattern?
4 4 denominator with the fraction size (linking 45 to fifths).
20 This will also reinforce the unitary method – find one
4 4
fifth, before progressing to four fifths.
Division and multiplication weaknesses may cause
Progress to the more complex example of 45 of 4510 in problems and a multiplication table (R21) will provide
the Students’ book. Encourage students to say the support.
calculation out loud to clarify its meaning. Answer: ______________ tiles
Emphasise the strategy of finding 15 and then Links
multiplying by 4. Model the calculation on a Ratio and proportion: Framework (Y456) Page 27.
calculator, and ask students to check on their own
calculators. 4 One quarter (14) of the wall has been tiled.
Exercise Answers How many tiles will be needed for the whole wall?
Plenary 1 10 2 12 3 a 5 CDs b £4 c 20 cm
Write 800 in a circle on the board. Ask students to d 5 apples e e9 f 3 mm 4 50
calculate mentally different fractions of 800 and write 5 a 4 b 5 c divide, 10 6 a £20 b 12 kg
them on the board. Encourage them to follow previous c 6 mm d 6 e £36 f e35 g 25 m
calculations, for example if 101 is 80, then 102 must be ... h 6 tonnes 7 a 21 600 b 7200
c Add to 28 800
Homework
Challenge students to find as many different fractions Worksheet Answers
Answer: ______________ tiles
of 300 as possible. 1 b 4 2 b 4 c 8 3 20 4 40

26 OUP 2005: this may be reproduced for class use solely for the purchaser’s institute. 27
 N1.5 Percentages of amounts N1.5WS Name: ..................................................................................................................................................

Access 1 This box has been divided into 10 equal parts.

This spread provides access to the Year 9 objective:
10% 10% 10% 10% 10%
Calculate percentages and use them to solve problems (75).

Lesson Plan Exercise Commentary

Mental starter Coverage
Write the number 350 on the board. The questions assess objectives on Framework (Y456)
Discuss how to find 101 of 350. Page 33. 10% 10% 10% 10% 10%
Discuss how to use this result to find 102 , 103 , 104 and so
Useful resources
on, up to 109 .
R4 – place value tables
Introductory activity
R24 – 10 by 10 grid
Show a 10 by 10 grid (R24) and invite students to N1.5WS – provides support for weaker students.
shade in 101 of the grid.
Discuss how many parts out of 100 have been shaded.
Differentiation Each of the 10 parts is 10%.
Emphasise that a percentage is a fraction out of 100, Questions 1–3 focus on calculating 10% of amounts
so the shaded amount is 100
10
or 10% and therefore 10% with integer answers.
a So far 14 dots have been shared.
is the same as 10.
1
Questions 4 and 5 extend to calculating multiples of
Share out dots equally until you have shared 50 in total.
Ask: what percentage is equal to 10 , 10, etc?
2 3
10% with integer answers. The number of dots in each box is 10% of 50.
Use the 10 by 10 grid as reference. Questions 6–8 focus on using place value to calculate b What is 10% of 50? _________
Refer to the mental starter and recap how to find 101 of 10% of amounts with non-integer answers.
an amount, by dividing by 10. Demonstrate on an Support tier: focuses on converting between fractions, c What is 20% of 50? _________
OHP of a place value table (R4) that each digit moves decimals and percentages.
one place to the right. d What is 70% of 50? _________
Highlight that this is also how you find 10% of an Misconceptions
amount and practise with some examples. Students may think that as they divide by 10 to find 2 Use this box to work out 70% of 70.
Repeat the mental starter with start value £35. Find 10%, they should divide by 20 to find 20%. Ask them
10% and then discuss how to use this to find 20%, to consider whether 20% is more than 10% and use 10% 10% 10% 10% 10%
30%, etc. Emphasise the strategy of finding 10% and their intuitive understanding to show them that Hint: First work out 10%
then multiplying by however many 10% you need. dividing by 20 does not give a bigger answer. Use the of 70. You could share out
10 by 10 grid (R24) to link 20% with 102 and 70 dots.
Plenary
emphasise the method of finding 101 and then
Refer to the final activity in the introductory activity. multiplying by the number of tenths required.
Discuss how to find 5% of 35 using the 10% calculation. Encourage students always to start by finding 10% and
Progress to using 10% and 5% to calculate 15%, 25%, to use this to help them derive new facts. 10% 10% 10% 10% 10%
35%, etc.
Links
Homework
" and 2 by 10: Framework (Y456) Page 7.
Ask students to start with 250 and calculate 10%,
20%, 30%, etc. Extend confident students to Exercise Answers
calculating 5%, 15% etc, new facts from their
previous calculations. 1 a 60% b 35% c 57% 70% of 70 # _________
2 a 100
29
b 100
39
c 100
43
d 100
73
e 100
99

3 a 5 kg b 6 cm c 9 km d 7 mm e $10 3 a Calculate 10% of 90. 10% of 90 # _________

Worksheet Answers f e12 g 15 cm h 17 people i £19 j £20
1 b 5 c 10 d 35 4 a 2 cm b 18 cm 5 a £5 b £15 6 £2.50 b Use your answer to calculate 40% of 90.
2 49 7 a £5.50 b £11 40% of 90 # _________
3 a 9 b 36 8 a 8 mm b 88 mm c 48 mm
28 OUP 2005: this may be reproduced for class use solely for the purchaser’s institute. 29
 N1.6 Percentages on a calculator N1.6WS Name: ..................................................................................................................................................

Access 1 Fill in the buttons to show how to work out these percentage
This spread provides access to the Year 9 objective: calculations on a calculator.
Calculate percentages and use them to solve problems (75).
a 10% of 90
Lesson Plan
Mental starter
Exercise Commentary
Coverage
  
Write these three percentages and three whole numbers The questions assess objectives on Framework Page 33.
on the board: 10%, 20%, 30% and 200, 600, 450
Useful resources
b 45% of 60
Challenge students to find the different percentages of
each number. Extend to finding 15% using the value
for 10%.
R24 – 10 by 10 grid
N1.6WS – provides support for weaker students.   
Introductory activity Differentiation
Show a 10 by 10 grid (R24) and shade in 101 of the Questions 1–3 focus on the equivalence of fractions c 25% of 300
grid. Remind students that a percentage is a fraction of and percentages.
100, so 10% means 100
  
10
. Questions 4–6 focus on using a calculator to calculate
Shade in 5 more squares and discuss the fraction and percentages of amounts.
percentage represented. Repeat for other percentages.
Question 7 extends ‘real-life’ problems.
Discuss finding 15% of £73. Recap the method of
Support tier: focuses on calculations involving d 5% of 120
finding 10% first, and establish that with larger
percentage increase and decrease.
numbers a calculator might be useful.
Ask: what would you key into a calculator to find 3
‘lots of’ 4?
Misconceptions
Students may key in values or operations incorrectly.
  
Discuss the interpretation of ‘of ’ as ‘multiply’. Encourage them to estimate answers using a mental
Encourage students to give an equivalent fraction to method to help spot keying errors. Students may e 12% of 500
15% and discuss how 100 15
means 15 2 100. confuse the percentage with the quantity, writing 20%


Give students calculators and work through finding of £300 # 60%. Refer back to equivalent fractions and
15% of £73 by: ask them to consider whether 100
20
can be equal to 100
60
.
Converting the percentage to a fraction over 100 Students may forget to write the units. Remind them
Interpreting ‘of’ as ‘multiply’ to give the answer in the context of the question.
Keying into the calculator 15 2 100 " 73.
Links
Discuss how to interpret the answer (10.95) in the 2 These calculator displays all show amounts of money.
context of money. Fractions of numbers or quantities: Framework (Y456)
Page 25; Using a calculator: Framework (Y456)
Write the full amounts.
Plenary Page 71. a b
Extend to finding 32% of 400 using a calculator.
Highlight that by using this method, students can find
any percentage of any amount.
Exercise Answers 3 .7 15 .0
1 a 21 b 9 c 100
17
d 100
7
e 100
f13
100
23
g 100
39

h 100
43
i 100
67
j 100
99
Homework
2 a 3% b 5% c 19% d 80% e 77%
£ _________ £ _________
Use a calculator to find as many complex percentages
of £250 as possible f 25% g 45% h 63% i 59% j 100%
c d
0 .5 10 . 01
3 a 30% b 90% c 2% d 6% e 34% f 4%
Worksheet Answers g 32% h 50% i 25% j 20%
1 a 10 2 100 " 90 # b 45 2 100 " 60 # 4 a 2, " b £135 5 a £58.50 b 18 kg
c 25 2 100 " 300 # d 5 2 100 " 120 # c £7.68 d £9 e e3.50 f 9.75 cm
e 12 2 100 " 500 # 6 a i £160 ii £240 b sum is £400 £ _________ £ _________
2 a 3.70 b 15.00 c 0.50 d 10.01 7 a 60% b i 33 miles ii 8.25 miles iii 24.75 miles
30 OUP 2005: this may be reproduced for class use solely for the purchaser’s institute. 31
 N1.7 Ratio N1.7OHP Ratio

Access
This spread provides access to the Year 9 objective:
Interpret and use ratio in a range of contexts (81).

Lesson Plan Exercise Commentary

Mental starter Coverage
Students draw a 3 " 3 grid and write in numbers from The questions assess objectives on Framework (Y456)
1 to 15. Give students a ‘factor’ statement: Page 27 and Framework (Y789) Page 80.
I am a factor of 10.
3 is one of my factors, etc.
Useful resources black beads white beads
Students cross off any number that fits the statement. Multilink cubes
4 16
The first to cross off 3 in a line wins. R21 – multiplication table
N1.7OHP – ratio examples
4 4
Introductory activity 1 4
Differentiation
Refer to the mental starter and highlight:
A factor of a number divides exactly into the number. Questions 1 and 2 focus on writing ratios and
A number is divisible by its factors. simplifying them in a practical context.
1 is a factor of all numbers. Questions 3 and 4 focus on simplifying ratios
All numbers are factors of themselves. without a practical context.
Discuss students’ understanding of the keyword: ratio. Questions 5 and 6 extend to using ratio to solve ‘real
Emphasise that ratio compares parts with each other life’ problems.
and can be described with a ‘for every’ statement. Refer
Support tier: focuses on sharing a quantity in a given
to the ‘dogs and owners’ example in the Students’ book
ratio.
and emphasise that order matters (3 : 1 is not the same
as 1 : 3) and the notation. Link to work on fractions Misconceptions
and highlight that 12 : 4 simplifies to 3 : 1 – they are
Students may write ratio quantities in the correct order.
equivalent ratios.
This is addressed in the introductory activity, but also
Link to the mental starter and highlight that 12 and 4
remind students that red : blue 1 : 2 is different from
have a common factor, 4, and we can divide each part
2 : 1 by asking them to show each ratio using multilink
of the ratio by 4 to simplify. N1.7OHP provides more
cubes.
examples to reinforce the key ideas.
Some students may find it difficult to identify common
Ask students to use multilink cubes to show ratios of factors and may find a multiplication table (R21)
red : blue, for example 8 : 6, 3 : 6, 6 : 8 helpful.
What is a factor of both values? (encourage students
to give the highest factor). Links
What equivalent ratio do you get when you divide Cancelling fractions: Framework (Y456) Page 23.
both values by this factor? black white
Show that dividing by a factor of 1 does not change the Exercise Answers
ratio. 9 6
1 a 2:4 b 2:8 c 3:6 d 3:6 e 9:3 3 3
Plenary f 4:6
2 a 1:2 b 1:4 c 1:2 d 1:2 e 3:1
3 2
Give students these ratios: 6 : 8, 8 : 6, 18 : 24, 4 : 4
Discuss which are equivalent to 3 : 4, encouraging f 2:3
students to justify their answers. 3 a 3 b 2 c 3 d 5 e 1 f 2 g 3 h 5
Homework 4 a 1:3 b 2:1 c 1:2 d 4:1 e 2:3
f 3:2 g 2:3 h 3:4
Give students five ratios, for example 2 : 3, 4 : 6,
5 a 5:7 b 210
12 : 18, 20 : 30 and 30 : 40, and ask them to identify
the odd one out. 6 30 gm
32 OUP 2005: this may be reproduced for class use solely for the purchaser’s institute. 33
 N1.8 Dividing using ratio N1.8WS Name: ..................................................................................................................................................

Access 1 a Here are 16 coins. Share them into 2 piles in the ratio 3 : 1.
This spread provides access to the Year 9 objective:
Solve problems involving ratio (5, 81). A B

Lesson Plan Exercise Commentary

Mental starter Coverage
Give students a ratio of pocket money, Said receives £2 The questions assess the objectives on Framework
for every £1 Kerry receives, say. Ask students to give (Y456) Page 27.
equivalent ratios. Ask a question based on one of their
Useful resources b Write the number of coins
ratios. For example, if 10 : 5 is suggested, how much Pile A: ____ coins Pile B: ____ coins
each would receive from a total of £15? Encourage N1.8WS – provides support for weaker students. in each pile.
students to justify their answers.
Differentiation 2 a Divide 18 coins into 2 piles in the ratio 1 : 5.
Introductory activity Use this space for your drawing.
Questions 1–3 focus on dividing a total in a given
Refer to the mental starter and highlight that in ratio, ratio, with diagrams as support.
as well as different sized parts, there is a total number Question 4 focuses on finding an equivalent ratio.
of parts.
Questions 5–7 extend to solving ‘real life’ problems
Introduce a problem involving a unitary ratio: using ratio.
£20 is shared between 2 people in the ratio 1 : 3.
Support tier: focuses on solving problems involving
How much does each person receive?
direct proportion.
Link to the mental starter and highlight that we need an
equivalent ratio where the total number of parts is 20. Misconceptions b How many coins are there in each pile? Pile A: ____ coins Pile B: ____ coins
Discuss strategies, emphasising increasing the ratios In question 3, students may attempt to divide the
systematically and working out the total number of number of blue parts by a given ratio (confusing it for
3 Divide £30 in the ratio 2 : 3. The answer has been started for you.
parts each time: the number of total parts). Remind them that the ratio 2 : 3 2:3
£1 : £3 £4 in total gives the amounts of separate quantities and also the
£2 : £6 £8 in total total number of parts. They need to be clear about 2:3 £5
£3 : £9 £12 in total what information is given and what they need to find 4:6 £10
£4 : £12 £16 in total out. Encourage students to work systematically and set
£5 : £15 £20 in total their working out clearly. 6:9 £15
Repeat for the example of the ratio 2 : 3 in the
Links
8 : 12 £____
Students’ book. Use diagrams to emphasise the
pattern: Fractions: Framework (Y456) Page 23; Multiples:
10 :___ £____
Blue paint is mixed with yellow in the ratio of 1 : 4 to Framework (Y456) Page 19. ___:___ £____
make green. How many pots of blue and yellow are
needed to make 15 pots of green? £30 shared in the ratio 2 : 3 is £ ____ and £ ____.
Exercise Answers
Plenary
1 £8 : £12 2 12 : 6 3 9 4 Divide £24 in the ratio 5 : 1.
Work with students to create a spider diagram showing Use this space for your drawing.
4 No, 25 not divisible by 4 5 12 red 16 black
ways of sharing £20 between two people, e.g. £16 and
£4. Challenge them to write each as a ratio in its 6 a 4 : 1 b Sarah 24 Martin 6 7 £9 : £15
simplest form.
Homework Worksheet Answers
Building on the plenary, challenge students to create 1 b 12, 4 2 b 3, 15
a spider diagram showing possible ways of sharing 3 £20, 10 : 15 £25, 12 : 18 £30, £12, £18
£24 and writing each as a ratio in its simplest form.
4 £20, £4
£24 shared in the ratio 5 : 1 is £ ____ : £ ____.
34 OUP 2005: this may be reproduced for class use solely for the purchaser’s institute. 35
 N1.9 Using proportion N1.9WS Name: ..................................................................................................................................................

Access 1 Here is a recipe for bread and butter pudding.

It makes enough for 4 people. 8 slices of bread
This spread provides access to the Year 9 objective: 2 eggs
Identify when proportional reasoning is required to solve a problem (79). a Complete this table. 200 ml milk
Some parts have been done to help you. 50 g sugar
Lesson Plan Exercise Commentary 250 g sultanas
Mental starter Coverage
Write ‘2 packets of crisps cost 72p’ and some correct The questions assess objectives on Framework (Y456)
and incorrect equivalences, for example: 1 packet costs Page 87.
36p; 10 packets costs £3.60; 8 packets cost £2.80, 1.5
bread (slices) eggs milk (ml) sugar (g) sultanas (g)
Useful resources
packets cost 54p.
Ask students which are correct and encourage them to N1.9WS – provides further practice of the key ideas. 4 people 8 2
justify their answers.
Differentiation
Discuss methods for calculating the cost of 1.5 packets 2 people 125
– partitioning 1.5, finding a half and adding it to the Question 1 focuses on identifying simple scale
cost of one. factors.
Introductory activity Questions 2 and 3 focus on increasing two quantities
proportionally.
b Complete this table for the recipe for 6 people.
Refer to the mental starter. Emphasise that in the
Question 4 focuses on decreasing two quantities
correct examples, cost and number of packets were
multiplied by the same number. proportionally and using the unitary method. bread (slices) eggs milk (ml) sugar (g) sultanas (g)
Write this recipe for 2 sponge cakes: Support tier: focuses on the order of operations and
4 eggs; 300g flour; 400g sugar; 100 ml milk.
BIDMAS. 6 people
Discuss how to scale the recipe from 2 to 6 cakes. Misconceptions
To emphasise the link to multiplication:
Ask how many ‘lots of’ 2 cakes are needed?
In question 3, students may have problems multiplying
Emphasise that the multiplication factor is 3 and work by 1.5. Encourage them to consider 1 part, and half a
out the new quantities. Highlight that addition would part and then combine them (using a partition
not give the same recipe – an increase of 8 eggs and 8g method).
of flour would not make the same cakes. Encourage students to estimate the general size of each 2 Concrete is made from cement, sand, gravel and water.
Discuss the ingredients needed for one cake and highlight
part as a checking procedure. This mixture makes enough concrete for one quarter (14) Cement 30 kg
Links of a shed floor. Sand 90 kg
the division factor to reduce quantities proportionally.
Gravel 20 kg
Discuss the ingredients needed for 3 cakes. Multiples and factors: Framework (Y456) Page 19. Water 7 litres
Emphasise two possible methods:
Halve the quantities for 6 cakes
Multiply the quantities for 1 cake by 3. Exercise Answers Complete the table to work out the mixture to concrete
Plenary 1 a 2 b 3 c 5 d 10 the whole floor.
Give students a recipe for omelette for 3 people: 6 eggs, 2 8, 800, 120 g
200 ml milk; 30g butter.
Discuss how to scale the recipe for 4 people.
3 a 5 rooms 20 : 30 7 rooms 28 : 42 10 rooms 40 : 60 cement (kg) sand (kg) gravel (kg) water (litres)
b 3
Emphasise the unitary method:
4 a 8 b 32 shirts 1
Find the quantities for 1 person 4 of the floor 30 90
Multiply by 4.
Homework whole floor
Worksheet Answers
Ask students to find a recipe in a book or magazine
for 6 people and work out the quantities for 12 1 a 200, 50, 250; 4, 1, 100, 25
people and 3 people. Challenge them to scale the b 12, 3, 300, 75, 375
recipe for 9 people and 15 people. 2 20, 7; 120, 360, 80, 28
36 OUP 2005: this may be reproduced for class use solely for the purchaser’s institute. 37
38
Framework MATHS Scheme of work Year 9
N1 Proportional reasoning (9 hours) Teaching objectives Framework Maths resources Other resources

Fractions, decimals, percentages, Identify and understand equivalent fractions. 9A Student Book: N1.1
ratio and proportion (22–23) 9A Teacher’s Book: N1.1WS, R8

Fractions, decimals, percentages, Reduce a fraction to its simplest form by 9A Student Book: N1.1
ratio and proportion (22–23) cancelling common factors. 9A Teacher’s Book: N1.1WS, R8

Y7: Fractions, decimals percentages, Add and subtract fractions with the same 9A Student Book: N1.2
ratio and proportion (66–67) denominator. 9A Teacher’s Book: N1.2OHP

Fractions, decimals, percentages, Order fractions by converting them to fractions 9A Student Book: N1.3
ratio and proportion (22–23) with a common denominator and position 9A Teacher’s Book: N1.3WS, R6, R21
them on a number line.

Fractions, decimals, percentages, Use a fraction as an operator to find 9A Student Book: N1.4
ratio and proportion (24–25) fractions of number or quantities. 9A Teacher’s Book: N1.4WS, R21

Fractions, decimals, percentages, Understand percentage as the number of 9A Student Book: N1.5, N1.6
ratio and proportion (32–33) parts in every 100. 9A Teacher’s Book: N1.5WS, N1.6WS,
R4, R24

Fractions, decimals, percentages, Find simple percentages of whole-number 9A Student Book: N1.5
ratio and proportion (32–33) quantities. 9A Teacher’s Book: N1.5WS, R4, R24

Fractions, decimals, percentages, Express fractions as percentages. 9A Student Book: N1.6

ratio and proportion (32–33) 9A Teacher’s Book: N1.6WS, R4

Y7: Fractions, decimals, percentages, Calculate simple percentages. 9A Student Book: N1.6
ratio and proportion (74–76) 9A Teacher’s Book: N1.6WS, R4

Y7: Fractions, decimals, percentages, Reduce a ratio to its simplest form by 9A Student Book: N1.7
ratio and proportion (78–80) cancelling. 9A Teacher’s Book: N1.7OHP, R21

Fractions, decimals, percentages, Solve problems involving ratio and 9A Student Book: N1.7, N1.8, N1.9
ratio and proportion (26–27) proportion. 9A Teacher’s Book: N1.7OHP, N1.8WS,
N1.9WS, R21

Y7: Fractions, decimals, percentages, Divide a quantity in a given ratio. 9A Student Book: N1.8
ratio and proportion (78–80) 9A Teacher’s Book: N1.8WS

Properties of number and number Recognise multiples. 9A Student Book: N1.9

sequences (18–19) 9A Teacher’s Book: N1.9WS

Reasoning and generalising about Represent problems mathematically 9A Student Book: N1.1–N1.9
numbers of shapes (78–79)

© Oxford University Press 2005 for use within purchaser’s institution Access