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# We can do Maths 13

Fractions: The last part of our fractions journey for now. We have looked at halves, thirds and quarters. We have discovered that fractions are related to division. we have done lot's of problem solving and had lots of fun with cutting things up. Now the next step. At the bottom of the page you will find a link to some Year 3 fraction work that will help you see where you little one is at.

Now let's have more fun and prove that WE CAN DO MATHS.

Unit and Non-Unit Fractions

Overall, it was a good week. We struggled to finish all of the work because we were catching up on the week before. But that happens. When it comes to learning maths - and building his confidence we are in no hurry.

The expectations for year 2 and 3 on here so that you can refer back to them.

Just in case you want to know -

Year 2 expectations for fractions include:

• Recognise, find, name and write the fractions 1/3 - 1/4 - 2/4 and 3/4 of a length, shape or set of objects.

• Begin to recognise and find one half of shapes and small numbers of objects

• Begin to recognise and find one quarter of shapes and small numbers of objects

• Write a simple fractions e.g. 1/2 of 6 = 3

• Recognise the equivalence of 2/4 and 1/2

• Count in fractions up to 10 using a number line

Year 3 expectations for fractions include:

• Recognise that tenths arise from dividing an object into 10 equal parts and in dividing one digit numbers or quantities by 10

• Recognise and use fractions as numbers

• Recognise 1/2 - 1/3 - 1/4 - 1/5 - 1/10 and use them to find fractions of shapes and numbers

• Know that 1/2 lies between 1/4 and 3/4

• Estimate a simple fraction of a shape

• Compare and order unit fractions, and fractions with the same denominators

• Rounding decimals to the nearest 1 decimal place

• Begin to recognise simple equivalent fractions, e.g. 5/10 is equivalent to 1/2 and 5/5 = 1 whole

• Add and subtract fractions with the same denominator

• e.g. 5/7 + 1/7 = 6/7

## Review of what went well and things that did not.

Fraction grid

This was nice and easy once he understood what he had to do.

## Can I Make?

Practical work so he enjoyed it.

1/2 of 12 is.

1/4 of 12 is.

1/3 of 12 is.

Then we are going to repeat it with 24 counters.

He did find it strange that some numbers could not be divided equally but this led onto a great discussion.

## Problem Solving:

In his book I will write some questions like this -

What is my number?

1/3 of my number is 12.

1/4 of my number is 3 less than 1/3 of my number.

What is 1/2 of my number?

## This was very difficult and in the end I did most of the work for him.

I have 20 toy cars.

Can I find 1/2, 1/3, and a 1/4 of the cars without breaking any?

This was a lot easier because we used his toy cars.

## Now the non-unit fractions:

Non-unit fractions

There was a little confusion about 4/4 = 1 whole.

Easy work.

We will be doing this with cut out paper shapes as well - looking at 2/3 as well as 2/4 and 3/4.

This last sheet helped him understand a little more on how to show a whole amount as a fraction.

## Now for this week

### Next for the 1/3s, 1/6s, and 1/12s.

We will use this to look at what are equivalent fractions and how many we can identify.

## Counters

Next we are going to explore 1/2 and 2/4 using counters.

I will give Tiny 12 counters and ask him to find half and tell me how many there are.

Then I will give him 12 more counters and ask him to put them into 1/4s and then tell me how many are in 2/4s.

We will talk about the amount being the same and we will write it out in his book as 1/2 = 2/4.

## Reasoning and Problem Solving

Using red and blue cubes I am going to ask Tiny to build two towers to convince me that 1/2 and 2/4 are equal.

Question: You have a jar of biscuits. you give me 1/2 and 2/4 to dad.

Who gets the most biscuits?

## In his book I am going to write.

### I have 12 beanbags and I split them into 4 equal groups.

(We are going to use counters to represent the beanbags - then I will ask him to draw in his book the 12 split into 4 groups so he can transfer the concrete to the pictorial)

With the counters drawn he should be answer the rest of the questions:

1/4 of 12 =

2/4 of 12 =

3/4 of 12 =

4/4 of 12 =

Using counters, or cubes or drawing in his book I will ask Tiny to complete the following table:

## Problem Solving

There are 24 hours in one day.

A giant slept for 3/4 of a day.

How many hours was the giant asleep for?

How many hours was the panda awake for?

Now to extend the learning. Using the knowledge of 1/2, 1/3 and 1/4 I am going to ask Tiny to count in fractions from any number up to ten.

First we are going to start counting in whole numbers up to five and write them in his book

1 2 3 4 5

Now we are going to count in halves up to 5 and write it in his book.

1/2, 1, 1 1/2, 2, 2 1/2, 3, 3 1/2, 4, 4 1/2, 5

Finally we are gong to write the same sequence in his book in fractions.

1/2, 2/2, 3/2, 4/2, 5/2, 6/2, 7/2, 8/2, 9/2, 10/2

This is very confusing at first so we are going to show it pictorially in his book to reinforce the idea. Something like this -

This is a difficult concept - so far the numerator has been smaller of the same as the denominator.

## Poster

We are now going to make a poster of all the things we know about fractions. To make is easier I am going to give Tiny ideas of what to write and remind him of some of the new words he has learnt.

1/4 is smaller than 1/2.

The numerator is the part that tells you how many bits.

The denominator tells us how many bits there are altogether.

If the number on the top is bigger is shows us it's a whole number and a fraction.

Mixed fractions are when you have fractions and whole numbers together.

Some fractions are equal. 1/2 is the same as 2/4.

Now to try out some Year 3 work to see how we get on.

These questions will help reinforce some of the work we have been doing over the last few weeks.

We are just going to do the ones we fill comfortable with.

You will find these under the resources tab - topics page. It is right at the bottom of the page. Here is the link https://www.whyplay.co/topics

I really hope you found some of this work on fractions useful. Please let me know if you did.