9780008161996

Shade simple fractions Learning objective We are learning to: • Recognise and write fractions of a discrete set of objects.

What pupils already know • Children will be able to, find, name and write fractions 1 , 1 , 3 4 • Children will know that 1 of 6 is 3.

1 2

and

3 4

from their work in Year 2.

2

Key vocabulary denominator, numerator, unit fraction (where the numerator is one), non-unit fraction (where the numerator is greater than 1)

Teaching notes • Children need to shade fractions of given regular shapes.

• Pupils should start using shapes where the shape is divided into the same number of pieces as the denominator of their fraction; for example, shade 1 of shapes with 4 identical pieces.

4 • They should progress to shading fractions of shapes where the number of pieces is a multiple of the denominator of their fraction.

Example: shade

1 4

of this shape.

Draw lines to separate the quarters.

Shade

1 4

of the shape.

• Remind children that 1 is to divide into four equal parts.

4 • Instruct them to look at the shape and elicit suggestions on how to divide it easily into 4 (4 columns).

• More able children will see that the shape has 12 parts and be able to divide 12 by 4 without drawing lines.

Independent activity Refer pupils to the Year 3 Fractions and Decimals Pupil Book, pages 6–7.

6

Shade simple fractions Use and apply Task A: Shape shading

• This shape has 20 squares.

• Copy this shape onto squared paper or ask your teacher to photocopy it for you.

• Shade this shape: 1 red, 1 blue and 1 green.

4

2

4

Task B: Dice game You need: a dice or spinner (either 1–6, 1–10 or 1–12) and some unshaded shapes* • Throw the dice twice and use the two numbers to write a fraction with the larger number as the denominator. For example, if you throw a 4 and a 5 then write 4 .

5 • Find a shape on your sheet and shade your fraction of this shape.

Regular shapes (unshaded)

Remember to look carefully to find a shape that you can shade correctly!

Task C: Shading squares Using squared paper, draw a shape and ask your friend to shade 1 , 3

1 2

or

1 4

of it.

Think carefully – how many squares will your shape need to have?

*See Resources pages for a full-sized photocopiable version.

© 2015 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.

7

Compare fractions with the same denominator Learning objective We are learning to: • Compare unit fractions and fractions with the same denominators.

What pupils already know • Year 2 pupils will be familiar with the fractions 1 , 4

1 2

and 3 .

• Through practical activities, they will have learned that • Some children will know that

3 4

=

1 4

+

1 4

+

4

1 4

is smaller than 3 .

4

1 .

4

Key vocabulary compare, greater than, less than, denominator

Teaching notes • Children should practise counting on and back in fractions of different denominations (up to 12ths).

• They should be reminded of their number line work and shown how to use it to explain how they know that 2 is smaller than 4 .

5 5 • Chocolate bars can be used (either real or in pictures) where different children receive different fractions of the whole.

Example: This chocolate bar has 10 squares. Who has the biggest piece of chocolate?

Who has the smallest?

Peter has

3 , 10

Jo has

1 10

and Maya has

5 .

10

Write each child’s name and draw their piece of chocolate.

Peter has 3 squares, Jo has 1 square and Maya has 5 squares.

Maya has the biggest piece and Jo has the smallest piece.

For pupils: Steps to success: • Because the denominators are all the same, we can compare the chocolate pieces for each person by looking at the numerator.

Independent activity Refer pupils to the Year 3 Fractions and Decimals Pupil Book, pages 22–23.

20

Compare fractions with the same denominator Use and apply Task A: Crack the code!

• • • •

2 or 1 3 3

3 or 4 5 5

3 or 5 8 8

4 or 9 12 12

6 or 1 7 7

3 or 1 4 4

N

F

G

H

M

R

T

B

U

E

L

Z

Look carefully at each pair of fractions.

Circle the larger fraction from each pair.

Write the letter below your circled fraction. Do this for all the fraction pairs.

Unscramble the letters you have written to make a word.

Task B: Shading • Each child in each of the pairs of children has a different fraction shaded.

Bill

Anya

Leo

Gill

Hira Max

• Write the name of the child in each pair with the smaller fraction shaded.

Task C: Milk!

• • • • •

Five children have been drinking milk.

This is the milk that is left in their bottles.

Who has drunk the most milk?

Who has drunk the least milk?

Who has drunk exactly half of their milk?

3 8 Sami

5 8 Jo

1 8 Lex

4 8 Ann

2 8 Jan

© 2015 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.

21

Progress test 1 1 What fraction of this shape is shaded?

1 3

2 Shade

7 Match the equivalent fractions.

1 3 1 2 1 4 1 5

of this shape.

4 8 2 8 3 9 2 10

8 Shade

3 What fractions are at a, b, c and d on the number line.

3 7

0 a

1 3

of each these groups of shapes.

a)

b)

c)

d)

1

b

c

d

4 Which shapes show equivalent fractions.

9 What fraction is shaded?

A

B

C

10 What numbers are at a, b, c and d on the number line.

D

5 Match the equivalent fractions.

1 3 4 12

4 6

6 Shade a)

2 8 2 3 1 4

3

18

1 a

c

b

1 4

d

of each these groups of shapes. b)

c)

Score 42

2

/ 10

Š 2015 Keen Kite Books, an imprint of HarperCollinsPublishers Ltd. You may photocopy this page.

End-of-year test 1 Match the equivalent fractions.

0.3

0.5

5 10

0.9

0.7

3 10 7 10

9 10

2 Draw a circle round

6 Order these fractions from smallest to largest.

1 8

1 3

1 6

1 2

1 7

7 What decimals are at a, b, c and d on the number line?

0 1 3

of the flowers.

1

0.4

a

b

c

d

8 Darren has 2 of an apple pie. His sister has the 5 same amount. How much pie do the children have altogether?

9 Annie has 32 jelly beans in a bag. 5 of the 8 jelly beans are orange. How many jelly beans are orange?

3 Jodie has 5 of a pizza. She gives her brother 2 .

7 7 How much pizza is left over?

4 Match the equivalent fractions.

1 5 1 2 1 3 3 4

6 8 2 4 2 10 2 6

5 Insert < or > between these fractions. a)

1 5

1 7

b)

4 8

3 8

c)

1 10

10 Divide these numbers by 10. a) 5 b) 9 c) 32

1 9

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