The unit is one of something that defines the ‘one’ you are counting in.

A denominator is the bottom number in a fraction. It shows how many parts a whole has been divided into.

A numerator is the top number in a fraction. It shows how many parts we have.

Add fractions with the same denominator

Maths

Use repeated addition of a unit fraction to form a non-unit fraction

Use repeated addition of a unit fraction to form 1

Add on fractions with the same denominator

Add fractions with the same denominator and generalise the rule

Subtract fractions with the same denominator

Add and subtract fractions with the same denominator in a range of contexts

Explain that addition and subtraction of fractions are inverse operations

Subtract fractions from a whole by converting the whole to a fraction

Substitute a fraction representing a whole to solve subtraction problems

In this unit pupils will use repeated addition of a unit fraction to form a non-unit fraction. They will compare non-unit fractions with the same denominator. They will add and subtract fractions with the same denominator. In the future unit pupils will identify equal parts when they do not look the same related to equivalence. They will construct a whole when given a part and the number of parts.

In the prior unit pupils explained that non-unit fractions are composed of more than one unit fraction using knowledge of unit fractions to find one whole. In this unit pupils will use repeated addition of a unit fraction to form a non-unit fraction. They will compare non-unit fractions with the same denominator. They will add and subtract fractions with the same denominator.

In this unit pupils will use repeated addition of a unit fraction to form a non-unit fraction. They will compare non-unit fractions with the same denominator. They will add and subtract fractions with the same denominator.

Composition of non-unit fractions: addition and subtraction

Look at the picture. What is the unit of this addition?

Look at the image. What is the missing label marked with a question mark?

$$ \frac{6}{8} $$ + $$ \frac{3}{8} $$ = $$ \frac{3}{8} $$ 

$$ \frac{1}{8} $$ + $$ \frac{5}{8} $$ = $$ \frac{6}{8} $$

$$ \frac{6}{8} $$ + $$ \frac{5}{8} $$ = $$ \frac{1}{8} $$

$$ \frac{3}{8} $$ + $$ \frac{3}{8} $$ = $$ \frac{6}{8} $$

What addition is being represented on this number line?

Which is the correct sum for this equation?
$$ \frac{3}{9} $$ + $$ \frac{2}{9} $$ = ___

Which is the correct sum for this equation?
___ = $$ \frac{2}{12} $$ + $$ \frac{6}{12} $$

$$ \frac{3}{6} $$ + $$ \frac{1}{6} $$ = $$ \frac{4}{6} $$ 

$$ \frac{3}{6} $$ + $$ \frac{1}{6} $$ = $$ \frac{6}{6} $$  

$$ \frac{6}{6} $$ + $$ \frac{1}{6} $$ = $$ \frac{4}{6} $$ 

Which equation matches the problem? 
A pizza is cut into 6 slices. Sam eats three slices and Sofia eats one slice. What fraction of the pizza has been eaten?

Which of these definitions describes an addend?

What is the missing number in this bar model?

What addition is being shown by this number line?

A melon is cut into eight equal parts. What fraction is each part?

How could we show the whole represented in this bar model using fraction notation?

When the numerator and denominator are the same, what do we know about the value of the fraction?

Starter Quiz

Which of these definitions describes an addend?