# Lesson video

In progress...

Welcome back.

I hope you've been enjoying lessons since I last saw you.

Have you got it in front of you? That's great.

Let's check and see how you got on.

When the fraction was a quarter, then there must be four equal parts in the whole.

I've drawn mine like this.

My squares are in a line, but yours don't need to be as long as there are four equal parts.

Here, we are told that there are five equal parts in the whole.

We know then that each part is 1/5, and the whole can be represented by five equal squares.

Here, we can see from the picture that there are six equal parts.

So we know that the number of equal parts in the whole is six and each part is 1/6 of the whole.

In the next example, we are told that there are seven equal parts, and so each part must represent 1/7 of the whole, and the whole will have seven squares in its shape.

Now, how did you approach the final part? All of the boxes are blank.

Well, this was up to you.

You could use any number of equal parts in the whole, and then the denominator in your fraction would show that number of equal parts.

So for example, if you chose 10 equal parts in the whole, then each part would be 1/10 of the whole, or if you chose 15 equal parts in the whole, then each part would represent 1/15 of the whole.

Now onto today's lesson.

You'll be using lots of maths that you've already been learning in previous lessons.

Mr. Lathwell and Ms. O'Brien cycle to school each morning.

This is 1/2 of Ms. O'Brien's journey, and this is 1/3 of Mr. Lathwell's journey.

What do you notice? Yes, that's right.

The paths look the same size, but the fractions are different.

Does this help to tell us who cycles further to school? Will the whole journey be the same for both of them? What do you think? First, let's think about Ms. O'Brien's journey to school.

What do we already know from previous lessons that can help us visualise the whole of her journey? Could you remember the stem sentence we used last time? Yeah, that's the one.

If one is a part, then the whole is times as much.

Take parts and put them together to make the whole.

Does that help us to visualise the whole of Ms. O'Brien's journey? Let's try using what we already know.

This is 1/2 of Ms. O'Brien's journey.

If 1/2 is a part, then the whole is two times or twice as much.

Take two parts and put them together to make the whole.

Now, we can see the whole of Ms. O'Brien's journey.

Do you think Mr. Lathwell's journey will be longer, shorter, or the same? Now, let's try to visualise Mr. Lathwell's journey to school.

What do we already know? Well, we know that this is 1/3 of Mr. Lathwell's journey to school.

Now let's use our stem sentences to help us think about the whole of his journey.

Say it with me.

If 1/3 is a part, then the hole is three times as much.

Take three parts and put them together to make the whole.

Now, we can see the whole of Mr. Lathwell's journey.

Who does have the longest journey to school? This is 1/2 of Ms. O'Brien's journey, but this part is 1/3 of Mr. Lathwell's journey.

Ms. O'Brien's journey has been divided into two equal parts, and Mr. Lathwell's journey has been divided into three equal parts.

We can see that the whole of Mr. Lathwell's journey is longer.

Can you tell which line is longer? Try to visualise it.

Can you draw it? Use your pencil and ruler to draw what you think the two lines will look like when the box is removed.

Remember the stem sentence that we've been using.

Pause the video and have a go.

Are you back? Did you use the stem sentence to help you? First line, if 1/2 is a part, then the whole is two times as much.

Take two parts and put them together to make a whole.

Second line, if 1/3 is a part, then the whole is three times as much.

Take three parts and put them together to make one whole.

Did your lines look like this? Great job.

Hannah needs to select the longest piece of ribbon to finish her art project.

Some of the ribbon is hidden.

So can we tell which piece she should choose? What if we knew what fraction of the whole we could see? This is 1/5 of the blue ribbon, and this is 1/4 of the yellow ribbon.

Does that help us to work out which is the longest? Do you think she should select the yellow ribbon or the blue ribbon? Try to imagine the ribbons.

Pause the video and draw what you think each will look like.

Are you back? Let's have a look and see if you were right.

We could see 1/5 of the blue ribbon.

We know that if 1/5 is a part, then the whole is five times as much.

Take five parts and put them together to make one whole.

We could see 1/4 of the yellow ribbon.

We know that if 1/4 is a part, then the whole is four times as much.

Take four parts and put them together to make one whole.

Did your ribbons look like this? Well done.