To represent something means to show something in a different way. The same thing can be shown using multiple representations.

A unit fraction is a fraction that has a numerator of one.

A non-unit fraction is a fraction that has a numerator greater than one.

The denominator is the bottom number in a fraction.

The numerator is the top number in a fraction.

Find the whole when the size of a non-unit fraction is known

Maths

Find a unit fraction of a quantity using representations

Explain how finding a fraction of a quantity relates to multiplying by a unit fraction

Explain how dividing by a whole number relates to multiplying by a unit fraction

Use knowledge of multiplying a whole number by a unit fraction to solve problems

Find a non-unit fraction of a quantity using mental and written calculation strategies

Multiply a whole number by a proper fraction

Explain when a calculation represents scaling down and when it represents repeated addition

Find the whole when the size of a unit fraction is known

Find a unit fraction when the size of a non-unit fraction is known

In this unit pupils will find unit and non-unit fractions of whole numbers and explore parts and wholes. In the future unit pupils will use representations to describe and compare two fractions. They will  explain the relationship within families of equivalent fractions and use their knowledge of common equivalents to compare fractions with decimals.

In the prior unit pupils multiplied an improper fraction and a mixed number by a whole number. In this unit pupils will find unit and non-unit fractions of whole numbers and explore parts and wholes.

In this unit pupils will find unit and non-unit fractions of whole numbers and explore parts and wholes.

Find unit and non-unit fractions of whole numbers exploring parts and wholes

Think about a fraction. The __________ tells us how many equal parts the whole has been divided into.

The image represents $$ \frac{2}{5} $$ of the whole. Tick the images that could represent the whole.

Tick the image that represents the whole collection.
Sam says ‘This is two-quarters of the apples Mum bought on her shopping trip.’

If $$ \frac{5}{8} $$ of a number is 45, what is the number?

If $$ \frac{3}{5} $$ of a number is 330, what is the number?

Complete: $$ \frac{1}{4} $$ + $$ \frac{1}{4} $$ + $$ \frac{1}{4} $$ + $$ \frac{1}{4} $$ = {{ }}

The image represents $$ \frac{3}{4} $$ of the shape.
Tick the image that shows $$ \frac{1}{4} $$ 

The image represents $$ \frac{2}{5} $$ of the whole. 
Tick the image that shows $$ \frac{1}{5} $$ 

The part of the image shown by the arrow represents $$ \frac{6}{8} $$
How many intervals would represent $$ \frac{1}{8} $$

The image represents $$ \frac{1}{4} $$ of the whole.
How many cubes would be needed to make the whole? {{ }} cubes

The image represents $$ \frac{3}{5} $$ of the whole. 
How many circles would be needed to represent the whole?

Find the whole when the size of a non-unit fraction is known

Lesson outcome