When you are comparing the factors of two numbers, a common factor is one shared by both numbers.

When a fraction is in its simplest form, the numerator and denominator only share a common factor of one.

To simplify a fraction is to identify the highest common factor shared by the numerator and denominator and to scale down both by that factor.

To scale up or down is to multiply or divide by a given number or factor.

Use the relationship between the numerator and denominator to simplify fractions

Maths

Use representations to describe and compare two fractions

Use representations to describe and compare fractions

Use representations to describe and compare two fractions in a continuous context

Use the language of equivalent fractions correctly

Explain the relationship between numerators and denominators in equivalent fractions

Use the relationship between the numerator and denominator in equivalent fractions to solve problems

Explain the relationship between numerators and denominators across equivalent fractions

Explain the relationship within families of equivalent fractions

Use understanding of equivalent fractions to solve problems

Explain and represent how to divide 1 into different numbers of equal parts

Identify and describe patterns in the number system

Use knowledge of common equivalents to compare fractions and decimals

Recall common fraction-decimal equivalents

Solve problems using fraction-decimal equivalents

In this 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 future unit pupils will explain how to write a fraction in its simplest form when solving addition and subtraction problems. 

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

Comparing fractions using equivalence and decimals

What is the highest factor which is common to the numerator and denominator in the fraction $${6}\over{12}$$

Yes because the numerator and denominator are both one digit numbers

No because the numerator and denominator both share a factor greater than 1

Is the fraction $${3}\over{6}$$ written in its simplest form? 

What is $${3}\over{6}$$ written in its simplest form?

Is Jun's statement always, sometimes or never true?

Which of these fractions are in their simplest form?

Match the fractions to the equivalent in its simplest form.

1, 2, 3, 4, 6 and 12 are all factors of which number in this list?

Which number would be a factor of both 9 and 12?

What number do you get if 6 is scaled up by a factor of 3? {{ }}

What number do you get if 18 is scaled down by a factor of 2? {{ }}

Which of these expressions have the same value?

Exit Quiz

What is the highest factor which is common to the numerator and denominator in the fraction $${6}\over{12}$$