An integer is a number that has no fractional part - they are whole numbers. This includes the counting numbers e.g, 1, 2, 3 and zero.

When we estimate, we find a value that is close enough to the right answer, usually with some thought or calculation involved.

Estimate the position of a number on a number line using fraction sense

Maths

Identify numbers on marked but unlabelled number lines

Compare and order mixed numbers using fraction sense

Compare mixed numbers when the numerators of fractional parts are different

Compare mixed numbers when the denominators of fractional parts are different

In this unit pupils will estimate the position of numbers on a number line using fraction sense. They will compare and order mixed numbers using fraction sense when the whole number and the numerator of the fractional part is the same. In the future unit pupils will make efficient choices about the order they solve an addition and subtraction problem involving mixed numbers.

In the prior unit pupils composed and decomposed quantities made of whole numbers and fractional parts. In this unit pupils will estimate the position of numbers on a number line using fraction sense. They will compare and order mixed numbers using fraction sense when the whole number and the numerator of the fractional part is the same. 

In this unit pupils will estimate the position of numbers on a number line using fraction sense. They will compare and order mixed numbers using fraction sense when the whole number and the numerator of the fractional part is the same.

Compare and order mixed numbers and position on a number line

On a number line, which integer would be before the mixed number $$4 {{3} \over {4}}$$ ? 

Which of these is an accurate estimation for the position of one and one-fifth?

Match these numbers to their position on the number line.

Which of the following numbers is represented by the letter ‘A’?

Which of these numbers could be being represented by the letter ‘A’?

Look at this number $$5{{2} \over {9}}$$ We say it as five and two {{ }}. 

Look at the part-part-whole model. What is the value of the whole number part of this mixed number?

Look at the number line. Where would 78  be positioned?

Look at this number line. What is the missing number?

Look at the number line. Which number is smaller than two but close to two?

Look at the number line. Where would $$1{{4} \over {6}}$$ be positioned?

This lesson was made for home learning during the pandemic.

Estimate the position of a number on a number line using fraction sense

Lesson outcome

This lesson was made for home learning during the pandemic.