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- Year 5
Use representations to describe and compare two fractions in a continuous context
I can use representations to describe and compare fractions in a continuous context.
- Year 5
Use representations to describe and compare two fractions in a continuous context
I can use representations to describe and compare fractions in a continuous context.
Lesson details
Key learning points
- Number lines and scales represent fractions in a continuous context.
- The whole has been divided into __ equal parts and the line shows __ of them.
Keywords
Continuous - Continuous means that every position on the line or scale has a value.
Equal - Equal means that something has exactly the same amount or value.
Common misconception
Children need to understand that fractions can also be fractions of 1 and have an exact position on a number line. There may be confusion over labelling an exact point rather than a part of the line.
Use the language of labelling a point on the line and avoid talking about 'half of the line' which is the language of parts of a whole. This helps children to see that fractions are numbers in their own right with a unique position on a number line.
To help you plan your year 5 maths lesson on: Use representations to describe and compare two fractions in a continuous context, download all teaching resources for free and adapt to suit your pupils' needs...
To help you plan your year 5 maths lesson on: Use representations to describe and compare two fractions in a continuous context, download all teaching resources for free and adapt to suit your pupils' needs.
The starter quiz will activate and check your pupils' prior knowledge, with versions available both with and without answers in PDF format.
We use learning cycles to break down learning into key concepts or ideas linked to the learning outcome. Each learning cycle features explanations with checks for understanding and practice tasks with feedback. All of this is found in our slide decks, ready for you to download and edit. The practice tasks are also available as printable worksheets and some lessons have additional materials with extra material you might need for teaching the lesson.
The assessment exit quiz will test your pupils' understanding of the key learning points.
Our video is a tool for planning, showing how other teachers might teach the lesson, offering helpful tips, modelled explanations and inspiration for your own delivery in the classroom. Plus, you can set it as homework or revision for pupils and keep their learning on track by sharing an online pupil version of this lesson.
Explore more key stage 2 maths lessons from the Comparing fractions using equivalence and decimals unit, dive into the full primary maths curriculum, or learn more about lesson planning.
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Lesson video
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Prior knowledge starter quiz
6 Questions
Q1.Match the word with the best definition.
The numerator -Â
tells you how many parts are chosen or shaded.
The denominator -Â
tells you how many equal parts the whole as been divided into.
Q2.Which glass is about half full?
Q3.Which letter represents when $${1}\over{2}$$ would sit on this number line?
Q4.Match the fractions to the statements.
$${2}\over{4}$$ -Â
is equal to $${1}\over{2}$$
$${5}\over{6}$$ -Â
is greater than $${1}\over{2}$$
$${2}\over{5}$$ -Â
is less than $${1}\over{2}$$
Q5.Which four numbers could you use to create two fractions equivalent to $${1}\over{2}$$?
Q6.Which other fractions could sit at the same place as this fraction on the number line?
Assessment exit quiz
6 Questions
Q1.Which of these glasses of juice been labelled with the correct fraction to show how full they are?
Q2.Which of these glasses of juice would you say is around $${4}\over{5}$$ full?
Q3.Which of these fractions would be closest to 0 on a 0 to 1 number line?
Q4.Which of these fractions would be closest to 1 on a 0 to 1 number line?
Q5.Which of these fractions would sit between $${1}\over{2}$$ and 1 on a 0 to 1 number line?
Q6.Match the fractions with the points they would sit at on the number line.
a -Â
$${1}\over{4}$$
a -Â
$${3}\over{12}$$
b -Â
$${3}\over{4}$$
b -Â
$${9}\over{12}$$
c -Â
$${1}\over{3}$$
c -Â
$${3}\over{9}$$