Use representations to describe and compare fractions | Maths

Starter quiz

What is half of 12? Half of 12 is equal to ______

'6' ✓
Jun ate half the cherries. There were 8 left. How many cherries were there to start with?

4

6

10

16 ✓
Match the doubles and halves.

26

⇔

13 ✓

28

⇔

14 ✓

30

⇔

15 ✓

32

⇔

16 ✓

34

⇔

17 ✓

36

⇔

18 ✓
${1}\over{3}$ of 18 is equal to ______

'6' ✓
Sofia had some cherries. She gave ${1}\over{3}$ to Jun. She gave 9 cherries to Jun. How many did she have to start with?

6

9

18

27 ✓
Match the thirds to the wholes.

${1}\over{3}$ of 30

⇔

10 ✓

${1}\over{3}$ of 33

⇔

11 ✓

${1}\over{3}$ of 36

⇔

12 ✓

${1}\over{3}$ of 39

⇔

13 ✓

${1}\over{3}$ of 42

⇔

14 ✓

${1}\over{3}$ of 45

⇔

15 ✓

Exit quiz

$Which letter is labelling the numerator of this fraction?$

Which letter is labelling the numerator of this fraction?

a ✓

b
$Which letter is labelling the denominator of this fraction?$

Which letter is labelling the denominator of this fraction?

a ✓

b
Which of these images shows ${1}\over{2}$ ?
Choose the best way to complete this sentence. When a fraction is equal to a half ...

the denominator is half the value of the numerator.

the denominator is always 2

the numerator is half the value of the denominator. ✓

the denominator is double the value of the numerator. ✓

the numerator and denominator are the same.
$Which of these fractions is equal to <Math>{1}\over{2}</Math>? Use Sofia's generalisation to help you decide.$

Which of these fractions is equal to ${1}\over{2}$ ? Use Sofia's generalisation to help you decide.

${3}\over{7}$

${3}\over{6}$ ✓

${3}\over{5}$

${2}\over{5}$
$Which number can go in the squares to create two fractions equal to <Math>{1}\over{2}</Math>?$

Which number can go in the squares to create two fractions equal to ${1}\over{2}$ ?

2

4 ✓

6

8

Worksheet

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Lesson Details

Key learning points

When you compare fractions, the whole must be the same.
Use representations of sets of objects to divide them into equal parts.
Count how many objects are in the number of parts needed.
The whole has been divided into __ equal parts and you have __ of them.

Common misconception

Children may still be building understanding that the same fraction can be represented and recorded in different ways. They may still think that the larger the denominator, the larger the fraction.

Make use of the stem sentences to support understanding of how the recording of the fraction relates to the images and contexts used. Model the use of the keywords numerator and denominator and encourage children to use them in explanations.

Keywords

Divided - When something is divided, it is split into equal parts or groups.
Equal parts - Equal parts can be combined to make a whole.
Numerator - The numerator is the top number in a fraction and shows how many equal parts we have.
Denominator - The denominator is the bottom number in a fraction and shows how many equal parts the whole has been divided into.