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

Starter quiz

Tick the word that can replace ‘×’ in a calculation.
- and
- altogether
- of ✓
- by
What is the value of each part of the bar model?
- '12' ✓
Tick the equations that match this bar model.
- 30 × 5 = 6
- 5 × 6 = 30 ✓
- 30 ÷ 5 = 6 ✓
- 6 ÷ 30 = 5
- 6 × 5 = 30 ✓
Calculate: 210 ÷ 3 = ______
- '70' ✓
Calculate: 204 ÷ 3 = ______
- '68' ✓
Solve the equation: 32 × $\frac{1}{8}$ = ______
- '4' ✓

Exit quiz

Solve the equation: 24 × $\frac{1}{2}$ = ______
- '12' ✓
Calculate: 540 ÷ 6 = ______
- '90' ✓
Solve the equation: 540 × $\frac{1}{6}$ = ______
- '90' ✓
Solve the equation: 552 × $\frac{1}{6}$ = ______
- '92' ✓
Tick the equations that represent the problem: The school raised £1,408 at the school fair. One-quarter of the money was made from a cake raffle. How much money was made on the cake raffle?
- 1,408 × 4 =
- 4 × 1,408 =
- 1,408 × $\frac{1}{4}$ = ✓
- 1,408 ÷ 4 = ✓
The school raised £1,408 at the school fair. One-quarter of the money was made from a cake raffle. How much money was made on the cake raffle? £______
- '352' ✓

Worksheet

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Presentation

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Lesson Details

Key learning points

Finding a fraction of a number is the same as multiplying the number by the fraction.
Multiplying a number by a unit fraction is equivalent to dividing the number by the denominator of the fraction.
The whole has been divided into__ equal parts describes dividing by __

Common misconception

Pupils struggle to unpick the maths required of them from the worded problems.

Encourage pupils to draw a bar model for each problem. This will help them to identify what information is known, for example, whether the problem indicates if the whole, the value of a part, or the size of a part is known.

Keywords

Equation - An equation is used to show that one number, calculation or expression is equal to another.
Strategy - A strategy is a plan or method to achieve a specific goal.