Explain that non-unit fractions are made of more than one unit fraction | Maths

Starter quiz

How many parts has the shape been divided into?
- 2
- 4
- 6 ✓
- 8
Sofia shades half of this shape. How many parts would she need to shade?
- 2
- 4 ✓
- 6
- 8
$What fraction is represented?$

What fraction is represented?
- one-quarter
- one-third ✓
- one-fifth
Which image shows one-quarter?
- a)
- b) ✓
- c) ✓
- d)
$What fraction of the frogs are on the log?$

What fraction of the frogs are on the log?
- one-third
- one-quarter
- one-fifth ✓
- one-sixth
$What fraction of the pandas are wearing hats?$

What fraction of the pandas are wearing hats?
- one-third
- one-quarter
- one-fifth
- one-sixth ✓

Exit quiz

Which description is correct?
- one-quarter is shaded
- two-thirds are shaded
- two-quarters are shaded ✓
- 2 one-quarters are shaded ✓
Which description is correct?
- one-third is shaded
- two-thirds are shaded ✓
- 2 one-thirds are shaded ✓
- 2 one-quarters are shaded
$What fraction is of the shape is shaded?$

What fraction is of the shape is shaded?
- two-thirds
- 2 one-thirds
- 2 one-fifths ✓
- two-fifths ✓
$What fraction of the shape is shaded?$

What fraction of the shape is shaded?
- four-quarters
- one-sixth
- two-sixths
- four-sixths ✓
$What fraction of the frogs are on the log?$

What fraction of the frogs are on the log?
- four-sixths
- two-sixths ✓
- two-fifths
- two-quarters
$What fraction of the pandas are wearing hats?$

What fraction of the pandas are wearing hats?
- three-quarters
- three-eighths ✓
- three-sevenths
- three-fifths

Worksheet

Presentation

Video

Lesson Details

Key learning points

A non-unit fraction has a numerator greater than 1; it is composed of more than one unit fraction.
We say, 'the whole has been divided into ___ equal parts, and I have ___ of them'.
Dual language of 'five-sixths' and 'five one-sixths' can be used to describe non-unit fractions.
When describing a fraction of the whole, the whole could be a shape, a line or a group of objects.

Common misconception

Pupils may not recognise the total number of equal parts that make up the whole and may instead just count the number they have / are shaded for example.

Encourage pupils to count the total number of equal parts that make up the whole and then the number that are shaded. Stress that the denominator shows the number of equal parts that make up the whole and that the numerator shows the number we have.

Keywords

Non-unit fraction - A non-unit fraction has a numerator greater than 1