Fractions greater than 1
Unit 9 – 5 weeks
Primary
KS2
Year 4
Curriculum
The PowerPoint file contains slides you can use in the classroom to support each of the learning outcomes for this unit, listed below.
The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.
Learning outcomes
| # | Title |
|---|---|
| 1 | Pupils explain how to express quantities made up of both whole numbers and a fractional part |
| 2 | Pupils explain how a quantity made up of whole numbers and a fractional part is composed |
| 3 | Pupils compose and decompose quantities made of whole numbers and fractional parts |
| 4 | Pupils accurately label a range of number lines and explain the meaning of each part |
| 5 | Pupils identify numbers on marked but unlabelled number lines |
| 6 | Pupils estimate the position of numbers on a number line using fraction sense |
| 7 | Pupils compare and order mixed numbers using fraction sense |
| 8 | Pupils compare and order mixed numbers when the whole number is the same |
| 9 | Pupils compare and order mixed numbers when the whole number and the numerator of the fractional part is the same |
| 10 | Pupils make efficient choices about the order they solve an addition problem in |
| 11 | Pupils make efficient choices about the order they solve a subtraction problem in |
| 12 | Pupils express a quantity as a mixed number and an improper fraction (quarters) |
| 13 | Pupils convert a quantity from an improper fraction to a mixed number (quarters) |
| 14 | Pupils express and convert a quantity from an improper fraction to a mixed number (fifths) |
| 15 | Pupils explain how an improper fraction is converted into a mixed number (any unit) |
| 16 | Pupils explain how a mixed number is converted into an improper fraction |
| 17 | Pupils add mixed numbers |
| 18 | Pupils subtract a proper fraction from a mixed number (converting to an improper fraction first) |
| 19 | Pupils subtract a mixed number from a mixed number and explain which strategy is most efficient |
| 20 | Pupils use knowledge of subtraction to choose correct and efficient approaches when subtracting mixed numbers |