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 the relationship between repeated addition of a proper fraction and multiplication of fractions (unit fractions) |

2 | Pupils explain the relationship between repeated addition of a proper fraction and multiplication of fractions (non-unit fractions) |

3 | Pupils multiply a proper fraction by a whole number (within a whole) |

4 | Pupils multiply a proper fraction by a whole number (greater than a whole) |

5 | Pupils multiply an improper fraction by a whole number |

6 | Pupils multiply a mixed number by a whole number (product is within a whole) |

7 | Pupils multiply a mixed number by a whole number (product is greater than a whole) |

8 | Pupils find a unit fraction of a quantity |

9 | Pupils explain the relationship between finding a fraction of a quantity and multiplying a whole number by a unit fraction |

10 | Pupils explain the relationship between dividing by a whole number and multiplying a whole number by a unit fraction |

11 | Pupils use their knowledge of multiplying a whole number by a unit fraction to solve problems |

12 | Pupils find a non-unit fraction of a quantity (mental calculation) |

13 | Pupils find a non-unit fraction of a quantity (written calculation) |

14 | Pupils multiply a whole number by a proper fraction |

15 | Pupils explain when a calculation represents scaling down and when it represents repeated addition |

16 | Pupils find the whole when the size of a unit fraction is known |

17 | Pupils find a unit fraction when the size of a non-unit fraction is known |

18 | Pupils find the whole when the size of a non-unit fraction is known |

19 | Pupils find the unit fraction when the size of a non-unit fraction is known |

20 | Pupils use representations to describe and compare two fractions (1/4 and 3/12) |

21 | Pupils use representations to describe and compare two fractions (1/5 and 5/10) |

22 | Pupils use representations to describe and compare two fractions (pouring context) |

23 | Pupils correctly use the language of equivalent fractions |

24 | Pupils explain the vertical relationship between numerators and denominators within equivalent fractions (1/5, 1/3 and equivalent) |

25 | Pupils use their knowledge of the vertical relationship to solve equivalent fractions problems |

26 | Pupils explain the horizontal relationship between numerators and denominators across equivalent fractions (1/5, 1/3 and equivalent) |

27 | Pupils explain the relationship within families of equivalent fractions |

28 | Pupils use their knowledge of equivalent fractions to solve problems |

29 | Pupils explain and represent how to divide 1 into different amounts of equal parts |

30 | Pupils identify and describe patterns within the number system |

31 | Pupils use their knowledge of common equivalents to compare fractions with decimals |

32 | Pupils practise recalling common fraction-decimal equivalents |

33 | Pupils use their knowledge of common fraction-decimal equivalents to solve conversion problems in a range of contexts |

34 | Pupils use their knowledge of common equivalents to compare fractions with decimals beyond one |

35 | Pupils use their knowledge of simplifying calculations by substitution to solve problems in a range of contexts |