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National Curriculum Resource Tool

Materials to support teachers and schools in embedding the National Curriculum

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Year 2 - Fractions (including decimals and percentages)

New Curriculum

  • recognise, find, name and write fractions ⅓, ¼, 2⁄4 and ¾ of a length, shape, set of objects or quantity
  • write simple fractions e.g. ½ of 6 = 3 and recognise the equivalence of two quarters and one half.

Non-Statutory Guidance

Pupils use fractions as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. They connect unit fractions to equal sharing and grouping, to numbers when they can be calculated, and to measures, finding fractions of lengths, quantities, sets of objects or shapes. They meet ¾ as the first example of a non-unit fraction.

Pupils should count in fractions up to 10, starting from any number and using the ½ and 2⁄4equivalence on the number line (for example, 1 ¼ , 1 2⁄4 (or 1½ ), 1¾ , 2). This reinforces the concept of fractions as numbers and that they can add up to more than one.

 

Links and Resources

Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.

– National Curriculum in England Framework Document, September 2013, p10

Connections within Mathematics

Making connections to other topics within this year group

When teaching and learning about fractions in Year 2, links can be made with other areas of the Year 2 Mathematics curriculum;

Number and place value:

  • identify, represent and estimate numbers using different representations, including the number line

Addition and subtraction:

solve problems with addition and subtraction:

  • using concrete objects and pictorial representations, including those involving numbers, quantities and measure
  • applying their increasing knowledge of mental and written methods

From Multiplication and division:

  • solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

Measurement:

  • tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
  • know the number of minutes in an hour and the number of hours in a day.

Making connections to this topic in adjacent year groups

Year 1

  • recognise, find and name a half as one of two equal parts of an object, shape or quantity
  • recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

Non Statutory guidance

Pupils are taught half and quarter as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. For example, they could recognise and find half a length, quantity, set of objects or shape. Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.

Year 3

  • count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
  • recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
  • recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
  • recognise and show, using diagrams, equivalent fractions with small denominators
  • add and subtract fractions with the same denominator within one whole [for example,5⁄7 + 1⁄7 = 6⁄7 ]
  • compare and order unit fractions, and fractions with the same denominators
  • solve problems that involve all of the above

Non Statutory guidance

Pupils connect tenths to place value, decimal measures and to division by 10.

They begin to understand unit and non-unit fractions as numbers on the number line, and deduce relations between them, such as size and equivalence. They should go beyond the [0, 1] interval, including relating this to measure.

Pupils understand the relation between unit fractions as operators (fractions of), and division by integers.

They continue to recognise fractions in the context of parts of a whole, numbers, measurements, a shape, and unit fractions as a division of a quantity.

Pupils practise adding and subtracting fractions with the same denominator through a variety of increasingly complex problems to improve fluency.

Cross-curricular and real life connections

Fractions, in particular halves and quarters, can be linked to many different ‘real-life’ contexts. Children naturally use the term ‘half’ or ‘halve’ in general conversation. Encourage them, and the adults working with them, to refine their use of the word, and try to use it accurately.

‘Introduction to Fractions’ from Nrich provides a series of 7 useful activities for connecting fractions to other activities, in the form of a trail.

Rationale for teaching fractions, with consideration of likely misconceptions

An overall guide to some of the complexities in teaching and learning fractions. Includes possible misconceptions as well as suggestions for activities.

Aspects of a teacher’s mathematical knowledge in a lesson on fractions taken from: Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics . 29 (3), p1-6.Journal article addresses teachers’ mathematical knowledge and looks into the factors which lie behind the fact that some pupils’ concepts of fractions are only partly developed.

This article looks into some different perspectives through which children see fractions. It looks into some of those perspectives, firstly by considering what happens in situations where learners are trying to create equal shares. From sharing using halves learners move to partitioning using other divisions, such as fifths or sixths.

Knowledge and understanding covered in Year 2 Fractions Programme of Study Activities
A B C D
Recognise fractions of shapes  
Write fractions  
Recognise fractions of a quantity
Recognise equivalence of 2⁄4 and 1⁄2      
Find fractions of objects      

Activity A(i) – Halving

This problem is a wonderful way to consolidate children's understanding of halving and halves. It also gives learners experience of mathematical proof.

Activity A (ii) - Early Fraction Development

In this article, Bernard Bagnall outlines suggestions for tasks which will help young children develop the concept of fractions

Activities B – Colouring halves and quarters of shapes

Colour a half of these shapes

Various shapes

Colour a quarter of each shape

Various shapes

Activities C – What fractions is shaded?

What fraction of each of these shapes is shaded

Shaded shapes

What are two ways we could write this fraction?

Fractions example

Activities D

Find the number.....

What is half of 12?

Eggs

A half of 12 is _________

What is a third of 15?

Sweets

A third of 15 is _________

What is a Quarter of 8?

Toast

A quarter of 8 is _________

What is two thirds of 9?

Cookies

Two thirds of 9 is _________

What is three quarters of 24?

Chocolate

Three quarters of 24 is _________

Making longer, making shorter

From nrich, brings in doubling, halves and quarters in a very practical way using rods made from interlocking cubes. It gives children a practical context in which to explore simple multiplying and dividing, even if these particular terms are not used explicitly. It can provide a very useful context for introducing and using the vocabulary of halves and quarters.

Useful Resources

Powerpoint slides – Key Stage 1 Fractions

A series of powerpoint slides which can be used as starting points to a discussion. Slides are adapable

Powerpoint slides – Key Stage 1 Fractions – Misconceptions

A series of powerpoint slides which can be used to unpick misconceptions.

Powerpoint slides – Key Stage 1 Resources

Useful set of slides to cut and laminate to support the teaching of fractions.

Examples of what children should be able to do, in relation to each (boxed) Programme of Study statement

recognise, find, name and write fractions 1⁄3,1⁄4 ,2⁄4 and 3⁄4 of a length, shape, set of objects or quantity

Using bar models to represent and unpick a fraction word problem

Fractions example

Harrison and sam were talking and Harrison said that if he doubled Sam's age and added 2 he would get 12 

write simple fractions for example,½ of 6 = 3 and recognise the equivalence of 2⁄4 and ½

Blocks

Would a chocolate lover rather have ½ or 3⁄5 of this bar of chocolate? Explain your answer.

There are currently no relevant videos to recommend.

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