Module 1 Counting and understanding number
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Can I find simple equivalent fractions?

Example review questions

  • Circle the two fractions that have the same value.
    A box containing five fractions. Two fifths, one third, one half, one quarter, five tenths.
  • Which is the odd one out? Why?
    6/10, 3/5, 18/20, 9/15
  • Match each white box to the yellow box that has a number with the same value.
    Three fractions in white boxes. Three quarters, one half, four fifths. Four fractions in yellow boxes. Four eighths, eight tenths, six eighths, two fifths.

Teaching guidance

This teaching guidance document suggests some of the key vocabulary, models, images and practical equipment that children should experience and be able to use. It also includes some teaching tips to provide a few starting points for ways of supporting children with this area of mathematics.

PDF file Can I find simple equivalent fractions? - teaching guidance | 85KB new window

Consolidation and practice

These resources are to support children in guided or independent work. Roll over the highlighted resources for a description.

PDF file How to use fractions ITP | 144KB new window

SWF file Fractions ITP | 25KB new window

PDF file How to use area ITP | 156KB new window

SWF file Area ITP | 41KB new window

PDF file Springboard 5, Unit 4 Fractions | 284KB new window

PDF file Springboard 7, Unit 5, Section 6 Equivalent fractions | 2MB new window

Fractions

itp_fractions.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of part numbers. Fractions ITP allows the child or teacher to represent and compare fractions on fraction strips. The displayed strips can be labelled as a vulgar fraction, a decimal fraction (to three decimal places) or a percentage, and the ratio of yellow to green parts of each strip can also be displayed.

Area

itp_area.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of number, shape and space and problem solving. Area ITP (version 2.2) allows the child or teacher to place counters or colour in whole or part cells on a grid, pinboard or blank screen, or to define a shape using an elastic band.

Opportunities to use and apply

Possible contexts include:

  • puzzles, such as this example.
    Karen uses two number cards to make a fraction. She says, ‘My fraction is equivalent to ½. One of the numbers is 6.’ What could Karen’s fraction be? Give two possible answers.
  • ordering fractions by converting them, using equivalence.
  • games, such as matching equivalent fraction cards (pelmanism) or equivalent fraction ‘snap’.

Confirming learning

Ask probing questions such as:

  • Three equivalent fractions in a set are 1/6, 2/12, 4/24. Could 6/42 be in this set? How do you know?
    Name one other fraction that could be in the set.
  • Tell me a fraction that is equivalent to 2/3 and has a denominator of 9. How did you work it out?
  • All fractions that are equivalent to 1/4 have a denominator that is a multiple of 4. Is this true or false? Explain your answer.