Module 1 Counting and understanding number and associated objectives
Select each tab to find out more or use the breadcrumb trail to go to another part of this resource.
Can I work out the whole, having been given the fraction?

Example review questions

  • 1/3 of the children in Class 6 are girls. There are 9 girls in the class. How many children are in Class 6?
  • Rob was given some money for his birthday. He spent a quarter of it and put half of it into his money bank. He has £3 left. How much money was he given?
  • I think of a number. 7/10 of my number is 42. What is my number?
  • Some children were asked to choose their favourite weekend pastime. This pie chart shows the results. 9 children chose playing computer games. Work out how many children were in the survey. Explain your method.

A pie chart showing one eigth of children's weekend pastimes were playing computer games, three eighths were reading and half were playing outdoors.

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 Teaching guidance: Can I work out the whole, having been given the fraction? | 132KB new window

Consolidation and practice

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

PDF file How to use measuring cylinder ITP | 171KB new window

SWF file Measuring cylinder ITP | 50KB new window

XLS file Pie chart spreadsheet | 39KB new window

XLS file Counting stick with options spreadsheet | 246KB new window

PDF file ICT activities - Can I work out the whole? | 186KB new window

DOC file Fraction number line masters | 184KB new window

PDF file Mathematical challenges: Coins on the table, Pet shop, Slick Jim | 1.2MB new window

Visit the nrich website new window for further activities to support practice and application.

Measuring cylinder

image alt text here

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of number, measures and problem solving. Measuring cylinder ITP allows the child or teacher to simulate varying intervals on a scale, pouring liquid into the cylinder and interpreting the scale. The ITP can be used to explore and consolidate the interpretation and reading of scales, mental calculation strategies and methods of recording.

Opportunities to use and apply

Possible contexts include:

  • Problems involving measures, e.g. There is 80 ml of liquid in this measuring cylinder. Work out how much it will hold when full.
    A measuring cylinder containing 80 millilitres of liquid
  • Money problems, e.g. a clothes shop is having a sale where all items are reduced by 1/3. In the sale a jacket costs £24.00. How much would it normally cost?
  • Area problems, e.g. the purple area is 35 cm². What is the area of the hexagon?
    A hexagon with a shaded purple area of thirty-five centimetres square
  • Interpreting pie charts, e.g. working out the sample size when you have only been given the number of items represented in one segment.

Confirming learning

Ask probing questions such as:

  • Ben collected 1/6 of the pencils from the box. There were 15 pencils left. How many pencils were in the box originally? Explain how you worked out your answer.
  • The pink area represents 24 m². Explain how you would work out the area of the large square.
    A square split into four equal sections with one and a half of the sections coloured in pink
  • Some children were asked to choose their favourite type of book. This pie chart shows the results. 15 children chose adventure. Work out how many children were in the survey. Explain your method.
    A pie chart showing one eighth of children's favourite type of books being mystery, three eighths adventure and one half humour.