fractious fractions are you ready for the new primary national curriculum?
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Fractious Fractions
Are you ready for the new Primary National Curriculum?
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National Curriculum – Old and NewCurrent KS2 PoS understand unit fractions then fractions that are several
parts of one whole, locate them on a number line and use them to find fractions of shapes and quantities
understand simple equivalent fractions and simplify fractions by cancelling common factors; compare and order simple fractions by converting them to fractions with a common denominator, explaining their methods and reasoning
recognise approximate proportions of a whole and use simple fractions to describe them, explaining their methods and reasoning
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National Curriculum – Old and NewSeptember 2014 PoS – See the handout Year 5:
>add and subtract fractions with the same denominator and denominators that are multiples of the same number
>multiply proper fractions and mixed numbers by whole numbers
Year 6>add and subtract fractions with different denominators and mixed
numbers, using the concept of equivalent fractions
>multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, ¼ x ½ = ⅛]
>divide proper fractions by whole numbers [for example, ⅓ ÷ 2 = ]⅙
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Can you do these things? Work collaboratively to tackle questions 1 to 5 on the
sheet As a group you may have a variety of approaches Discuss how you would teach children in upper KS2
to carry out these calculations
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Top Tip No.1 Lay firm foundations and make sure children
understand all the pre-requisites, for example ...>First, children must understand the concept of a fraction, based on ‘equal parts’, including fractions notation
>You can’t compare and order fractions if you don’t understand equivalent fractions
>You can’t add or subtract fractions if you don’t understand equivalent fractions
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Top Tip No. 2 Always use visual representations (models and
images), even with older children, for example ...>The ITP Fractions can be used to help children understand equivalent fractions
>Did you discuss possible visual representations to help explain question 1 or did you do this in a purely numerical way?
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Top Tip No. 3 Always aim for children to understand the processes
they are using, rather than getting them to ‘jump through hoops’ (relational understanding v instrumental understanding)>How did you tackle question 2?
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Top Tip No. 4 There’s often more than one way of tackling a
problem, so have an open mind about what is considered to be the ‘right way of doing it’>How did you tackle question 3?>How did you tackle question 4?>How did you tackle question 5?
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Buy a good subject knowledge book ....
Top Tip No. 5
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END OF PRESENTATION
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