Year 4 Fractions

Ready-To-Progress Assessment Mark Scheme

Answer Assessment Focus Possible Misconceptions and Interventions

1 2 marks Improper Mixed 4F–2 Children may not understand the meaning of the terms ‘mixed number’ and
Fraction Number ‘improper fraction’.
1 mark for each question Convert mixed numbers to
completed correctly improper fractions and vice versa They may struggle to understand how each model can be interpreted to give
8 2 (using a model) the matching mixed number and improper fraction.
= 2
3 3

7 3
= 1
4 4

2 1 mark
1 mark for an explanation
that correctly identifies
the error made
Henry has labelled both 4 and 1 at 4F–1 Children may not understand which whole number comes after a
4
different points on the number line when, mixed number when counting in fractional steps of the same size on a
in fact, they both have the same value. Reason about the location of number line.
mixed numbers in the linear
He has repeated the mistake by also
number system (identifying errors They may not understand that when the numerator and denominator are
labelling 1 4
4
and 2 at different points
in labelling) equal, this is equivalent to a whole number.
on the line.

3
3 2 marks a) 3 5 4F–3 Children may not understand that they should only add the numerators
when adding improper fractions.
1 mark each for each Add improper fractions with the
b) 3 14
correct answer same denominator, including They may struggle to convert an improper fraction to a mixed number.
bridging whole numbers

4
4 2 marks a) 110 4F–3 Children may not understand that they should only subtract the numerators
when subtracting improper fractions.
1 mark for each 1 Subtract improper fractions with
b) 16
correct answer the same denominator, including They may struggle to convert an improper fraction to a mixed number.
bridging whole numbers

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Year 4 Fractions
Ready-To-Progress Assessment Mark Scheme

Answer Assessment Focus Possible Misconceptions and Interventions

5 1 mark
1 mark for a clear
explanation of why the
estimate is incorrect
Dara’s estimate cannot be correct as the
arrow is closer to 2 than to 1. The number
1� would be positioned closer to 1 than 2
on the number line.
4F–1
Reason about the location of
mixed numbers in the linear
number system (on a number line)
Children may find it difficult to estimate the position of a mixed number on
a partially labelled number line.
They may struggle to determine which whole number a given fraction would
be closer to on a number line.

6 2 marks 23
5 34 = 4
4F–2 Children may not understand how to use multiplication facts to find the
equivalent improper fraction to a mixed number.
1 mark for two 4 34 Convert mixed numbers to
3 10 = 10
correct answers improper fractions
7 15
18 = 8
2 marks for all three
answers correct
2
7 1 mark 5 5 cakes 4F–2 Children may not understand how to use multiplication and division facts
(as well as division with remainders) to find the equivalent mixed number to
Convert mixed numbers to a improper fraction.
improper fractions and vice versa
(as part of a word problem) They may struggle to interpret a real-life problem in words.

8 2 marks 4F–1 Children may not understand how to find the fractional value of the parts
between the whole numbers on a number line.
1 mark for two 1 2 4 Reason about the location of
correct answers
1 2 3 mixed numbers in the linear They may count the number of marks, rather than the number of parts,
5 5 5
1 2 3 4 number system (labelling a leading to incorrect labelling.
2 marks for all three number line)
answers correct

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Year 4 Fractions
Ready-To-Progress Assessment Mark Scheme

Answer Assessment Focus Possible Misconceptions and Interventions

5
9 2 marks a) 16 4F–3 Children may struggle to bridge a whole number when subtracting a proper
fraction from a mixed number.
1 mark each for each 2 Subtract improper and mixed
b) 2 3
correct answer fractions with the same They may be unsure of the best strategy to use (e.g. converting the mixed
denominator, including bridging number to an improper fraction first or using their knowledge of the
whole numbers composition of mixed numbers to count up to find the difference).

1
10 2 marks a) 5 4 4F–3 Children may struggle to bridge a whole number when adding
mixed numbers.
1 mark each for each 1 Add mixed numbers with the
b) 6 5
correct answer same denominator, including They may be unsure of the best strategy to use.
bridging whole numbers

11 1 mark 3
14 kg 4F–1 Children may not understand how to find the fractional value of the parts
between the whole numbers on a scale by counting the number of parts
Reason about the location of between the labelled intervals.
mixed numbers in the linear
number system (interpreting a They may incorrectly count the number of marks on the scale, rather than
measuring scale) the number of parts.

12 1 mark 4F–2 Children may not understand how to use multiplication and division facts to
find the equivalent improper fraction to a mixed number.
26 Convert mixed numbers to
24 20 22
6 improper fractions (as part of a They may struggle to interpret a real-life problem in words.
4 6 6
word problem)

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Year 4 Fractions
Ready-To-Progress Assessment Mark Scheme

Answer Assessment Focus Possible Misconceptions and Interventions

13 2 marks 4F–3 Children may not understand how to interpret part-whole models.

1 mark for each 6 3 28 Add and subtract improper and They may struggle to bridge a whole number when calculating with
correct answer mixed fractions with the same improper fractions and mixed numbers.
denominator, including bridging
whole numbers (to complete part- Children may be unsure of the best strategy to use to find the missing parts.
1 4
10 4106 2 58 5
8
whole models)

14 1 mark 4
17 km
4F–3 Children may find it difficult to interpret a problem expressed in words, with
a real-life context.
Subtract mixed fractions with
the same denominator, including When calculating with mixed numbers, they may struggle to bridge a
bridging whole numbers (as part whole number.
of a word problem)
Children may be unsure of the best strategy to use (e.g. converting the
mixed number to an improper fraction first or using their knowledge of the
composition of mixed numbers to count up to find the difference).

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