Year 4 Spring Block 3 Fractions

Reasoning and Problem Solving
Spring - Block 3
Fractions
Year 4 | Spring Term | Week 5 to 8 – Number: Fractions
Overview
Small Steps Notes for 2020/21
Unit and non-unit fractions Year 3 fractions work was in the

summer term and learning may
What is a fraction?
have been missed. We have
Tenths therefore added a number of
Count in tenths recap steps to ensure children
have a thorough understanding of
Equivalent fractions (1) tenths and equivalent fractions
Equivalent fractions (2) before moving into adding and
subtracting.
Equivalent fractions (1)
Equivalent fractions (2) The progression from paper
Fractions greater than 1 folding and finding two equivalent
fractions is explored before
Count in fractions
moving onto looking at numerical
Add fractions relationships in a more abstract
Add 2 or more fractions way.
2
Overview
Small Steps Notes for 2020/21
Subtract fractions
The recap step here suggests
Subtract 2 fractions children use practical equipment
Subtract from whole amounts and pictorial representations to
subtract fractions with the same
Fractions of a set of objects (1)
denominator within one whole.
Fractions of a set of objects (2) They can then apply this to
Calculate fractions of a quantity subtracting more than one
fraction and from whole amounts.
Problem solving – calculate quantities
3
Unit and Non-unit Fractions

Notes and Guidance Varied Fluency
Children recap their understanding of unit and non-unit Complete the sentences to describe the images.
fractions from Year 2. They explain the similarities and
differences between unit and non-unit fractions. ___ out of ___ equal parts are shaded.
Children are introduced to fractions with denominators other of the shape is shaded.
than 2, 3 and 4, which they used in Year 2. Ensure children
understand what the numerator and denominator represent. 1 3
Shade of the circle. Shade of the circle.
5 5
1 3
Circle of the beanbags. Circle of the beanbags.
Mathematical Talk 5 5
What is a unit fraction? What’s the same and what’s different about and ?
1 3
5 5
What is a non-unit fraction?
Complete the sentences.
1 1 1 1
Show me , , , What’s the same? What’s different? A unit fraction always has a numerator of _____
2 3 4 5
A non-unit fraction has a numerator that is ______ than _____
What fraction is shaded? What fraction is not shaded? An example of a unit fraction is _____
An example of a non-unit fraction is ____
What is the same about the fractions? What is different?
Can you draw a unit fraction and a non-unit fraction with the same
denominator?
4 ©White Rose Maths
Unit and Non-unit Fractions

True or False? False, one quarter Sort the fractions into the table. Top left: Empty
is shaded. Ensure 1 1
Top right: , and
Fractions Fractions
when counting the equal to less than 1
3 4
parts of the whole one whole one whole 2

that children also Bottom left: and
2
Unit 2
count the shaded fractions 4
part. 4
Non-unit 3 3
1 Bottom right: ,
of the shape is shaded. fractions 4 5
3 2
and
5
There are no unit
Are there any boxes in the table empty? fractions that are
Why? equal to one whole
1
3 3 1 1 2 4 2 1 other than but
1
4 5 3 4 2 4 5 2
this isn’t in our list.

What is a Fraction?
Children explore fractions in different representations, for Here are 9 cards.
example, fractions of shapes, quantities and fractions on a Sort the cards into different groups.
number line. Can you explain how you made your decision?
Can you sort the cards in a different way?
They explore and recap the meaning of numerator and Can you explain how your partner has sorted
denominator, non-unit and unit fractions. the cards?
Complete the Frayer model to describe a unit fraction.

Can you use the model to Definition Characteristics
Mathematical Talk describe the following terms? unit

Non-unit Numerator Examples fraction Non-examples
fraction Denominator
How can we sort the fraction cards?
What fraction does each one represent?
Could some cards represent more than one fraction? Use Cuisenaire rods.
1.5
Is an example of a non-unit fraction? Why? If the orange rod is one whole, what fraction is represented by:
3
- The white rod - The red rod
Using Cuisenaire, how many white rods are equal to an orange
- The yellow rod - The brown rod
rod? How does this help us work out what fraction the white rod
Choose a different rod to represent one whole.; what do the other
represents?
rods represent now?
6
What is a Fraction?
Always, Sometimes, Never? Sometimes 4
Which representations of are incorrect? The image of the
5 dogs could
Alex says, If the shape is not 2
represent or
3
5 5
split equally, it will
If I split a shape not be in quarters.
into 4 parts, I 4
have split it into
quarters. 5
The bar model is
Explain your answer. not divided into
equal parts so this
does not represent
Explain how you know. 4
5
7
Tenths
Children explore what a tenth is. They recognise that tenths If the frame represents 1 whole, what does each box represent?
arise from dividing one whole into 10 equal parts. Use counters to represent:
• One tenth
Children represent tenths in different ways and use words and • Two tenths
1
fractions to describe them. For example, one tenth and • Three tenths
10
• One tenth less than eight tenths
Identify what fraction of each shape is shaded.
Give your answer in words and as a fraction.
e.g.
Mathematical Talk
3
How many tenths make the whole? Three tenths
10
How many tenths are shaded? Annie has 2 cakes. She wants to share them equally between 10
people. What fraction of the cakes will each person get?
How many more tenths do I need to make a whole? There are ____ cakes.
They are shared equally between ___ people.
When I am writing tenths, the _____________ is always 10 Each person has of the cake.
___ ÷ ____ = _____
How are fractions linked to division? What fraction would they get if Annie had 4 cakes?
Tenths
Fill in the missing values. Odd One Out The marbles are
Explain how you got your answers. the odd one out
because they
represent 8 or
eighths. All of the
other images have
a whole which has
Children could use Which is the odd one out? been split into ten
practical Explain your answer. equal parts.
equipment to
explain why and
how, and relate
back to the
counting stick.

Count in Tenths
Children count up and down in tenths using different The counting stick is worth 1 whole. Label each part of the counting
representations. stick. Can you count forwards and backwards along the counting
10
stick?
Children also explore what happens when counting past
10
They are not required to write mixed numbers, however
11 1
children may see the as 1 due to their understanding of 1
10 10
Continue the pattern in the table.
whole. 4 6
• What comes between and ?
10 10
10
• What is one more than ?
Mathematical Talk 8
10
4
• If I start at and count back ,
10 10
Let’s count in tenths. What comes next? Explain how you know. where will I stop?
If I start at ___ tenths, what will be next? Complete the sequences.

10
When we get to what else can we say? What happens next?
10

Count in Tenths
Teddy is counting in tenths. Teddy thinks that True or False? This is correct.
after ten tenths Children could
Seven tenths, eight you start counting Five tenths is
2
smaller than 7 tenths. show it using
10
tenths, nine tenths, ten in elevenths. He pictures, ten
tenths, one eleventh, two does not realise Five tenths is
2
larger than three tenths. frames, number
elevenths, three that ten tenths is 10
lines etc.
elevenths… the whole, and so Do you agree? For example:
the next number in
the sequence after Explain why.
Can you spot his mistake? ten tenths is
eleven tenths or
one and one tenth.

Year 3 | Summer Term | Week 1 to 3 – Number: Fractions
Equivalent Fractions (1)

Children begin by using Cuisenaire or number rods to The pink Cuisenaire rod is worth 1 whole.
investigate and record equivalent fractions. Children then
move on to exploring equivalent fractions through bar models.
1
Which rod would be worth ?
Children explore equivalent fractions in pairs and can start to 4
2
spot patterns. Which rods would be worth ?
4
1
Which rod would be worth ?
2
Use Cuisenaire to find rods to investigate other equivalent
fractions.
Mathematical Talk Use two strips of equal sized paper. Fold one strip into quarters
and the other into eighths. Place the quarters on top of the
1
If the ___ rod is worth 1, can you show me ? How about ?
1 eighths and lift up one quarter, how many eighths can you see?
2 4 How many eighths are equivalent to one quarter? Which other
Can you find other rods that are the same? What fraction
equivalent fractions can you find?
would they represent?
Using squared paper, investigate equivalent fractions using
How can you fold a strip of paper into equal parts? equal parts. e.g. =
4 8
What do you notice about the numerators and denominators? 1
Do you see any patterns? Start by drawing a bar 8 squares along. Label each square
8
Underneath compare the same length bar split into four equal
Can a fraction have more than one equivalent fraction? parts. What fraction is each part now?

Explain how the diagram shows both
2 The diagram is Teddy makes this fraction: Mo is correct. He
4
3 divided in to six could make three
and equal parts and ninths which is
6
four out of the six equivalent to one
are yellow. You Mo says he can make an third.
can also see three equivalent fraction with a
columns and two denominator of 9
columns are
yellow. Dora is incorrect.
Dora disagrees. She says it She has a
can’t have a denominator of 9 misconception
Which is the odd one out? Explain why because the denominator would need to that you can only
be double 3 double to find
equivalent
This is the odd one Who is correct? Who is incorrect? fractions.
out because the Explain why.
other fractions are
1
all equivalent to
2


Children use Cuisenaire rods and paper strips alongside Use the models on the number line to identify the missing
number lines to deepen their understanding of equivalent fractions. Which fractions are equivalent?
fractions.
Encourage children to focus on how the number line can be
divided into different amounts of equal parts and how this
helps to find equivalent fractions e.g. a number line divided into
twelfths can also represent halves, thirds, quarters and sixths. Complete the missing equivalent fractions.
Mathematical Talk
The number line represents 1 whole, where can we see the
fraction ? Can we see any equivalent fractions?
Place these equivalent fractions on the number line.
1 3 1 1 2
Look at the number line divided into twelfths. Which unit 4 4 6 3 3
fractions can you place on the number line as equivalent
1 1 1 1
fractions? e.g. , , , etc. Which unit fractions are not
2 3 4 5
equivalent to twelfths? Are there any other equivalent fractions you can identify on the
number line?

Alex and Tommy are using number lines Alex is correct. • Circle
to explore equivalent fractions. Tommy’s top • Triangle
number line isn’t • Square
2 1 split into equal 0 1 • Pentagon
=
6 3 parts which means Use the clues to work out which fraction
Alex he cannot find the is being described for each shape. 1 2
correct equivalent • My denominator is 6 and my = or
3 6
fraction. numerator is half of my 1 3
Tommy = or
denominator. 2 6
4 2 4
• I am equivalent to = or
12 3 6
3 1
= • I am equivalent to one whole 6 3
6 3
2 = or
• I am equivalent to 6 3
3
Who do you agree with? Explain why. Can you write what fraction each shape Accept other
is worth? Can you record an equivalent correct
fraction for each one? equivalences
= =
= =


Children use strip diagrams to investigate and record Use two strips of equal sized paper.
equivalent fractions. Fold one strip into quarters and the other into eighths.
Place the quarters on top of the eighths and lift up one quarter;
They start by comparing two fractions before moving on to how many eighths can you see?
finding more than one equivalent fraction on a fraction wall. How many eighths are equivalent to one quarter?
Which other equivalent fractions can you find?
Using squared paper, investigate equivalent fractions using equal

2 ?
parts e.g. =
4 8
Mathematical Talk Start by drawing a bar 8 squares long.
Underneath, compare the same length bar split into four equal
parts.
Look at the equivalent fractions you have found.
What relationship can you see between the numerators and How many fractions that are equivalent to one half can you see
denominators? Are there any patterns? on the fraction wall?
Can a fraction have more than one equivalent fraction?
Can you use Cuisenaire rods or pattern blocks to investigate

equivalent fractions?
Draw extra rows to show other equivalent fractions.
16

How many equivalent fractions can you Children can give Ron has two strips of the same sized Ron could have
see in this picture? a variety of paper. folded his strips
possibilities. He folds the strips into different sized into sixths and
Examples: fractions. twelfths, quarters
He shades in three equal parts on one and eighths or any
1 6 3 strip and six equal parts on the other other fractions
2
= 12 = 6 strip. where one of the
The shaded areas are equal. denominators is
1 3 double the other.
= 12 What fractions could he have folded his
4
strips into?
Eva is not correct.
Eva says, 3 6
3 is equivalent to
I know that is 4 8
3
4
When the
equivalent to because numerators are
8
the numerators are the the same, the
same. larger the
Is Eva correct? denominator, the
Explain why. smaller the
fraction.
17

Children continue to understand equivalence through Using the diagram, complete the equivalent fractions.
diagrams. They move onto using proportional reasoning to
find equivalent fractions.
Attention should be drawn to the method of multiplying the 1 1 6 2 5

numerators and denominators by the same number to ensure
= 12 = 12 = 12 = 24
4 3 12
that fractions are equivalent.
Using the diagram, complete the

equivalent fractions.
Mathematical Talk
1
3
= 6
= 12 = 24
What other equivalent fractions can you find using the diagram?
What relationships can you see between the fractions? Complete:

1 2 4
If I multiply the numerator by a number, what do I have to do to = = = = =
the denominator to keep it equivalent? Is this always true? 4 12 100 500
What relationships can you see between the numerator and

denominator?
18

Tommy is finding equivalent fractions. Tommy is wrong. Use the digit cards to complete the Possible answers:
He has added two equivalent fractions.
3 5 7 9 to the numerator 1 3 1
, = ,
4
1 2 3
= = = =
2 6 2 8
4 6 8 10 and denominator
each time. 1 2 1 2
He says, = , = ,
When you find
4 6 8
3 6 4 8
I did the same thing to equivalent

3 6 2 4
the numerator and the fractions you = , =
4 8 3 6
denominator so my either need to
fractions are equivalent. multiply or divide
the numerator and
Do you agree with Tommy? denominator by
Explain your answer. the same number. =
How many different ways can you find?
19
Fractions Greater than 1

Children use manipulatives and diagrams to show that a Complete the part-whole models and sentences.
fraction can be split into wholes and parts.
There are ____ quarters altogether.
Children focus on how many equal parts make a whole
dependent on the number of equal parts altogether. This ___ quarters = ____ whole and ____ quarter.
learning will lead on to Year 5 where children learn about
improper fractions and mixed numbers. Write sentences to describe these part-whole models.
Mathematical Talk
How many ____ make a whole?
If I have _____ eighths, how many more do I need to make a Complete. You may use part-whole models to help you.
whole? 10
= +
9
=3
3 3 3 3
What do you notice about the numerator and denominator 6
= + =
2 2
when a fraction is equivalent to a whole? 3 3 3 3
16 3
= + =
8 8 8
20
Fractions Greater than 1

3 friends share some pizzas. They eat 3 whole Rosie says, I disagree with
Each pizza is cut into 8 equal slices. pizzas and 1 more Rosie because
16 8
Altogether, they eat 25 slices. slice. is greater than both fractions are
4 2
How many whole pizzas do they eat? because 16 is greater equivalent to 4
than 8
Children may
choose to build
Do you agree? both fractions
Explain why. using cubes, or
Spot the mistake. There are 2 draw bar models.
wholes not 10
10
= 2 wholes
5
13
= 2 wholes
5
and 3 fifths
13
= 10 wholes and 3 fifths
5
21
Count in Fractions
Children explore fractions greater than one on a number line Complete the number line.
and start to make connections between improper and mixed
numbers.
They use cubes and bar models to represent fractions greater

than a whole. This will support children when adding and
subtracting fractions greater than a whole.
Draw bar models to represent each fraction.
Mathematical Talk Fill in the blanks using cubes or bar models to help you.
How many ____ make a whole?
Can you write the missing fractions in more than one way?
Write the next two fractions in each sequence.
Are the fractions ascending or descending? a)
12 11 10
, , , ____ , ___
1 2
b) 3 , 3 , 2 , ____ , ____
7 7 7 3 3
4 6 8 3 1 4
c) , , , ____ , ____ d) 12 , 13 , 13 , ____ , ____
11 11 11 5 5 5
22
Count in Fractions
Here is a number sequence. The fractions are Play the fraction game for four players. 2 children can
increasing by one Place the four fraction cards on the floor. make four tenths
5
,
7
,
10 14
, ,
19
, _____ more twelfth each Each player stands in front of a fraction. by stepping on
12 12 12 12 12
time. The next We are going to count up in tenths one tenth and
fraction would be starting at 0 three tenths at the
Which fraction would come next? 25 When you say a fraction, place your foot same time.
Can you write the fraction in more than 12
on your fraction. Alternatively, one
one way?
child can make
1 2 four tenths by
2
Circle and correct the mistakes in the stepping on
sequences. 10 10 with 2 feet.
10
5 8 11 14 17 With one foot, they

, , , ,
5
,
8
,
11 15
, ,
17 12 12 12 12 12
3 5 can count up to 11
12 12 12 12 12
9 7 5 3 1
tenths or one and
, , one tenth.
9
,
7
,
6
,
3
,
1 10 10
,
10 10
,
10 10 10
10 10 10 10 10 With two feet they
can count up to 22
How can we make 4 tenths? tenths.
What is the highest fraction we can count
to?
How about if we used two feet?
23
Add Fractions
Children use practical equipment and pictorial representations Take a paper circle. Fold your circle to split it into 4 equal parts.
to add two or more fractions with the same denominator Colour one part red and two parts blue. Use your model to
where the total is less than 1 complete the sentences.
______ quarter is red.
They understand that we only add the numerators and the ______ quarters are blue.
denominators stay the same. ______ quarters are coloured in.
Show this as a number sentence. + =
4 4 4
Mathematical Talk
3 1 4
We can use this model to calculate + =
8 8 8
Using your paper circles, show me what + is equal to. Draw your own models to calculate
4 4
How many quarters in total do I have?
1 2 2 3 1 7 9
+ = + + = + =
5 5 5 7 7 7 10 10
How many parts is the whole divided into?
How many parts am I adding? 5 1
Eva eats of a pizza and Annie eats of a pizza.
What do you notice about the numerators? 12 12
What do you notice about the denominators? What fraction of the pizza do they eat altogether?

Add Fractions
Rosie and Whitney are solving: Rosie is correct. Mo and Teddy share these chocolates. Possible answers:
Whitney has made
4 2 the mistake of also 1
+
11
+
7 7 adding the 12 12
denominators. 3 9
Rosie says, Children could +
12 12
prove why
The answer is
6 Whitney is wrong 5
+
7
12 12
7 using a bar model They both eat an odd number of
or strip diagram. chocolates. (In either order)
Complete this number sentence to show
Whitney says, what fraction of the chocolates they
6 each could have eaten.
The answer is
14
12
+ =
12
Who do you agree with?
Explain why.

Add 2 or More Fractions

Children use practical equipment and pictorial representations Take two identical strips of paper.
to add two or more fractions. Children record their answers as Fold your paper into quarters.
an improper fraction when the total is more than 1 Can you use the strips to solve
A common misconception is to add the denominators as well 1
+
1 1
+ +
1 1
+
3 3
+ =
7
as the numerators. Use bar models to support children’s 4 4 4 4 4 4 4 4 4 4

What other fractions can you make and add?
understanding of why this is incorrect.
Children can also explore adding fractions more efficiently by Use the models to add the fractions:
using known facts or number bonds to help them. 2
+ =
2
7 7
Mathematical Talk 3
5
+ =
4
5
How many equal parts is the whole split into? How many equal Choose your preferred model to add:
parts am I adding? 2 1 3 6 7 4
+ + +
5 5 7 7 9 9
Which bar model do you prefer when adding fractions? Why? Use the number line to add the fractions.
Can you combine any pairs of fractions to make one whole 4

+ + =
4 8
9 9 9
when you are adding three fractions?
4 5 8 1 11 5 7 17
+ + + +1 + + =
9 9 9 9 9 9 9 9 9
26
Add 2 or More Fractions

Alex is adding fractions. Alex is incorrect. Mo and Teddy are solving: They are both
Alex has added correct.
the denominators 6 5 7 6
3 2 5 + 13 + 13 Mo has added
13
+
+ = as well as the 13 7
9 9 18 to make 1 whole
numerators. 13
5
Mo and then added
13
Is she correct? Explain why. The answer is 1 and

5
13
How many different ways can you find to Any combination
solve the calculation? of ninths where Teddy
the numerators
total 11. The answer is
18
13
11
+ = Who do you agree with?
9
Explain why.
27
Subtract Fractions
Children use practical equipment and pictorial representations Eva is eating a chocolate
to subtract fractions with the same denominator within one bar. Fill in the missing
whole. information.
They understand that we only subtract the numerators and the Can you write a number story using ‘first’, ‘then’ and ‘now’ to
denominators stay the same. describe your calculation?
Use the models to help you subtract the fractions.

5
Mathematical Talk 7
−
7
=
7
4
− =
8 8 8
What fraction is shown first? Then what happens? Now what is
left? Can we represent this in a number story? − =
4
9 9 9
Which models show take away? Which models show finding Complete the part whole models. Use equipment if needed.
the difference? What’s the same? What’s different? Can you write fact families for each model?
Can we represent these models in a number story?
9
Can you partition in a different way?
11

Subtract Fractions
Find the missing fractions: 7 3
− = +
2 2
How many fraction addition and There are lots of
7 7 7 7
subtractions can you make from this calculations
7 3
− = +
2 7 5 4 2 model? children could
− = −
7 7 7 7 9 9 9 9 record. Children
5 4 2
may even record
− = − calculations where
9 9 9 9
there are more
than 2 fractions
3 1 3 7
e.g. + + =
9 9 9 9
Jack and Annie are solving −
4 2
Jack has taken Children may
5 5
two fifths away. possibly see the
Jack’s method: Annie has found red representing
the difference one fraction and
Annie’s method: between four fifths the white another
and two fifths. also.
They both say the answer is two fifths.
Can you explain how they have found
their answers?

Subtract 2 Fractions
Children use practical equipment and pictorial representations Use identical strips of paper and fold them into eighths.
to subtract fractions with the same denominator. Use the strips to solve the calculations.
8 3 7 3 16 9 13 7
− = − = − = − =
Encourage children to explore subtraction as take away and 8 8 8 8 8 8 8 8 8
as difference. Difference can be represented on a bar model

by using a comparison model and making both fractions in
Use the bar models to subtract the fractions.
the subtraction.
6 2
− =
7 7
11
Mathematical Talk 6
−
6
=
6
13 6
− =
Have you used take away or difference to subtract the eighths 5 5 5
using the strips of paper? How are they the same? How are they
different? 17 9
Annie uses the number line to solve −
11 11
How can I find a missing number in a subtraction? Can you
count on to find the difference?
Use a number line to solve:
Can I partition my fraction to help me subtract? 16
−
9 16
−
9 16
−
9 16
−
9
13 13 9 9 7 7 16 16
30
Subtract 2 Fractions
Match the number stories to the correct 1st question Annie and Amir are working out the They are both
calculations. matches with answer to this problem. correct. The first
7 4 7 3
second calculation. model shows
Teddy eats of a pizza. Dora eats
8
How much do they eat altogether?
8 8
+
8
=
2nd question with 7
−
3 finding the
7 4 7 4
first calculation. 9 9 difference and the
Teddy eats of
a pizza. Dora eats less.
8 8
+ =
3rd question with second model
Annie uses this model.
8 8
How much do they eat altogether?
7 3 7 3
third calculation. shows take away.
Teddy eats of a pizza. Dora eats less. − =
8 8 8 8
How much does Dora eat?
Ensure the
How many different ways can you find to Children may give number stories
solve the calculation? a range of answers match the model
as long as the of subtraction. For
Amir uses this model.
calculation for the Annie’s this will be
3
− = + numerators is finding the
7 7 7 7 correct. difference. For
Amir this will be
3 Which model is correct? Explain why.
7
− =
7 7
−
7 take away.
Can you write a number story for each
model?
31
Subtract from Whole Amounts

Children continue to use practical equipment and pictorial Use cubes, strips of paper or a bar model to solve:
representations to subtract fractions. 9 4
− =
9
− =
2 13
− =
9
9 9 9 9 9 9 9 9 9
Children subtract fractions from a whole amount. Children

What’s the same? What’s different?
need to understand how many equal parts are equivalent to a
9 18
whole e.g. = 1, = 2 etc. Jack uses a bar model to subtract fractions.
9 9
3 8 3 5 1
2− = − = =1
4 4 4 4 4
Mathematical Talk Use Jack’s method to calculate.

3 3 7 15
3− = 3− = 3− = 3− =
4 8 8 8
What do you notice about the numerator and denominator
6
when a fraction is equal to one whole? Dexter uses a number line to find the difference between 2 and
3 9
9
1
Using Jack’s method, what’s the same about your bar models? 6 3
2− =1
What’s different? 9 9
How many more thirds/quarters/ninths do you need to make Use a number line to find the difference between:
one whole? 2 2 2
2 and 2 and and 4
3 5 5
32
Subtract from Whole Amounts

Dora is subtracting a fraction from a Dora has not Whitney has a piece of ribbon that is 3 Cutting 3 metres
whole. recognised that 5 metres long. of ribbon into 12
is equivalent to
35 pieces means
3 2 7
She cuts it into 12 equal pieces and gives each metre of
5− = 5− =
3 33
=4
5
7 7 7 7 7 Teddy 3 pieces. ribbon will be in 4
equal pieces.
Can you spot her mistake? How many metres of ribbon does Whitney will have
Whitney have left? 12
to begin with.
4
What should the answer be?
12 3 9 1
Lots of possible − = =2
How many ways can you make the 4 4 4 4
statement correct? responses.
1
e.g. Whitney has 2
1 5 10 4
2− =
5
+ 2− = + metres of ribbon
8 8 8 8 8 8
left.
7 5 4
2− = +
8 8 8
9 5 2
2− = +
8 8 8
33
Fraction of an Amount (1)

Children find a unit fraction of an amount by dividing an 1
Find of Eva’s marbles.
5
amount into equal groups.
They build on their understanding of division by using place I have divided the marbles into equal groups.
value counters to find fractions of larger quantities including There are marbles in each group.
where they need to exchange tens for ones.
1
of Eva’s marbles is marbles.
5
1
Dexter has used a bar model and counters to find of 12
Mathematical Talk
4
Which operation do we use to find a fraction of an amount? Use Dexter’s method to calculate:
1 1 1 1
How many equal groups do we need? of 12 of 12 of 18 of 18
6 3 3 9
Which part of the fraction tells us this? Amir uses a bar model and place value counters to find one quarter
How does the bar model help us? of 84
Use Amir’s method to find:

1 1 1
of 36 of 45 of 65
3 3 5

Whitney has 12 chocolates. Whitney has two Fill in the Blanks
chocolates left.
1
On Friday, she ate of her chocolates
4
and gave one to her mum.
1 1
1
of 60 = of 80
On Saturday, she ate of her remaining 3 4
2
chocolates, and gave one to her brother.
1
On Sunday, she ate of her remaining 1 1
3 of 50 = of 25 10
chocolates. 5
How many chocolates does Whitney

have left?


Children need to understand that the denominator of the 2
Find of Eva’s marbles.
fraction tells us how many equal parts the whole will be 5
1
divided into. E.g. means dividing the whole into 3 equal parts. I have divided the marbles into equal groups.
3
They need to understand that the numerator tells them how There are marbles in each group.
2
many parts of the whole there are. E.g. means dividing the 2
3 of Eva’s marbles is marbles.
whole into 3 equal parts, then counting the amount in 2 of 5
these parts. 3
Dexter has used a bar model and counters to find of 12
Mathematical Talk
4
What does the denominator tell us? Use Dexter’s method to calculate:
5 2 2 7
What does the numerator tell us? of 12 of 12 of 18 of 18
6 3 3 9
What is the same and what is different about two thirds and Amir uses a bar model and place value counters to find three
two fifths? quarters of 84
How many parts is the whole divided into and why?
Use Amir’s method to find:
2 2 3
of 36 of 45 of 65
3 3 5

3 16 Ron has £28 Ron has £4 left.
This is of a set of beanbags.
4 1
1 This is of his
On Friday, he spent of his money. 7
4 original amount.
2
On Saturday, he spent of his remaining
3
money and gave £2 to his sister.
1
On Sunday, he spent of his remaining
5
money.
How many were in the whole set?
How much money does Ron have left?
What fraction of his original amount is

this?

Fractions of a Quantity
Children use their knowledge of finding unit fractions of a Mo has 12 apples.
quantity, to find non-unit fractions of a quantity. Use counters to represent his apples and find:
1 1 1 1
of 12 of 12 of 12 of 12
2 4 3 6
They use concrete and pictorial representations to support
their understanding. Children link bar modelling to the Now calculate:
abstract method in order to understand why the method 2 3 2 5
of 12 of 12 of 12 of 12
works. 2 4 3 6
What do you notice? What’s the same and what’s different?
Mathematical Talk Use a bar model to help you represent and find:
1
What is the whole? What fraction of the whole are we finding? of 56 = 56 ÷
7
How many equal parts will I divide the whole into?
2 3 4 4 7
of 56 of 56 of 56 of 28 of 28
What’s the same and what’s different about the calculations? 7 7 7 7 7
Can you notice a pattern? 3

Whitney eats of 240 g bar of chocolate.
8
What fraction of her chocolate bar does Whitney have left? How How many grams of chocolate has she eaten?
many grams does she have left? Can you represent this on a
bar model?
38
Fractions of a Quantity
2
True or False? False. Ron gives of a bag of 54 marbles to Teddy could have
9
Divide the whole Alex. 16, 12, 8 or 4
3
To find of a by 8 to find one marbles to begin
8
number, divide by 3 eighth and then 3 with.
Teddy gives of a bag of marbles to Alex.
and multiply by 8 multiply by three 4
to find three
eighths of a Ron gives Alex more marbles than Teddy.
Convince me.
number.
How many marbles could Teddy have to
begin with?
2 3
of 54 > of
9 4
39
Calculate Quantities
Children solve more complex problems for fractions of a Use the counters and bar models to calculate the whole:
quantity. They continue to use practical equipment and
There are ____ counters in one part.
pictorial representations to help them see the relationships
between the fraction and the whole. 1
= ____
2
= ____
3
= ____
4
or 1 whole = ____
4 4 4 4
Encourage children to use the bar model to solve word There are 7 counters in one part.
problems and represent the formal method.
1 2 3 4
= ____ = ____ = ____ or 1 whole = ____
4 4 4 4
Complete.
Mathematical Talk Whole Unit Fraction Non-unit Fraction
1 5
The whole is 24 of 24 = ____ of 24 = ____
If I know one quarter of a number, how can I find three quarters 6 6
of a number? The whole is ____
1
of ____ = 30
2
of ____ = ____
3 3
1 3
If I know one of the equal parts, how can I find the whole? The whole is ____ of ____ = 30 of ____ = ____
5 5
How can a bar model support my working? Jack has a bottle of lemonade.
He has one-fifth left in the bottle.
There are 150 ml left.
How much lemonade was in the bottle when it was full?
40
Calculate Quantities
The school kitchen needs to buy Mrs Rose is 1
These three squares are of a whole Lots of different
carrots for lunch. correct. 4 possibilities. The
shape.
A large bag has 200 carrots and a 3
of 200 = 120 shape should have
3
medium bag has of a large bag.
5 12 squares in total.
5 Mrs Rose will need
Mrs Rose says, a large bag.
I need 150 carrots so I

will have to buy a large How many different shapes can you draw
bag. that could be the complete shape?
Is Mrs Rose correct? If of A = 12, find the value of A, B and C. A = 96

1
8
Explain your reasoning. B = 80
5 3 1 C = 360
of A = of B = of C
8 4 6
41

Year 4 Spring Block 3 Fractions

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Year 4 Spring Block 3 Fractions

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Reasoning and Problem Solving

Unit and non-unit fractions Year 3 fractions work was in the

Unit and Non-unit Fractions

Unit and Non-unit Fractions

parts of the whole one whole one whole 2

5 ©White Rose Maths

Complete the Frayer model to describe a unit fraction.

Mathematical Talk describe the following terms? unit

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If I start at ___ tenths, what will be next? Complete the sequences.

10 ©White Rose Maths

11 ©White Rose Maths

Equivalent Fractions (1)

Equivalent Fractions (1)

13 ©White Rose Maths

Equivalent Fractions (2)

Equivalent Fractions (2)

15 ©White Rose Maths

Equivalent Fractions (1)

Using squared paper, investigate equivalent fractions using equal

Can a fraction have more than one equivalent fraction?

Can you use Cuisenaire rods or pattern blocks to investigate

Equivalent Fractions (1)

Equivalent Fractions (2)

Attention should be drawn to the method of multiplying the 1 1 6 2 5

Using the diagram, complete the

What relationships can you see between the fractions? Complete:

What relationships can you see between the numerator and

Equivalent Fractions (2)

I did the same thing to equivalent

Fractions Greater than 1

Fractions Greater than 1

They use cubes and bar models to represent fractions greater

How many ____ make a whole?

5 8 11 14 17 With one foot, they

24 ©White Rose Maths

25 ©White Rose Maths

Add 2 or More Fractions

as the numerators. Use bar models to support children’s 4 4 4 4 4 4 4 4 4 4

Can you combine any pairs of fractions to make one whole 4

Add 2 or More Fractions

Is she correct? Explain why. The answer is 1 and

Use the models to help you subtract the fractions.

28 ©White Rose Maths

29 ©White Rose Maths

as difference. Difference can be represented on a bar model

Subtract from Whole Amounts

Children subtract fractions from a whole amount. Children

Mathematical Talk Use Jack’s method to calculate.

Subtract from Whole Amounts

Fraction of an Amount (1)

Use Amir’s method to find:

Fraction of an Amount (1)

How many chocolates does Whitney

35 ©White Rose Maths

Fraction of an Amount (2)

Fraction of an Amount (2)

What fraction of his original amount is

37 ©White Rose Maths

What do you notice? What’s the same and what’s different?

Can you notice a pattern? 3

I need 150 carrots so I

Is Mrs Rose correct? If of A = 12, find the value of A, B and C. A = 96