Undersanding Fractions I can give examples of where fractions, percentages and decimals are used in my everyday life. I can suggest why fractions or percentages or decimals have been used in a particular situation. I can read and write fractional notation e.g. 1/3 is said to be a third.

I can find a fraction of a quantity by dividing by the denominator. I know the bottom part of a fraction is called the denominator and tells me how many shares there are. I know the top part of a fraction is called the numerator and tells me how many parts of the whole. I can find a fraction of a quantity by dividing by the denominator. I can describe what fraction remains or is needed to create a whole.

I can find a fraction of a quantity by dividing by the denominator then multiplying by the numerator.

I can write the % symbol and explain that percent means “out of 100”. I know that a percentage is a fraction with a denominator of 100. I can order fractions where the denominator changes and explain the order either in words, objects or a diagram. I can compare fractions relative to a particular whole e.g. one quarter of a pizza is less than half of it.

I can compare simple percentages in real life situations. I know that a percentage is a way of describing a fraction where all the denominators have been made 100 to make comparison easier. I can estimate the position of a sequence of fractions on a number line. I can visualise some fractions that to help me order and compare. e.g. ¼ is less than 3/8 because I can see ¼ is the same as 2/8.

I can count in fractional amounts e. g I can count in fractional amounts e.g. tenths, fifths, quarters, thirds. I can count on and back to add or subtract simple fractions with the same denominator. I can compare simple fractions with decimal measurements e.g. 0.5m equals half a metre. I can show my understanding of simple fraction and decimal relationships through discussion or matching activities.

I can write any fraction as a decimal by using a calculator. I can calculate the complement of a given percentage e.g. if 47% of a class are boys, what percentage are girls? I can write any fraction as a decimal by using a calculator. I can recognise or match simple equivalent fractions e.g. 5/10 is equivalent to a half. I can use the term equivalent fraction.

I can simplify fractions by halving. I can share an object or collection in different ways to make equivalent statements. I know that simplifying a fraction means having the smallest possible denominator. I can use my knowledge of equivalences to simplify e.g. 2/4 can be simplified to ½. I can simplify fractions by halving.

I can draw or visualise a diagram to compare two fractions. I can visualise some fractions that to help me order and compare. e.g. ¼ is less than 3/8 because I can see ¼ is the same as 2/8. I can draw or visualise a diagram to compare two fractions.