Fractious Fractions Are you ready for the new Primary National Curriculum?

National Curriculum – Old and New Current 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

National Curriculum – Old and New September 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 ]

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

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

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?

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?

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?question 3 >How did you tackle question 4?question 4 >How did you tackle question 5?question 5

Buy a good subject knowledge book.... Top Tip No. 5

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