1. Understanding 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 and choose a
particular form to express an amount.
I can read and write fractional notation e.g. 1/3 is said to be a third.

2. 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.

3. I can write the % symbol and explain that percent means “out of 100”.
I can find a fraction of a quantity by dividing by the denominator then multiplying by the numerator and can use this knowledge to solve problems in everyday contexts.
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 find a fraction of a quantity by
dividing by the denominator then multiplying
by the numerator to solve problems.

4. I can order the most commonly used fractions.
I recognise a percentage as a fraction,
can calculate simple percentages of a quantity
and use this knowledge to solve problems.
I can order the most commonly used fractions.
I can compare fractions relative to a
particular whole e.g. one quarter of a
pizza is less that half of it.
I can compare simple percentages in real life situations.

5. I can convert fractions to percentages for comparison.
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 convert fractions to percentages for comparison.
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. tenths, fifths, quarters, thirds.

6. I can use my knowledge of decimal place value to help match common fractions with decimal fractions.
I can use diagrams or grid paper to investigate how decimals are formed from fractions.
I can show my understanding of simple fraction and decimal relationships through discussion or matching activities.
I know that a percentage is a way of describing a fraction, where all the denominators have been made 100 to make comparison easier.

7. 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 express a percentage as a fraction with a denominator or 100, then simplify to find a common fraction.
I can use my knowledge of decimal place value to help convert common fractions into decimal fractions. e.g. 4/5 = 6/10 = 0.6.
I can write any fraction as a decimal by using a calculator.

8. I can use the term equivalent fraction.
I can use the term recurring to describe a decimal fraction with no finite answer.
I can use the term equivalent fraction.
I can share an object or collection in different ways to create equivalent statements.
I can multiply or divide to create equivalent fractions.

9. I can simplify fractions and express them in their simplest form.
I know that simplifying a fraction means having the smallest possible denominator.
I can use my knowledge of fractional equivalences to simplify e.g. 2/4 can be simplified to ½.
I can simplify fractions and express them in their simplest form.
I can divide to help find equivalent fractions.

10. 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.