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Fractions are equal parts of a whole, equal amounts (areas) not shape.

What are the key aspects of fractions that children need to understand?. Fractions are equal parts of a whole, equal amounts (areas) not shape. There are different ways to find half, quarter etc. They link closely with sharing, so bring in the vocabulary of fractions

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Fractions are equal parts of a whole, equal amounts (areas) not shape.

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  1. What are the key aspects of fractions that children need to understand? • Fractions are equal parts of a whole, equal amounts (areas) not shape. • There are different ways to find half, quarter etc. • They link closely with sharing, so bring in the vocabulary of fractions • They ‘look’ different depending on the context • The bigger the denominator the smaller the fraction • The ‘whole’ can be: • a single unit • a number • more or less than one • an interval on a number line. • Children need to have extensive experience building on their early understanding: • In the hall making half a turn • In the water tray/sand pit filling half a container • Sharing chocolates/counters/anything so have half each • Moving minute hand of a clock half way round the clock face.

  2. How can we regularly use and apply fractions in maths? Year 1 Blocks A, B, D, E Year 2 Blocks B, D, E Year 3 Blocks A, B, D, E Year 4 Blocks A, B, E Year 5 Blocks A, D, E Year 6 Blocks A, D, E

  3. Here is a picnic that Chris and Michael are going to share equally. Can you tell us what each of them will have?

  4. Here is a bowl of fruit. Half of the pieces of fruit in the bowl are apples. There are also three oranges, two pears and a banana. How many apples are there in the bowl? If, instead, one quarter were apples and one quarter were oranges and there were four bananas, three pears and three plums how many would be apples?

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