hamiltontrust-live-b211b12a2ca14cbb94d6-36f68d2.divio …… · web viewshare word problems....

$: hamiltontrust-live-b211b12a2ca14cbb94d6-36f68d2.divio …… · Web viewShare word problems. Outcomes: I can find non-unit fractions using knowledge of multiplication and division:$
Investigation; exploring fractions Unit 1

Whole Class Teaching Input DAY 1

Objectives Y2: Add 2-digit numbers. Notice and describe patterns.Y3: Find non-unit fractions of quantities using division facts and multiplication.

Resources Calendar on the IWB, whiteboards and pens, ‘Find non-unit fractions’ Sheet 1 (see resources)

Teaching Teaching with Y2 and Y3 NB Although the first part of the teaching is for Y2 it is useful revision for Y3 who may also be able to support Y2 with the reasoning. Alternatively Y3 could be started off on the first of the group activities or the practice Sheet and you can check their progress when Y2 have begun their independent activities and gauge how much additional input is then needed.

Choose a month on a calendar and draw a 4 by 4 rectangle anywhere on the calendar, ensuring there is a number in each of the 16 cells.

Ask children to add the number in the top left corner to the number in the bottom right corner. Write the total, e.g. 38 (see example).

Now double it, i.e. 38 + 38. Write the answer (76). Circle any number in the same rectangle.

Cross out all the numbers in the same row and column as your circled number.

Repeat this, circling another number - not one that is crossed out – then cross out all the numbers in the same row and the same column as this circled number.

Repeat this process one more time. Circle the last number.

Add the 4 circled numbers. (Suggest that they add 2 of the numbers, then the other 2, then find the ‘grand’ total.) What do you notice? I wonder if this always happens? Let’s investigate other months and

© Original plan copyright Hamilton Trust, who give permission for it to be adapted by individual users. teach-activs_inv-frac_23798

choose other numbers to find out…

Further teaching with Y3 (Y2 continue independently or with a TA) Ask children to Think, Pair, Share how to find 1/2 of 24. Agree that they

need to divide 24 by 2 in order to find half. Repeat with 1/3 of 18. This time show the corresponding array (3 rows of

6 stars) to model that 1/3 is 6. If we know that 1/3 is 6, what would 2/3 of 18 be? Use the array to

illustrate that 2/3 of 18 is 12. Repeat modelling with arrays to find 2/5 of 25 (5 rows of 5 stars), 3/4 of 16

(4 rows of 4 stars) and 4/5 of 20 (5 rows of 4 stars). Each time be clear in showing the two steps – dividing by the fraction denominator and then multiplying by the fraction numerator.


Y2 Group Activity notes DAY 1

Whole class investigation: Investigate totals of four 2-digit numbers in a 4 by 4 grid placed on a calendar month.Objectives: Add 2-digit numbers: Find patterns.You will need: ‘Calendar capers’ (see resources), photocopies of calendarsWhole class investigation, in pairs – independent or with TA Working towards ARE / Working at ARE / Greater Depth

In pairs, children repeat the process modelled during whole class teaching. They start with another 4 by 4 rectangle on a different month or in a different place on the same month (see resources for instruction Sheet).

Does the same thing always happen? What happens if they add the number in the top right corner to the number in the bottom left corner? Sit with different groups: Suggest they try a different-size rectangle, e.g. 3 by 3. Does it still work? Can you fit a 5 by 5

rectangle on any month? Can you say why/why not? Support pairs of children in practising explaining what they found out ready for the plenary. At the end of the lesson, ask different pairs to report back what they found. Did other pairs discover the same things?

Did you discover anything different? Encourage children to share any and all ideas, promoting the fact that there are no ‘wrong’ ideas or observations when we’re investigating… An idea might seem to be irrelevant, but it might spark another idea for someone else or suggest something new to investigate!

Outcomes: I can add 2-digit numbers.

I can make observations and test predictions.


Y3 Group Activity notes DAY 1 Y3 Group Activity notes DAY 1

Use a bar models to help find unit fractions and related non-unit fractions of numbers.

Write multiplication, division then fraction sentences about arrays.

Objectives: Find non-unit fractions of quantities using division and multiplication.

Objectives: Find non-unit fractions of quantities using division and multiplication.

You will need: ‘Find non-unit fractions’ Sheet 2 (see resources), flipchart and pens, cubes

You will need: Flipchart and pens

Group of 6 – with T or TA Working towards ARE/ Greater Depth Have a go at Sheet 2 (see resources) as a group, finding the unit fraction,

then the related non-unit fractions of numbers. Draw a bar model for question 1: Write 4 × □ = 16. What goes in each

of the lower bars? Write 4 in each bar. Write 1/4 of 16 is 4. How much in 3 bars? Write 3/4 of 16 is 12. Repeat for the next pair of questions: 1/3 and 2/3 of 21, drawing a bar

model with 21 at the top and three sections underneath. Children work out what needs to be in each third, sharing cubes between the three sections if necessary. They then find how many are in two bars. Write 1/3 of 21 is 7 and 2/3 of 21 is 14.

What bar model can be drawn for the next pair of questions? What number needs to go at the top? How many sections at the bottom? Draw this together and answer the questions.

Challenge In pairs, children draw bar models for the last two pairs of questions, and answer them.

Group of 6 – with T or TA Working at ARE On a flipchart, draw 5 rows of 6 stars and, together, write multiplication

and division sentences to go with the array:5 × 6 = 30, 6 × 5 = 30, 30 ÷ 6 = 5, 30 ÷ 5 = 6.

Draw a ring round one row. What fraction of the array is this? What fraction sentence can we write? Record 1/5 of 30 is 6. How can we find two fifths of 30? It will be two lots of 6!

Ask pairs of children to complete the following sentences: 2/5 of 30 is3/5 of 30 is4/5 of 30 is 5/5 of 30 is

Take feedback and agree answers. Once we know that there are 6 stars in each fifth, we can multiply to find any number of fifths.

Draw 8 rows of 5 stars. Ask children to write multiplication and division sentences about the array, then write fraction sentences about eighths of the array.

Outcomes: With support, I can find non-unit fractions using knowledge of

multiplication and division: halves, quarters, thirds, fifths, eighths and tenths.

Outcomes: I can find non-unit fractions using knowledge of multiplication and

division: halves, quarters, thirds, fifths, eighths and tenths.




Objectives Y2: Count back in 4s to solve a problem; Add 2-digit numbers. Use trial and improvement.Y3: Find non-unit fractions of quantities using division facts and multiplication.

Resources ‘Sandcastles’ (resources), ‘Finding non-unit fractions bar models’ (resources)

Teaching Teaching with Y2 and Y3 NB As on day one you may prefer Y3 to work independently on the practice Sheet or first of the group activities whilst initially working with Y2.

Display the ‘Sandcastles’ problem (see resources). Read it carefully together.

How long was Lisa on holiday for? (we don’t know)Who was she on holiday with? (we don’t know)How old is Lisa? (we don’t know)

So, if we don’t know these things, what do we know?Have children repeat back the facts given in the puzzle.

And what do we need to find out? Do you have any ideas about how we might make a start? If

necessary, model your thinking: Let’s pick a number to try for day 1 and see how we get on…How many shall we try? Let’s record that number… Write a child’s suggestion (even if it clearly isn’t going to work) under a ‘Day 1’ heading. If Lisa made this many on Day 1, how many would she have made on Day 2 (4 fewer)? And Day 3/ 4/ 5?

So, how many sandcastles is this altogether?Hmmm, that’s too many/ few. What do we need to do to the starting number…?

Your challenge is to find the number that Lisa DID make on day 1, and the other days of course, to give a total of 80 sandcastles over the 5 days.

Further teaching with Y3 (Y2 continue independently or with a TA) Show the bar model representing fifths of 20 (see resources). How

much is in one fifth? Write 4 in each empty bar. How much is in 2/5 of 20? 3/5? 4/5? 5/5?

Repeat for finding 1/8, 2/8, 3/8, …8/8 of 24. Compare the different ways to find fractions of numbers. Bar models

as today or arrays as day 1, which do they prefer? Addressing any misconceptions or miscomprehensions that arise.




Whole class investigation: Pairs of children explore the Sandcastles problem.Objectives: Count back in 4s to solve a problem. Add 2-digit numbers. Use trial and improvement.You will need: ‘Sandcastles’ (see resources)Whole class investigation, independent pairs or a group with TA Working at ARE/ Greater Depth

Children work in pairs on the ‘Sandcastles’ problem (see resources).

Working towards ARE As a group, encourage children to suggest numbers to try for Day 1, and to explain their choices. Steer them towards reasoning

about how changes in the starting number affect the total number, e.g. So, adding 1 to the starting number increases the total number of sandcastles by 5… Do we need to increase/ decrease our starting number…?

Challenge! Lisa’s brother Mark started with a different number to Lisa, and made 3 fewer sandcastles each day. Over 5 days he made 75 sandcastles. On which day did he and Lisa make the same number of sandcastles? (Day 4: 21+18+15+12+9) [Do you see how 75 = 5x the ‘middle’ number…]

At the end of the lesson, agree the answer (24 + 20 + 16 + 12 + 8) [Do you see how 80 = 5x the ‘middle’ number]. Ask children to share how they got to the answer, drawing out trial and improvement. Point out how ‘wrong’ answers weren’t

really wrong, but were helpful steps in working towards the puzzle’s solution…Outcomes:

I can count back in 4s. I can add five numbers less than 20, using appropriate mental strategies. I can use trial and improvement.


Use bar models and coins to answer word problems about fractions of money. Solve word problems involving non-unit fractions.

Objectives: Find non-unit fractions of quantities. Objectives: Find non-unit fractions of quantities.You will need: Flipchart and pens, ‘Money word problems’ (see resources), 10p and 2p coins

You will need: ‘Word problems about non-unit fractions’ (see resources)

Group of 6 – with T or TA Working towards ARE Make a line of five 10p coins. How much money is here? Draw a bar model to show fifths to 50p: I’m going to give one fifth of the money

to Rachel. How much money is that? What fraction of the money will I have left? How much money is that? Point to the bar model to show 1/5 and 4/5 of 50p.

This time I’m going to give 3/5 of the money to Sam and 2/5 of the money to Tegan. Let’s use the bar model to help us calculate how much money each person will get. Ring the first two bars and say this is how much money Sam will get. Then show how much money Tegan will get.

Next show a line of ten 2p coins. Draw a bar model to show tenths of 20p. What fraction of 20p is each of these small bars? What is 1/10 of 20p? 2/10? 7/10?

Ask pairs of children to attempt the money word problem (see resources), using 2p coins and the bar model to help.

Group of 6 – with T or TA Working at ARE / Greater Depth Read through the first problem together. What do we need to do first?

Agree that children need to find 1/4 of 16, and then they multiply by three to find 3/4 of 16 (12 sweets).

Children read the next problem in pairs. What do we need to work out first to get started on the next problem? Agree that children need to first find 1/8 of 80p, then multiply by 3 to find 3/8 of 80p. Don’t do this but ask pairs of children to find the answer. Take feedback and agree the answer. Make sure children haven’t just written the answer as 30, but as 30p.

Children read each of the two other problems in pairs, discuss what the two steps are to answer the problem then calculate the answers.

Take feedback and agree answers. Challenge pairs of children to make up a word problem about 4/5 of 50p. Share word problems.

Outcomes: I can find non-unit fractions using knowledge of multiplication and division:

halves, quarters, thirds, fifths, eighths and tenths.

Outcomes: I can find non-unit fractions using knowledge of multiplication and

division: halves, quarters, thirds, fifths, eighths and tenths. I can solve word problems involving non-unit fractions.




Objectives Y2: Use inverse operations to create ‘Magic chains’ of numbers; Use doubling and halving as part of a multi-step puzzle.Y3: Find fractions that are equivalent to 1/2 and to 1/4.

Resources Whiteboards and pens, Fractions ITPTeaching Teaching with Y2 and Y3

NB Although Y2 will be looking at a different problem later you may like them to share the very visual representations of equivalent fractions that Y3 are studying. Alternatively they could start on the day’s practice Sheet which you can review as part of the Y2 input that follows.

Use the Fractions ITP to display bars for 1/2s, 1/4s, 1/6s, 1/8s, 1/10s. Click to change 1/2 of the first bar to yellow. Children write how many of each sort of fractions are equivalent to

1/2, e.g. 2/4, 3/6 etc. Confirm by clicking on that number of parts to change the bars

yellow, so checking visually that this section of the bar is the same size as the half.

Change the bars on the Fractions ITP to show 1/4s, 1/5s, 1/6s, 1/8s and 1/10s.

Click to highlight 1/4 of the first bar and challenge children to find other fractions equivalent to 1/4.

Draw out that only 2/8 is the same. Explain that children will be given other bars and so they will be able

to find lots of fractions which are the same size as 1/2 and as 1/4.

Further teaching with Y2 (Y3 continue independently or with a TA) Write the following instructions on the board:

Think of a 2-digit number less than 70. Add 30. Subtract 20. Add 10. Subtract 20. Add 3. Write down this final answer.

Ask children to follow them writing down the number they think of and each answer as they go.

Ask several children to tell you the number they first thought of. Quickly add 3 to this number and say: Your answer is…

Ask children to discuss in pairs how you are working out their answers


https://wrht.org.uk/fractionsitp



so quickly! Take feedback. Draw out that you asked them to add 30 and 10, but

subtract 20 and 20, before adding 3. So they added 40, then subtracted 40, which mean that you just had to add 3 to tell them their answer.

Explain that children are going to make their own ‘Magic chains’ like this.



Create ‘magic chains’ of numbers. Solve multi-step ‘age’ problems. Create your own similar puzzles. Objectives: Use inverse operations. Objectives: Use inverse operations and doubling or halving as part of a

multi-step puzzle.You will need: ‘Magic chain’ writing frame (see resources) You will need: ‘What’s my age?’ (see resources)Groups of 6; children in pairs – with T or TA Working at ARE

Ask children to write their own instructions for a ‘magic chain’ similar to that in the whole class teaching, where they ask someone to think of a 2-digit number, add and subtract the same total of numbers in different ways before performing a final addition/subtraction. They record these and then test them out with another pair.

Challenge them to make really long ‘magic chains’! Ask pairs to test out their ‘magic chains’ on the rest of the group.

Working towards ARE Children use a ‘Magic chain’ writing frame (see resources) to begin with.

Groups of 6 – with T or TA Greater Depth

Ask children to read the first problem (see resources). Say that we could use trial and improvement making a guess for Ahmed’s age, doubling and then adding 9 to give the mother’s age of 33 but we could also work backwards. Ask children to suggest how they might do this, drawing out subtracting 9 (the opposite of adding 9), then halving the answer (the opposite of doubling) to find the son’s age.

Ask children to do this, then solve the next 3 age problems.Challenge pairs of children to write their own age problems for the rest of the group to solve.

Outcomes: I understand how subtraction ‘undoes’ addition and vice versa.

Outcomes: I understand how subtraction ‘undoes’ addition and vice versa. I can use inverse operations.



Find equivalent fractions using a fraction wall. Suggest fractions equivalent to 1/2 and 1/4.

Objectives: Finding equivalent fractions Objectives: Finding equivalent fractionsYou will need: Fraction wall (see resources), scissors You will need: ‘Fraction wall’ (see resources), counters, mini-

whiteboards and pens, cards that show 1/2, 1/4, 3/4, 1/3 and 2/3

Pairs – independent Working at ARE / Working towards ARE Give each pair of children a fraction wall (see resources) to cut into

strips. This wall shows bars for 1 to 1/12s. Children take 1/2 and compare this with each of the other strips to find

as many fractions equivalent to 1/2 as they can. Challenge them to write some fractions which are not on the fraction

wall. Repeat with the strip of 1/4s, placing this alongside other strips to find

fractions which are the same size as 1/4.

Groups of 6; chn in pairs, with TA Greater Depth Give each pair of children a fraction wall. Challenge children to find fractions which are the same size as 1/3. What if the fraction wall continued to 1/20s? What other fractions would be equivalent? Pool ideas as a group, then ask children to find fractions that are equivalent to 2/3. Then repeat for 3/4.

Groups of 4 – independent: Working at ARE Children turn over a 1/2 or 1/4 card and write an equivalent fraction

secretly on their mini whiteboards. All show their chosen fraction and any children with a unique

suggestion, collect a counter. Children carry on alternating between the two cards until someone

reaches 10 counters.

With T/ TA Working towards ARE Children come up with their equivalents in pairs, using the fraction wall to help.

Greater Depth Children also use cards that show 3/4, 1/3 and 2/3.

Outcomes: I can find equivalent fractions. I can understand and use a number wall.

Outcomes: I can find equivalent fractions.




Objectives Y2: Use reasoning to solve a problem.Y3: Add and subtract fractions with the same denominator within one whole.

Resources ‘Triangle totals’ Sheet 1 (resources), ‘Adding and subtracting fractions’ Sheet 1 (resources)

Teaching Teaching with Y2 and Y3 NB Although the first part of the teaching is for Y2 it is useful revision for Y3 who may also be able to support Y2 with the reasoning. Alternatively Y3 could be started off on the first of the group activities or the practice Sheet and you can check their progress when Y2 have begun their independent activities and gauge how much additional input is then needed.

Show the triangle of circles (see resources). Explain that you can write numbers 1 to 6 in the circles, using each number only once.

Write 1 to 6 in any order on the triangle, and ask children up to the board to write the total of each side of the triangle in the squares.

We are aiming to make each of the 3 sides have the SAME total. Ask children to suggest how you might move numbers around to

make this the case. Try out their ideas, rubbing out and moving numbers accordingly until you have one solution, e.g.

Further teaching with Y3 (Y2 continue independently or with a TA) Display ‘Adding and subtracting fractions’ Sheet 1 (see resources), first

showing the pizza divided into 1/8s. A child has eaten two slices and another child has eaten three slices. Cross these out.

How much of the pizza have they eaten altogether? Write 2/8 + 3/8 = 5/8. How much is left?

Repeat, but this time one child eats 3/8 and the other 4/8. Did you notice how we are just adding the numerators. We can do

this when the denominator is the same, because the numerators show


2

3 1

64

5

99

9

how many equal-sized parts (slices) of the whole there are. Display the pizza divided into 1/6s. Cross out 1/6, and then 2/6. Explain

that one child has eaten a sixth of this pizza, and another child has eaten 2/6 of the pizza. What fraction been eaten altogether? Write 1/6 + 2/6 = 3/6. Discuss how we can also write the answer as 1/2!

Beginning with the pizza divided into 8, erase one slice, so your starting fraction is 7/8, not 1.

A child eats 3/8. How much will be left? Cross out 3 slices to show the 4/8 left.



Whole class investigation: Arrange digit cards 1 to 6 in a triangle such that each side has the same total. Find the range of possible different totals.Objectives: Use reasoning to solve a problem.You will need: 1-6 digit cards, ‘Triangle totals’ Sheet 2 (resources)Whole class investigation, in pairs – independent or with T or TA Children arrange digit cards 1 to 6 in a triangle such that each side has the same total. Repeat, this time trying to make a different total; they make a record of each solution (see resources for recording sheet).

Working towards ARE Ask children to arrange the cards so that each side has a total of 10.

Working at ARE – if working with T/TA Children first work in pairs to make a triangle with all sides having the same total. Then challenge them to find the smallest side total possible and the largest side total possible (all sides of the triangle must have the same

total). After they have had the chance to experiment, ask them if it makes a difference which numbers are on the corners. What happens if we put

the bigger numbers on the corners? What happens if we put the smaller numbers on the corners? What happens if we put the even numbers on the corners? Or the odd?

Greater Depth Ask children to find ALL the possible totals such that the total of each side is the same. (Totals of 9, 10, 11 and 12 are possible.)

At the end of the lesson, ask children to share what they found, e.g. way of making 10 on each side, the smallest total possible, the largest, whether the numbers on the corners affected the totals.Outcomes: I can add trios of single-digit numbers. I can use reasoning to solve a problem.



Add and subtract fractions with the same denominator. Play fraction pairs by adding or subtracting fractions with the same denominator.Objectives: Add and subtract fractions with the same denominator within one whole.

Objectives: Add and subtract fractions with the same denominator within one whole.

You will need: ‘Adding and subtracting fractions’ Sheet 2 (resources), ‘Fraction number lines’ (resources)

You will need: ‘Fraction pairs cards’ (resources), ‘Pizza fractions’ (resources)

Pairs – independent/ with TA Greater Depth / Working at ARE / Working towards ARE

Children complete additions and subtractions of pairs of fractions (see resources), based on pizza images; using fraction number lines (see resources), e.g. start on 5/8 and count back 3/8.

Challenge In pairs, children write as many additions of fractions that have the same denominator and an answer of less than 1 as they can.

Pairs – independent Working at ARE Children play Fraction pairs (see resources). They lay all of the cards out face down on the table. Children take it in turns to turn over two cards. If the denominator is the

same, they add or subtract the fractions and collect the cards (some calculations may result in improper fraction answers, e.g. 6/8 + 3/8 = 9/8. This is fine – it just says that the total is 9 slices of pizza).

Children can use the fraction number lines to help.

Working towards ARE Children use the supporting pizza fractions Sheet to help (see resources).

Greater Depth Children play without fraction number lines.

Outcomes: I can add and subtract fractions with the same denominator,

answers less than 1.

Outcomes: I can add and subtract fractions with the same denominator, answers less

than 1.




Objectives Y2: Recognise squares and triangles of different sizes to solve a problem.Y3: Add pairs of fractions with the same denominator; look for patterns and make generalisations.

Resources ‘Pizza fractions’ (resources), ‘Shape pictures’ Sheet 1 (resources)Teaching Teaching with Y2 and Y3

Explain that so far in this unit, Y2 have been solving puzzles and problems; today - before looking at another puzzle - they are going to help Y3!

Support Y2 in explaining some of the strategies that they have used during this unit to solve problems, e.g. trying out examples, looking for patterns, making generalizations (use some of the children’s examples to illustrate this).

Show the picture of the pizza divided into 6 equal pieces; choose two children. Ask children to discuss what will happen if they are sharing this pizza fairly. How many slices will they each get? Are there any other ways the pizza could be divided between them (i.e. not equally?) What would happen if Amy had 2 slices, how many would Billy have?

After some discussion, model how to record this systematically, e.g. Amy Billy

1 slice 5 slices 2 slices 4 slices 3 slices 3 slices 4 slices 2 slices 5 slices 1 slice

In each case what fraction of the pizza did they get? Again, record systematically noting that - in each case - the pair of

fractions total 1: 1/6 + 5/6 = 1 2/6 + 4/6 = 1 3/6 + 3/6 = 1 4/6 + 2/6 = 1 5/6 + 1/6 = 1

Agree that there are 5 different ways Amy and Billy could share this pizza, though they don’t always get an equal share!

Further teaching with Y2 (Y3 continue independently or with a TA)


Show a picture of triangles on the board (from ‘Shape pictures’ Sheet 1 - see resources). One person says this picture has 2 triangles, and another person says that she can see 3! What do you think? Children discuss with a partner…

Take feedback. Use one coloured pen to draw over the outline of the triangle on the

left, a different coloured pen to draw round the triangle on the right, and then a third colour to draw round the whole larger triangle. So, there are 3 triangles!

Repeat with the picture of squares (from ‘Shape pictures’ Sheet 1 - see resources), asking different children up to the board to draw over a square, using a different coloured pen each time.

Observe how the triangles and squares are different sizes, and that some have triangles or squares inside them.



Reason about the number of triangles and squares that can be counted in different pictures.

Use Tangram pieces to create 2-D shapes.

Objectives: Recognise squares and triangles of different sizes to solve a problem.

Objectives: Recognise 2-D shapes in different orientations and sizes.

You will need: ‘Shape pictures’ Sheet 2 (resources), coloured pencils

You will need: ‘Tangram pieces’ (resources), coloured pencils

Groups of 6 – with TA Working towards ARE In pairs, children see how many triangles and squares

they can spot in ‘Shape pictures’ Sheet 2 (see resources). There are copies of each to help them with drawing over the triangles and squares, for example they could draw over the smallest triangles first in one colour, then the ‘medium’ triangles on the next picture and so on.

Support children initially in keeping track of the number of each shape.

Groups of 6 – with TA Working at ARE / Greater Depth Give each pair a copy of the ‘Tangram’ pieces (see resources) or use the

ones saved from Unit 3 Day 3. Challenge children to use all 7 pieces to make the following shapes:

o a triangleo a squareo an oblongo 2 different pentagonso at least 2 different hexagonso three 4-sided shapes (non-rectangular)

Children share what they found. (Solutions below)Outcomes:

I can identify square and triangles in different sizes. With support, I can reason and investigate systematically.

Outcomes: I can identify different 2-D shapes in different orientations and sizes.



Investigate pairs of fractions that total 1.Objectives: Add pairs of fractions with the same denominator; look for patterns and make generalisations.You will need: ‘Pizza fractions’ (resources), ‘Shape pictures’ Sheet 1 (resources), whiteboards and pensIn pairs with T – Whole class investigation

Children look at the pizza divided into eighths considering all of the ways that the pizzas could be divided between them. They record all the different possibilities, both in a table then as pairs of fractions that total 1.If one child takes 3 slices how many will the other have? How can be sure you have found all the ways?

Now record all the possibilities as pairs of fractions – How many pairs did you find? (NB there are 7 different possibilities – it will always be one less than the denominator).

Repeat for the pizza divided into tenths. Can you predict how many different fraction pairs there will be? What if the pizza was divided into sevenths? Or twelfths?

Greater Depth What if three children shared a pizza? Start with the first pizza (the one divided into sixths). Can you find all of the ways it could be divided? Can you find a way to show this systematically?

Outcomes: I can add fractions with the same denominator. I can make and test generalisations.


Possible solutions to the Y2 Tangram activity on Day 5


ADDITIONAL RESOURCES

Calendar on the IWB ‘Find non-unit fractions’ Sheet 1 (see resources) ‘Calendar capers’ (resources) Photocopies of calendars ‘Find non-unit fractions’ Sheet 2 (resources) Cubes, Scissors, 10p and 2p coins, Counters, Coloured pencils ‘Sandcastles’ (resources) ‘Finding non-unit fractions bar models’ (resources) ‘Money word problems’ (resources) ‘Word problems about non-unit fractions’ (resources) Fractions ITP ‘Magic chain’ writing frame (resources) ‘What’s my age?’ (resources) ‘Fraction wall (resources) Cards that show 1/2, 1/4, 3/4, 1/3 and 2/3

‘Triangle totals’ Sheet 1 & 2 (resources) ‘Adding and subtracting fractions’ Sheet 1 & 2 (resources) 1-6 digit cards ‘Fraction number lines’ (resources) ‘Fraction pairs cards’ (resources) ‘Pizza fractions’ (resources) ‘Shape pictures’ Sheet 1 & 2 (resources) Tangram pieces’ (resources)

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