﻿Hello, and welcome. My name is Mrs. Bunce. I'm going to be your teacher for today. We're going to start today by reviewing our practise activity from the last lesson. If you've got that handy, you're going to need that. You're also going to need a piece of paper and a pen or a pencil, something to jot things down. So if you haven't got those ready, pause the video and go and get them. I'll see you shortly. Okay, let's begin. The first thing we're going to do is review that practise activity. Yesterday's lesson was showing us how we can use one part of a fraction to make a whole. And we were comparing different wholes. We used the same amount but a different fraction. So, look at this question. Class C has 1/5, Class D has 1/3, and we asked, "Which class had more students?" We started by looking at what was the same, what was different. Can you see the amount of students is the same, but the fraction is different? Let's see how I worked it out. To begin with, I used our stem sentences from the last lesson. If you were with us last lesson, you should be really confident with these now. So I used the fraction from Class C to begin with. Can you see the denominator at the bottom, the number 5? It shows me that the class needs to be split into five equal parts. So, see how that fits into our stem sentence? 1/5 is a part. Then the whole is five times as much. Take five parts and put them together to make one whole. Look at my bar model. I've got one part, another part, another part, another part, and another part. Just check, have I got five parts? This is a bar model. If you're not familiar with them, don't worry. We're going to use some more today. They help us represent our thinking. They help us show what our parts and our wholes look like. So to understand how many children there are in Class C, I need to make sure I look at how many are in each part. So each part has, can you see? Five students. Of course, it does, because the picture shows us. So I put a 5 in each of the parts. This now helps me look at my calculation. Now, last lesson we talked about, you could add these. 5, add another 5, add another, but that's not an efficient method. We're much quicker with our multiplication facts. So can you see the multiplication fact I would need here? Five equal parts, each with 5 in. What would it be? Yes, of course. 5 times 5, which equals 25 students. So there are 25 students in Class C. Now, I did the same for class D. Can you see the third, and on the bottom it shows me there needs to be three equal parts. So here's one equal part. Here's my second equal part. Here's my third equal part. Each part is a third, but I also need to look at how many are in each part to work out how many students in the whole. There are 5 again. 5 in one part, 5 in the next part, 5 in the next. Now can you see the calculation fact? The multiplication fact that I need, of course, it's 3 times 5, 15 students. So which class has more students? Well, it is, I can see, it's Class C, 25 students. Well done. So to start our learning today, I'm going to do one more recap. I just want to make sure we've really got these stem sentences and this understanding. So this is what I'm using for this example. Here's some sweets. How many sweets are there? Yes, of course, there's 6. Well done. Look what these six sweets represent. This is 1/4 of my sweets. What would my whole sweets look like? Can you visualise what my whole would be? Here's my stem sentence to help me. I know that I'm using part and whole. These are the key words we've been using all through our fractions learning. But these six sweets, these represent one part. The question tells me, that's 1/4, and the denominator at the bottom shows me the number 4. It tells me that there will be 4 parts all together. 4. Let's look at our stem sentence together. 1/4 is a part. Then the whole is 4 times as many. Let's see what that looks like when it's all together. Here's my stem sentence. One quarter is a part, then the whole is four times as many. Here's my 1/4. I need four times those 1/4. And in our multiplication fact, 4 times 1 is 4. I don't need four more. I need four all together. So here's another 1/4, another 1/4, another 1/4. Four all together. So I have four parts, and put them together to make my one whole. If that's not clear, really look at that 4, the denominator that shows you four equal parts are needed. But to look at my whole, I need to see how many are in each part. Remember, we said there were six sweets. We counted them. So if there's six sweets in each part, I use my multiplication fact. I've got four parts with six in each part. What would it be? Yes, of course. So there are 4 times 6, which equals 24 sweets. In our last lesson, I told you that was my favourite times table. So for our learning today we're going to use that first example, but compare it. So here's my sweets, and here's Verity's sweet. I want you to tell me what's the same and what's different. Pause the video and see if you can tell me what's the same, what's different? Okay, well done. I know that the same is the fraction. In our last lesson, the same was the amount, not the fraction. So today, we've kept the fraction the same but now can you see the amount is different? Well, we already worked out I have six sweets. So how many does Verity have? Two. Well done. I wonder if you can tell me then, who will have more sweets in the whole bag? Use the stem sentence to help your thinking. I wonder if you can pause the video and try drawing Verity's sweets, and see if this is different to the sweets of mine that we worked out earlier. Have a go. Okay, let's see how I worked it out. I need to compare both my sweets with Verity's sweets to work out who will have more. I know that my sweets has one quarter. If one quarter is a part, then the whole is 4 times as much. And if I've got 4 times as much and that denominator of 4, it shows me, doesn't it, how many parts I need? So my second stem sentence, take 4 parts and put them together to make one whole. Here's what we did earlier. These were my sweets. One part, two parts, three parts, four parts. But now look at Verity's. One part, two parts, three parts, four parts. This time I've kept my bar models the same size to show you that both 1/4, but now look at the amount inside each quarter. So now we need to look at how much is inside each quarter to work out who has more sweets. Look inside each of my quarters. Each of my parts, can you count? Can you remember? Of course. 6 sweets. If I've got 6 sweets in each of my parts, can you remember my calculation? I hope you can. It's my favourite times table. Yes, so there are 4 times 6, which is 24 sweets. But look at Verity's now. Each of her parts had less sweets, can you remember? She had two sweets. So I put a 2 in each of her parts. She still has four parts, but she only has two in each of the parts. So what would her calculation be? Well done. 4 x 2, which equals 8 sweets. So now who has more? Of course, it's me, because 24 is greater than 8. I think Verity must've had more of her sweets before we started counted, don't you? So here's another example. We're going to use classes this time. We used classes in the last lesson. I want you to tell me which class has more, Class C or Class D? But before we go any further, I want you to look carefully and tell me what's the same, what's different? Pause the video and have a think. Okay, did you see? In this example, the fraction is the same, but like mine and Verity's sweets, I kept the fraction the same, but now I've changed the amount. So in Class C, there are 6 children, and in Class D, how many? Yes, there's 5. So can you start to visualise what the whole would look like? Pause the video and have a go at either drawing the class with the children in, or using a bar model to show the whole for each class. Can you work out which class has more students? Pause the video and have a go. Okay, let me show you how I started. I used my stem sentence. We've used this a lot now, and I can see both classes have the same fraction. So it's the same stem sentence. Each had 1/5. So if 1/5 is a part, the whole is five times as much. And that 5 denominator shows me how many equal parts I need. So, look at the second sentence. Take five parts and put them together to make one whole. Now, because I'm on my computer it's easy for me to draw a bar with all the children in. I don't think it's really efficient for you to draw all the children. But this is how a bar with them looks like. So here's Class C. There's 1/5, with the six children in. There's another 1/5, and another 1/5. I need five of these 1/5's all together, five equal parts. Then I can compare that to Class D. Class D had 1/5. So Class D also needs five equal parts, but remember the amount is different. So we need to look at how many children there are all together in each class to compare them. I'm going to show you a different bar model that's easier to see. I think this might be more like the one you would have drawn. So, if we know there's five equal parts in Class C, I need five boxes for my bar model. Then I need to look at each of those individual pieces, each part, and the value of it. So I look at the students in the picture. I know there's six students in each part. So I put a 6 in each of the bar model parts. Can you see? Each 1/5 is worth 6 students. So now can you see the calculation I would need? I've got five equal parts each with 6 students. What would the calculation be? Yes. So I know I've got 5 times 6, which is, yes, 30 students. There are 30 students in Class C. Now I did the same for Class D. Did your bar model like this? I knew that I needed five equal parts. And in order to work out how many students there are in a whole, I need to look at each part. I've counted the students. We knew there were five students, so I put a 5 in each of the parts. 5, 5, 5, 5, 5. This time I've got five equal parts, each with 5 in. So there are 5 times, yes, 5. Five 5's are? 25. There are 25 students in Class D. So which class has the most students? Of course, it's Class C, because we know that 30 is greater than 25. Or, we could say 30 is more than 25. I hope that makes sense. I would like you now to have a go for yourself. We're at the end of our lesson, so I'm going to leave you with this practise activity, and tomorrow, Mr. Johnson will go through it with you. Here's my question. Who has the most chocolate? I must be feeling hungry today. I've had sweets and chocolate. So this is my first group. How many pieces of chocolate in that picture can you see? Yes, there's five pieces. This is 1/3 of Josie's chocolate. Now, compare that to this picture. How many pieces are there, can you see? Yes, there's seven. This shows 1/3 of Will's chocolate. I'd like you to work out, who has the most chocolate. Here's the stem sentences to remind you. Can you either draw the chocolate, if that's easier for you, or draw a bar model to help you. Think about how many parts Josie has, how many parts Will has. Think how many pieces of chocolate are in each of the parts. Then use your multiplication facts to work out the total. Mr. Johnson will see you tomorrow with the answer. I hope you enjoy doing this activity. Thank you for joining me today. Have a lovely day. Goodbye.

In this lesson, we will learn to build and compare different wholes from different unit fractions that represent different quantities. We can compare different wholes using the same fraction

In this lesson, we will learn to build and compare different wholes from different unit fractions that represent different quantities. We can compare different wholes using the same fraction Resources provided by NCETM (CC BY-NC-SA: https://creativecommons.org/licenses/by-nc-sa/4.0)

Maths

Y4 Maths

Key Stage 2

Year 4

Build and compare different wholes from different unit fractions that represent different quantities

Working with fractions

UNIT

Divide and describe the same whole when divided into differing numbers of equal parts

Understand fraction notation to represent a relationship between part and whole

Begin to use and understand the terms 'Numerator' and 'Denominator'

Name unit fractions and match them with the fraction notation and a representation

Embed previous fraction work using a linear model

Assign unit fraction names and notation to 3D representations

Assign unit fraction names and notation to equal parts of quantities

Recognise and reason about unit fractions in a variety of contexts

Understand that Equal Parts Can Look Different - Area

Understand that Equal Parts Can Look Different - Volume and Area Contexts

Compare unit fractions using a fraction wall

Reason about comparing unit fractions

Compare unit fractions in a measure's context

Can we compare unit fractions of different wholes?

Construct a whole from a part and identify the fraction it represents

Build and compare different wholes from the same unit fractions that represent the same length

Build and compare different wholes from the same unit fractions that represent different lengths

Build and compare different wholes from different unit fractions that represent the same quantity

Build and compare wholes when different unit fractions represent different amounts

Lesson overview:Build and compare different wholes from different unit fractions that represent different quantities

Core Content

Working with fractions: