﻿Hello, and welcome to our third series in fractions. I'm Mrs. Burns, and I will be your teacher for today. You are going to need something to write on. So a piece of paper, pen, pencil or anything that you can jot things down. I'm also going to ask you to talk. So if you've got someone in the room with you, brilliant, if not talk to a teddy or just talk back to me on the screen. But talking is really important to try and get your thinking together and explain your reasoning. Let's get started. Before we begin today's learning, we need to recap what we know already, what we've learned from our previous sessions in fractions. So looking at the screen, what can you see? I want you to try and think of some key words that we know to describe a fraction and this fraction in particular. So pause the video and have a go. Okay, welcome back. What did you see? Could you name the shape? It's a rectangle. Were you able to see two equal parts? Fractions are all about the whole and the equal parts. So our rectangle is the whole and the whole has been divided into two equal parts. Can you see one of those parts has been shaded? Now, can you think how you would write that one of those two parts has been shaded? Have a go, pause the video. Okay. Let's see how I would write that fraction. So we start with our rectangle. Our rectangle is a whole and we need to see how many equal parts our whole is divided into. So to remind us that, we divide a whole into equal parts. We start with the division bar. Then we look at how many equal parts. Our whole has been divided into two equal parts. So the two goes on the bottom. Can you remember the special name for the bottom number? Yes. It's the denominator. Then I look at how many equal parts. Here I have shaded one equal part. So the one goes on the top. And can you remember the name for the top number? Yes. It's the numerator. This fraction has a special name. All together we say it's a half. Did you remember that? One half shows that I have one out of two equal parts. Can you name this shape? That's right. It's a triangle. And how many equal parts has it been split into? Well done, four equal parts. I've shaded one of those equal parts. Can you pause the video and show me how you would write that fraction? Okay, let me go through it with you. Like we've always done, we start by saying the whole has been divided into. That's where we use our division bar. Then we need to count how many equal parts. Here, my whole has been divided into four equal parts. So the denominator, four, on the bottom of our fraction. And how many did I shade? One part has been shaded. So one, my numerator at the top. Do you know the name of this fraction? Yes. It's a quarter. Well done. Now your turn, true or false? One quarter has been shaded. Pause the video and jot down on your page, whether it's true or false. And if it's true, why? If it's false, can you explain why? Pause the video. Okay, did you have a go? Now remember what we know already. The whole has been divided into, is that four equal parts? No, there's only three equal parts. So the denominator would need to be a three. In this fraction, that's 1/3 and I had shown a quarter. 1/4. So that was wrong. It needed to be 1/3 for three equal parts. Well done. Okay. Can you name this shape? And can you tell me how many equal parts my whole has been divided into? Tell me? Okay, well done. It's a hexagon and my hexagon has been split up into six equal parts. If I shade one of those equal parts, have a go on your page. See if you can write down how to represent one of my equal parts. Pause the video and have a go. Okay. Did your fraction look like mine? My whole has been divided into six equal parts and I've got one of them. It's 1/6 Now, if this is 1/6, that's our previous learning. So today's lesson is moving you on one small step. Instead of looking at one part, I want to look at many parts. How could I show four 1/6? At the minute I've got one of them. I want four of them. Pause the video and see if you can visualise what four 1/6 would look like. Okay. Let's have a look at these together. I've got 1/6 already on my screen. Now look, here's another 1/6. And here's another 1/6, and here's another 1/6. Can you come count four of them? Let's look at how we say them. This is 1/6 and together I now have two 1/6, and together I now have three 1/6. And all together I have four 1/6. So that's how four 1/6 would look. Did your page look like that or your visualisation when you first did it? Okay. Here's my hexagon again. We're going to go through this one more time. This time, moving our learning on again, to see another way how we could describe these 1/6. So here's my stem sentence. I'm going to use this for each of the parts. I have mm 1/6, I have mm sixths. So this is what we've been used to. This is one 1/6. We know that's 1/6. But look when I have more than one part, how many 1/6 have I got now? Tell me. Yes. I've got two 1/6. So I can now say that as 2/6, they both are equal. They're both the same. It's two ways of saying that same fraction. So two 1/6 is equal to saying 2/6. And it's really important that you understand both of those ways. We're used to looking at 1/6 and if I put a 1/6 and a 1/6 together, I have two 1/6 and I can also call it 2/6. Now, look at this. As I go around my hexagon, I filled in another 1/6. Count how many I've got now? Tell me. Yes, I've got three 1/6. So I now know, I can say that as 3/6. Say that stem sentence with me. I have three 1/6, I have 3/6. Now look at how I've written that as well. Three 1/6 equals 3/6. It's two ways of saying the same thing. Now look what's happened. I've added another 1/6. How many have I got all together now? Tell me. Yes, I've got four 1/6. So I now say I have 4/6. Four 1/6 is equal to 4/6. Guess where I'm going to go now? Did you guess? How many equal parts have been shaded? Tell me. Five. I have five 1/6. I have 5/6. And we can write it. Five 1/6 equals 5/6. I filled in all of my hexagon. How many sixths have I got now? Well done. I've got six 1/6 or 6/6. Now look at this shape. Can you see five equal parts? Count them if you're not sure. I want you to show me 3/5. Can you visualise how it would be shaded or can you write down what it would look like? Pause the video and have a go. Okay. Let me show you on my screen these 3/5. I've got one 1/5, two 1/5, three 1/5, 3/5. They can be shaded in any order. I just chose these ones, but you could have done the top section and the middle section. That's fine. Let me write the names as well, because you may have written the names on your paper. This is 1/5 and I write one-fifth, there is another 1/5 so now together I have two 1/5 or 2/5. Remember they mean the same and that's my last 1/5. So all together I have three 1/5 and I can describe that as 3/5. Okay. Now tell me what you can see on the screen. Speak up. Here's my question. How many 1/6 have been shaded? Can you see the six equal parts making up my whole hexagon? And I've shaded some of them. How would you show how many have been shaded? Can you write the words? Pause the video and jot it down. Okay. Let me show you. So I've counted five equal parts shaded, and I know that is five 1/6 I can also describe that as 5/6. So I know that five 1/6 is equal to 5/6. Okay. True or false? I have shaded 2/4. Have a think. I want you to pause the video and tell me if it's true, why? If it's false, why? Okay. Have you had a try? 2/4 shaded, if it's 2/4 I need to have four equal parts altogether. One, two, three, four. That would be my denominator. And two of them shaded, two would be my numerator. I know that's correct. Because 2/4 is the same as two 1/4. I can see two 1/4. It was true. Okay. We've come to the end of our video for today. End of our lesson. But before I leave you, I'm giving you a practise activity. You have two tasks today. So first of all, look at this shape. I've picked an interesting shape that if you've been following these lessons regularly, you will have seen this before. So have a careful think, my first question is there to help you. Name one of the parts in this picture. My second question, how many parts have been shaded? Then my next activity. Out of this shape, can you shade 4/12? I will be with you in the next lesson. So remember to have a copy of this activity with you, whether you've jotted down your answers or whether you're just going to remember them We'll go through them in the next lesson. Thank you so much for joining me. And I look forward to seeing you again soon.

In this lesson, we will build and compare different wholes from different unit fractions that have the same length. We will use mathematical vocabulary to make statements of comparison.

In this lesson, we will build and compare different wholes from different unit fractions that have the same length. We will use mathematical vocabulary to make statements of comparison. 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

Building wholes

Taking fractions further

UNIT

Building and comparing wholes

Building and comparing wholes from different unit fractions

More building and comparing wholes from different unit fractions

Representing non-unit fractions

More representing non-unit fractions

Non-unit fractions in different contexts

Fractions equivalent to one whole

Visualising non-unit fractions

Fractions on a numberline

More fractions on a numberline

Counting fractions

Repeated addition of unit fractions

More repeated addition of unit fractions

Fractions equal to one whole

Beginning to compare non-unit fractions

Using Equivalence to 1 to Compare Non-Unit Fractions

Use Several Methods to Compare Two Fractions with the Same Denominator

Can We Easily Compare Two Fractions With the Same Denominator?

Order Several Non-Unit Fractions with the Same Denominator and Apply this Understanding

What do you notice when comparing two unit fractions using an area model?

What do you notice when comparing two unit fractions on a numberline?

Use What You Know to Compare Two Non-Unit Fractions With the Same Numerator

Lesson overview:Building wholes

Core Content

Taking fractions further: