﻿In the previous lesson, you were looking at whether the parts are equal or unequal. Here's an example that you looked at, just as a reminder, did you think these parts were equal or unequal? It's tricky question, but these parts are in fact equal, even though they don't look equal the part on the left. This part. If we were to cut it down the middle here and then put those two parts end to end, they would look exactly the same and they would cover the same size as the other three parts. So these parts were equal. This example, what did you think? Did you think they were equal or unequal? These ones are also equal again although they look different the size of the shape that they take up is the same for each of the parts. Final one of these parts equal or unequal in size. They are unequal Today, we're still going to be talking about parts and wholes but we're going to be comparing the size of parts. We're going to use the language smaller and larger to compare the size of the parts. And we're going to use these sentence stems. The first one, something is a larger part of the whole than something else. And if we know that we can also say that something is a smaller part of the whole than something else. Thinking again about what you did in the last lesson, I want you to look at this shape and think, are the parts equal or are they unequal? What do you think? Yeah, they're unequal on there. Then, we can start to think about which part is larger. What do you think, is the yellow part larger or is the blue part larger? We can use this sentence scaffold I've already shared to compare the size of the two parts. So the mmh part is a larger part of the whole than that mmh part. What do you think goes in the first gap? Let's try and say it together. The yellow part is a larger part of the whole than the blue part. If that's true, we can also say the opposite. Here's my second sentence stem. I'm going to say the sentence you've said with me. The blue part is a smaller part of the whole than the yellow part. This example is very similar, but there are three images on the screen, image one, image two and image three. I want you to discuss, say out loud or for someone there with you, tell them what you think is the same and what is different about each of these images. I want you to use the words whole and part to explain the similarities and differences. So pause the video and do that now. Okay. Let's talk about some of the things you might've said. Let's start with the similarities. You might've noticed that in each of the three images, the whole is the same. The whole is the same size and it's the same shape. The whole is a circle. The wholes in each three images are the same. Then we can start to think about what's different. We can compare the parts of each circle. A difference you might've noticed in the first image there's a yellow part. In the second image, there is a red part. And in the third image, there is a blue part. I wonder if we can compare the sizes of each of these parts. I can see that some of them are different sizes to the others. So we can use our sentence scaffold. The mmh part is a larger part of the whole than the mmh part. Pause the video and see if you can say that sentence once. Now I'm going to say a sentence. I wonder if it's the same as the sentence that you said, the yellow part is a larger part of the whole than the red part. Is it the same as what you said? Maybe, let me do another one. The yellow part is a larger part of the whole than the blue part. Is that the same as you said? Those are the two options that we can say. Some of you might've been thinking about the red part and the blue part and comparing those to each other. Now it's difficult to tell in this image. I could maybe if I had them in front of me, I could have cut out the blue image. I could have rotated it and put it on top of the red image to see which one was larger. If I did that, I would have noticed that the parts are the same size. So the sentence that I say needs to change slightly, here it is. The red part and blue part are equally sized parts of the whole Okay. Another familiar example. Last week, you had looked at this map before. Hopefully you should know that the whole is Europe, well done. Now, what we can do is we can choose different parts of this whole, just like we did with the circles, and we can think about which one is larger than the other. Now there are lots of parts in this map. I'm going to choose just two of those parts. The first part we're going to look at is Portugal. Portugal is written down here on the map and we are going to compare that part with Poland. So looking at those two parts that we've found at the same whole, which part do you think is larger? Can you say out loud using the sentence scaffold on the screen, which part is larger? Have a go. I hope you said that sentence out loud. I'm going to say the sentence. Hopefully the sentence is the same that you just said. Poland is a larger part of the whole than Portugal. Important we're using the sentence scaffold each time we're going to say a larger part of the whole and use that to compare, I'm going to say it one more time. Poland is a larger part of the whole than Portugal. Now your turn, I want you on the same map. So the whole is still Europe. I want you to choose two parts. I want you to think about which is the larger part and then use the sentence Scaffold mmh is a larger part of the whole than mmh, you can say those out loud, or you can write them down. Or if there's someone there next to you, you can say them to them. Off you go, three sentences, say them out loud. I hope you did it. I can't hear you, but hopefully you're joining in and you've identified the three parts that are larger than three other parts of the same whole. Okay. Here, another example again, in previous lessons, we looked at this, the whole this time is the journey, slightly different journeys to last week. This time it goes from Sonny's house and it goes to school. Now, inside this journey, there are lots of different parts and we're going to be comparing them again to each other. So the first part is the journey from Kofi's house to school. We're going to compare that using the sentence scaffolds. So the same one, we're going to compare that to the journey from Ellie's house to school. So have a look at them and think which one is larger. Okay. All right, say it with me. Hopefully we get it right together. So the journey from Ellie's house to school is a larger part of the whole than the journey from house Kofi's to school, quite a long sentence, but it needs to be really specific. Now I'm going to show you a third journey, a third part of the same whole. Here it is on the screen. It's in red. It's down the bottom. This time, the part I've chosen is from Alfie's house to school. Can you use the same sentence sentence stem to compare those parts to pause the video, and see if you can say two new sentence stems about that part that we've just found. Did you do it? I'm going to say both sentence stems that I think you might've said. The journey from Alfie's house to school is a larger part of the whole than the journey from Ellie's house to school. Or you could have said, the journey from our Alfie's house to school is a larger part of the whole than the journey from Kofi's house to school. Both of those sentences are correct. Important that we always put the larger part first if we're going to finish the sentence with is a larger part. In this example, we've got some counters, they're objects that we can see and objects that we can count. So the whole, in this example is the seven counters. Now one part of those seven counters is yellow. The other part of those seven counts are red. So do you think you can complete this sentence scaffold the same one about these counters? Let's have a go together. The red part is a larger part of the whole than the yellow part. Now I'm going to show you another example. Still the same. The whole is still seven counters and now using the colours, yellow and red, I want us to compare the two parts. Is it the same sentence? No, the sentence has changed because the yellow part has got larger. So now say it with me. The sentence is the yellow part is a larger part of the whole than the red part. One more example, has it changed? Let's see the whole is still seven counters and now it's the red part or is the yellow part larger? I'm not sure. Let's check. I can see one yellow. So that must be the six red. I think I know what I'm going to say first. Say it with me. The red part is a larger part of the whole than the yellow part. Now I wonder, do you think, is it possible to make equal sized parts using these counters, have a think, pause a video, have a think to yourself or try and convince someone that's there with you if there's anyone there about if you can make equally sized parts using these counters. Pause the video. What did you think? Is it possible? In this case, if we're using counters, it's not possible. Seven is an odd number. So we cannot make two equally sized parts. Time for you to do some math at home. You're going to use some equipment from the kitchen. So you're going to need the permission of an adult. What I want you to do. If they say you can, I want you to find three identical glasses, cups, or containers. If that's not possible, it's fine. I just want you to draw three cups like I have done here. For all of the examples, whether you're drawing them or you actually have the glasses or containers, the whole is the glass or the container. What I want you to then do is either using water. If someone says you can, I want you to fill each whole in a different way so that the following is true. If you don't have the cups of water, then shade in the patches you draw on so the same things are true. The one on the left, I want the part that is water to be the smallest, the one in the middle, I want the part that is water to be the largest. That means the third one, you have to work out how much water to pour into that or what to shade so that it's true. If that doesn't make sense, I'll show you what I want you to do. Now, here, I've got some glasses. I'm going to tilt this so you can see them. Here, I've got my first glass. Here is my second glass. Here is my third class. They are the same size. That means the same amount of water will fit into each of them. I then want you to pour water into them so that this glass has the smallest part that is water. This glass has the largest part that is water or liquid, and this part also is true, you have to think a bit more carefully about this one. Again, pause the video, have a go at that or draw them, and then I'm going to show you what I think is one way for us to do it. So pause the video and have a go. Now, I'm not using water. I'm using some coloured water so that you can see it. Now, remember this one here has to be the smallest part that is liquid. So I'm going to choose any amount and I've poured it into my glass. This one here has to be the greatest. That means the amount of water, the part that is water or liquid needs to be greater than this. So I'm going to pour it and then I'm going to make sure it becomes greater. Yeah. That's greater. It comes higher up in the glass. Hope you can see that on the video. Now, the final one at the moment, as it is in the moment, there's no liquid in here. So this one is actually a smaller part than this one, but this has to be the smallest. Did you work out how much to pour in? I have to make sure the amount I pour into this class becomes higher than this one, but not higher than this one. I'm just going to bring my head down to check quite hard to see but yet I can see that this is the smallest, this is the greatest, and this is somewhere in the middle. I just showed you with the glasses in front of me, but it was quite hard to see. So what I've done here is I've drawn a picture of my three glasses. I've got glass A, I've got glass B and I've got glass C. This match the previous task. The part that is water is the smallest in glass. The part that is water is the largest in glass B and part C had to be somewhere in between the amount that was the greatest and the amount that was the smallest. What I want you to do now either from your glasses that you have in front of you or for my picture is to write as many sentences as possible about the part that is liquid from what you have in front of you. Now, I want you to use the sentence, mmh is a larger part of the whole than mmh like we had at the beginning and mmh is a lot smaller sorry, part of the whole than mmh, here's an example. I want you to be really specific each time. So I started you off with this one, first tasks to finish this sentence. The water in glass B is a larger part of the whole than the water in part A. You could use the same beginning of that sentence, and you could write another one comparing it to one of the other parts, then do the same, using the language of smaller. Off you go. Okay. Final challenge for you. I want you to find a small glass and fill it with water. Here, I've got my small glass and I've got my coloured liquid here. I'm going to pour it in and I want you to fill it with liquid. That's pretty much where we're going to be really careful. And again, make sure you ask permission before you do this. Now with that part, I'm going to pour it into different size glasses and containers and see what happens. I would do this over a sink if I were you so you don't make any mess. Here, I've got the glass I used before. I'm going to pour this liquid into this glass and then I'm going to describe what I can see. So as carefully as I can, no mess. I'm then going to look at this and I'm going to think, does it fill a large part of the class or does it fil a small part of the glass. Looking carefully, I think that the liquid in here is quite a large plot part of the glass. So I would say the same sentence as before, the water fills a large part of the whole container. You'll go and find different size glasses and fill them with a smaller size glass and decide, does it fill a large part or a small part of that container? Good luck and enjoy.

In this lesson, we will compare the size of parts using the language 'smaller and 'larger'. This will be demonstrated through filling glasses with water

In this lesson, we will compare the size of parts using the language 'smaller and 'larger'. This will be demonstrated through filling glasses with water Resources provided by NCETM (CC BY-NC-SA: https://creativecommons.org/licenses/by-nc-sa/4.0)

Maths

Y3 Maths

Key Stage 2

Year 3

Compare the size of parts when the whole is defined using familiar contexts

Fractions: parts and wholes

UNIT

Explore the whole and part relationship in familiar contexts, using area, linear and quality models

Explore the whole and part relationship and generalise that a part is always smaller than the whole

Explore the Concept of 'Equal' and 'Unequal' Parts

Embed the concept of equal parts and unequal parts

Develop understanding that equal sized parts do not have to look the same

Explore that size of part is relative to the size of the whole using familiar contexts

Consider part whole relationships within the context of quantity models

Build a whole when a part is known

Explore different contexts for building a whole when a part is known

Lesson overview:Compare the size of parts when the whole is defined using familiar contexts

Core Content

Fractions: parts and wholes: