﻿Hello, again everyone it's me again Mrs. Coxon and I'm going to take you through today's math lesson. So for this lesson, you are going to need some six small things that are the same. So it could be six sweets or six pieces of pasta or six buttons, whatever you've got at home. So you can pause your video now so that you can go and get these and when you've got them come back and join us. Great, did you find some things to use? Just put those to one side so we're going to start by seeing how you got on with the task that I set you with the last lesson. Was it a bit tricky? I bet you managed it fine. Let's go through the first one together so here we can see the five eighths of the whole set and five of those parts are shown here. So that represents five eighths of the whole so this also tells us that the whole set must be made up of eight parts, which is eight eights. So let's use what we know to find out what one eighth is, the whole set is made up of eight equal parts and one of those parts represents one eighth of the whole. So can you see how the unit fraction has come from the whole, this star down here at the bottom is one eighth of the whole set. Well done, did you get that? Fantastic, okay, let's try the next one little bit tricky this time. So here we can see that two thirds of the whole set we asked you to find what one third of the set is. First, let's think about our whole set now we can see that the whole is made up of three equal parts and three of those parts is three thirds of the set, did you manage your or one third? Let's use our STEM sentence to help, the whole is made of a three equal parts and one of those parts is ringed and that is one third of the whole. So we can see how that is there at the bottom again can you see where the unit fraction has come from? It's common as part of that whole well done if you got that one and the final question, here you were shown two thirds of a ribbon did you manage to draw one third? Let's see, so the whole is made up of three equal parts we have three thirds and one of those parts is ringed and that is one third of the whole. Fantastic, if you got that, look again carefully to see where that third has come from, brilliant, well done. Well, time to move on with our learning now. Okay, here I have a packet of sweets which I have opened and here they are on my screen I have how many sweets are in my whole pack? That's right, we've got six sweets in my whole pack and I'm going to split my sweets into equal parts. I want you to have a thing about what fraction of the whole is each sweet what fraction of the whole pack is each sweet? That's right, each suite is one-sixth of the whole so we have split our hole into six equal parts so our unit fraction is one six of the whole. So let's count the parts and you can join in with me so you can line up your sweets or your buttons or your pasta pieces like mine on the screen and you might even want to draw six boxes like I have so that you can place your sweets inside are you ready to count? Okay, here we go, one one-sixths, two one-sixth, three one-sixths, four one-sixths, five one-sixths, six one-sixths, fabulous, well done. Okay, you can take your sweets out of your boxes again now and now we're going to have a go at dividing our pack of sweets or dividing our whole in different ways. So first, can you use your six small things, your six sweet, six pieces of pasta, six buttons whatever you have, can you use them to make three one sixth here we go and here's how we write three sixth. So that's three one sixth which is the same as three sixth we can say it both ways. Okay, now can you make four one-sixths, super well done and finally, I want you to make six one-sixth or six sixth. That's interesting, I want you to have a think about six one-sixth, is there anything that you notice? That's right, six one-sixth is the whole pack the whole packet of sweets, we have all of the parts. Let's have a closer look okay, are you ready to count with me? Here we go, one one-sixth, two one-sixths, three one sixths, four one-sixths, five one-sixths, six one-sixths, we have all of the parts. So, what do you notice about the numerator and the deniminator can you see it? That's right, the numerator and the denominator are the same. So the whole has been divided into six equal parts and we have all six of those parts. So we have the whole six one sixths or six sixths is the same as the whole we have the whole pack of sweets. So let's look at another example together now here my whole has been divided into five equal parts so each part is, that's right, one-fifth the unit fraction is one fifth are you ready to count with me? Here we go, one one-fifths, two one-fifth, three one-fifths, four one-fifths, five one-fifths. So our whole has been divided into five equal parts each part is one-fifth and here on our last bar we have all of the parts what do you notice about five fifths? Have a look at the denominator and the numerator, can you see it? That's right, the denominator and the numerator are the same. Okay, I've got a different diagram for you now let's have a look at this shape how many equal parts can you see all together? That's right, there are nine so can you say my STEM sentence with me? We have split our whole into nine equal parts so our unit fraction is one-ninth. Well done, let's count together so we're going to count each part using our unit fractions. So here we go, one one-ninth, two one-ninths, three one-ninths, four one-ninths, five one-ninths, six one-ninths, seven one-ninths, eight one-ninths, nine one-ninths and how many parts of them make the whole? That's right, nine one-ninths all nine parts make the whole, well done. So we have all of the nine parts together, nine ninths it's the same as the whole. Let's say that together 'cause that's really important when we have all of the parts we have the whole nine ninths is equal to the hole. So I've got an egg box now and can you be thinking what our unit fraction is let's say our STEM sentence together and this time I'm not going to reveal the answers for you. So how do you think, we have slitter whole into 12 equal parts so our unit fraction is one 12th so let's count now in one twelfths one one-12th, two one-12ths, three one-12ths, four one-12ths, five one-12ths, six one-12ths, seven one-12ths, eight one-12ths, nine one-12ths, 10 one-12ths, 11 one-12ths, 12 one-12ths and we have all 12 12ths the whole egg box is full. So we have one whole egg box full of eggs which makes our wholes 12 one-12ths is equivalent to the whole. So if we look back at each of our examples again what do you notice about the numerators and denominators? What do you think we can say about this? When the numerator and the denominator are the same the fraction is equivalent to one whole. Let's say that together say it with me when the numerator and the denominator are the same the fraction is equivalent to one whole well done if you joined in there. If the whole is divided into five equal parts then five of those parts make the whole. If the whole is divided into nine equal parts then nine of those parts make the whole and if the whole is divided into 12 equal parts then 12 of those parts make the whole, let's try one more. What if the whole is divided into 269 equal parts that's right, 269 of those parts make the whole well done if you joined in there. Now I think we discovered something really important here when the numerator and denominator are the same. So let's see if we can apply this new learning to what I have here. So I've got some fractions, but the numerators are missing let's use our STEM sentence each time and see if we can fill in the missing numerators to make the fractions equivalent to a whole. So, let's take the first one if the whole is divided into 15 parts then 15 of those parts make the whole let's try the next one. If the whole is divided into 49 parts then 49 of those parts make the whole. If the whole is divided into six equal parts then six of those parts make the whole and the last one if the whole is divided into two equal parts then two of those parts make the whole, fantastic. You've done really well thinking about what happens when the numerator and the denominator are the same. So, when the numerator and the denominator are the same the fraction is equivalent to one whole. That's going to really help us with our learning of fractions and you might want some write that down somewhere so that you can come back to it. Well, it's almost time to finish, but I'm going to leave you with this task for you to complete before the next lesson let's have a quick look at what you'll need to do. What do you notice? That's right, we have our denominators but all our numerators are missing all these fractions have missing numerators. So, in the first column, you will need to write a unit fractions with these denominators so that's a bit I'm sure. In the second column I want you to think of a fraction with these denominators that is quite a small part of the whole. So here we have 18th, 18 as our denominator so I think small parts of the whole could be three 18ths bit of a clue for that one. The next column is a fraction that is a large part of the whole and finally, in the last column I want you to think about today's learning that we've been at really important learning we've done today and I want you to write a numerator so that your fraction is equivalent to the whole you got that, excellent, so well done for today and it's time for me to say goodbye now. So, take care, bye bye.

In this lesson, we will generalise about fractions equivalent to one whole. We will make statements that compare the numerator and denominator of fractions equivalent to one whole.

In this lesson, we will generalise about fractions equivalent to one whole. We will make statements that compare the numerator and denominator of fractions equivalent to one whole. 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

Fractions equivalent to one whole

Taking fractions further

UNIT

Building wholes

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

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:Fractions equivalent to one whole

Core Content

Taking fractions further: