﻿Hello, everyone, my name is Mrs. Doolin, and I will be teaching you your math lesson today. This lesson is lesson five on fractions. Let's start by reviewing the practise activity that you had at the end of the last lesson with Mr. Johnson. You had to work out what fraction of the orange Pawel and Dominika had once they shared it. Let's use these stem sentences to help us answer. Orange is divided into eight equal parts, because there are eight equal parts of the orange. Pawel has one, two, three, four, five. Pawel has five parts. He has 5/8 of the whole. So Powell has 5/8 of the whole orange. Now let's have a look at what Dominika has. Dominika has one, two, three, three parts. She has 3/8 of the whole orange. So Pawel has 5/8. Dominika has 3/8. And hopefully you got that too, when working on this at home. Let's review how we write non unit fractions. Look at the image on the screen. How many equal parts are there? How many are shaded? How would we write this as a fraction? Let's go through. The whole has been divided into six equal parts. Five of the parts are shaded. That means that this image is showing us 5/6. And this is how we would write the fraction 5/6. Let's do this question together. It says shade this fraction on the diagram. The fraction is 4/5. First, let's count how many equal parts there are. One. two, three, four, five. I've counted five equal parts. So the whole has been divided into five equal parts. Now let's think about how many need to be shaded. If I have 4/5, that means four of the parts are shaded. That is 4/5 of the whole. I have shaded in 4/5 of this diagram. Let's practise that again. It says shade this fraction on the diagram. The fraction is 11/15. First, we need to count how many equal parts there are. One two, three, four, five, six, seven, eight, nine, 10, 11 12, 13, 14 15. I've counted 15 equal parts. So the whole has been divided into 15 equal parts. Now let's think about how many of those equal parts need to be shaded in. If I have 11/15, that means 11 of the parts are shaded. That is 11/15 of the whole. Let's look at this last one together. It says shade this fraction on the diagram. The fraction is 7/11. Can you work out what 7/11 of this diagram will look like when it's shaded? How would we fill in these sentence stems? Pause the video now to have a go at this at home. Can you visualise what 7/11 would look like when shaded in? How would you fill in those sentence stems? I hope you've had a chance to do this at home. Let's go through it together now. First of all, we need to count up how many equal parts there are. One, two, three, four, five, six, seven, eight, nine, 10, 11. There are 11 equal parts. The whole has been divided into 11 equal parts. Now, what did you visualise 7/11 would look like? How many equal parts needed to be shaded in? Well, seven of the parts are shaded. It doesn't matter which seven parts are shaded, as long as seven of them are shaded in. This is just my example. You might've thought to something different. That is 7/11 of the whole. Let's look at this different question together. It says, which model shows 5/7 shaded? So you have a bar model, a model with hearts, and you've got a shape in the left-hand corner there. Can you pause the video now and have a think about which model shows 5/7 shaded? If you think one of them doesn't show 5/7, can you explain why? Pause the video now and half a go. Did you manage to look at all of these models and work out which one was 5/7 shaded? Let's go through it together now. The first one, the bar model, does not show 5/7. It has 12 equal parts. Five of the parts are shaded and seven are not. But this doesn't show 5/7, because the whole has been divided into 12 equal parts. The bar model is showing 5/12 shaded in. Now let's have a look at the hearts. Do the hearts show 5/12 shaded in? Well, they don't either. The whole has been divided into seven equal parts, because there are seven hearts. Only two of the hearts are shaded. That means that 2/7 of the heart are shaded and 5/7 of the hearts are not shaded. Now let's look at this model here. This is a heptagon. A heptagon is a seven sided shape. The heptagon has been divided into seven equal parts, and five of them have been shaded in. So the heptagon is showing 5/7. It doesn't matter which of the five equal parts are shaded in, as long as there are five equal parts shaded in. This is your practise activity for this lesson. Let's look at it together. It says, which model shows 3/5 shaded? You've got a square shape, a triangle shape and a circle shape. Which one is showing 3/5 shaded? Can you explain your thinking? Can you explain why or why not the models are showing 3/5 shaded? We will go over this at the start of the next lesson. Another practise activity that you can do after this lesson is use objects around your house to represent three quarters. Now I had a go at doing this activity around my house. Let's see what I came up with. I got four spoons and I put three of them in a bowl. Three quarters of my spoons are in a bowl. I then raided my colouring pen drawer, and I got out some colouring pens. I got that four colouring pens. Three of them are orange, and one of them is blue. Three quarters of my colouring pens are orange. I then went back to the kitchen and I got out some cups. I got out four of the same cups, and I filled three of them with Squash. Three quarters of my cups are filled with Squash. So those are the examples that I came up with, with objects around my house, to represent three quarters. What objects can you use around your house to represent three quarters? What would the three represent? What would the four represent? What different ways can you think of to represent three quarters? We will look forward to seeing them, and I hope you have fun with that. And I will see you soon.

In this lesson, we will represent non-unit fractions in given wholes. We will shade shapes to represent different non-unit fractions, and create mathematical statements about each shape.

In this lesson, we will represent non-unit fractions in given wholes. We will shade shapes to represent different non-unit fractions, and create mathematical statements about each shape. 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

Representing non-unit fractions

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

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:Representing non-unit fractions

Core Content

Taking fractions further: