Lesson Plan

Operations with Fractions Assessment - Year 5 and Year 6

Teach Starter Publishing
60 mins | Suitable for years: 5 - 6

An assessment task in which students will demonstrate an understanding of operations involving fractions.

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Curriculum

  • VC2M4N03

    Find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation <ul> <li>extending fraction families within collections of materials, for example, by seeing 3/4 as 3 in each 4, showing this within related fractions like 6/8 or seeing that 2/5 means 2 in each 5 so it can be shown within 4/10</li> <li>creating models of equivalent fractions by subdividing capacity measures into smaller fractions; for example, half a cup of flour could be shown as two-quarters or four-eighths of a cup of flour</li> <li>folding paper to show equivalence between different fractions; for example, folding A4 paper in half and half again, repeating to form eighths and demonstrating that 4/8 = 2/4 = 1/2; or folding paper strips into fifths and tenths, and recording as both fractions and decimals</li> <li>identifying and using the connection between fractions of metres and decimals; for example, finding 1/4 of a metre and connecting this to 0.25 metres or 25 centimetres, or finding 1/10 of a metre and connecting this with 0.10 metres or 10 centimetres</li> <li>using array diagrams to show the relationship between fractions and division and multiplication of natural numbers, for example, 3 × 4 = 12, 12 ÷ 4 = 3,1/4 of 12 is 3, 1/3 of 12 is 4</li> </ul>

  • VC2M4N04

    Count by multiples of quarters, halves and thirds, including mixed numerals; locate and represent these fractions as numbers on number lines <ul> <li>cutting objects such as oranges or sandwiches into quarters and counting by quarters to find the total number, and saying the counting sequence ‘one-quarter, two-quarters, three-quarters, four-quarters or one-whole, five-quarters or one-and-one-quarter, six-quarters or one-and-two-quarters … eight quarters or two-wholes ...’</li> <li>subdividing the sections between whole numbers on parallel number lines so that one shows halves, another shows quarters and one other shows thirds; and counting the fractions by jumping along the number lines, and noticing when the count is at the same position on the parallel lines</li> <li>converting mixed numerals into improper fractions and vice versa, and representing mixed numerals on a number line</li> <li>using a number line to represent and count in tenths, recognising that 10 tenths is equivalent to one</li> </ul>

  • VC2M5N03

    Compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line <ul> <li>using pattern blocks to represent equivalent fractions; selecting one block or a combination of blocks to represent one whole, and making a design with shapes; and recording the fractions to justify the total</li> <li>creating a fraction wall from paper tape to model and compare a range of different fractions with related denominators, and using the model to play fraction wall games</li> <li>connecting a fraction wall model and a number line model of fractions to say how they are the same and how they are different; for example, explaining 1/4 on a fraction wall represents the area of one-quarter of the whole, while on the number line 1/4 is identified as a point that is one-quarter of the distance between zero and one</li> <li>using an understanding of factors and multiples as well as equivalence to recognise efficient methods for the location of fractions with related denominators on parallel number lines; for example, explaining on parallel number lines that 2/10 is located at the same position on a parallel number line as 1/5 because 1/5 is equivalent to 2/10</li> <li>converting between mixed numerals and improper fractions to assist with locating them on a number line</li> </ul>

  • VC2M5N05

    Solve problems involving addition and subtraction of fractions with the same or related denominators, using different strategies <ul> <li>using different ways to add and subtract fractional amounts by subdividing different models of measurement attributes; for example, adding half an hour and three-quarters of an hour using a clock face, adding a 3/4 cup of flour and a 1/4 cup of flour, subtracting 3/4 of a metre from 2 1/4 metres</li> <li>representing and solving addition and subtraction problems involving fractions by using jumps on a number line, or bar models, or making diagrams of fractions as parts of shapes</li> <li>using materials, diagrams, number lines or arrays to show and explain that fraction number sentences can be rewritten in equivalent forms without changing the quantity, for example, 1/2 + 1/4 is the same as 2/4 + 1/4</li> </ul>

  • VC2M6N03

    Apply knowledge of equivalence to compare, order and represent common fractions, including halves, thirds and quarters, on the same number line and justify their order <ul> <li>applying factors and multiples to fraction denominators (such as halves with quarters, eighths and twelfths, and thirds with sixths, ninths and twelfths) to determine equivalent representations of fractions in order to make comparisons</li> <li>representing fractions on the same number line, paying attention to relative position, and using this to explain relationships between denominators</li> <li>explaining equivalence and order between fractions using number lines, drawings and models</li> <li>comparing and ordering fractions by placing cards on a string line across the room and referring to benchmark fractions to justify their position; for example, 5/8 is greater than 1/2 can be written as 5/8 > 1/2, because half of 8 is 4; 1/6 is less than 1/4, because 6 > 4 and can be written as 1/6 < 1/4</li> </ul>

  • VC2M6N05

    Solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions <ul> <li>representing addition and subtraction of fractions, using an understanding of equivalent fractions and methods such as jumps on a number line, or diagrams of fractions as parts of shapes</li> <li>determining the lowest common denominator using an understanding of prime and composite numbers to find equivalent representation of fractions when solving addition and subtraction problems</li> <li>calculating the addition or subtraction of fractions in the context of real-world problems (for example, using part cups or spoons in a recipe), using the understanding of equivalent fractions</li> <li>understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions; for example, using fraction overlays and number lines to give meaning to adding and subtracting fractions with related and unrelated denominators</li> </ul>

Author

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Stephanie (Teach Starter)
Teach Starter Publishing

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