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Image fractions

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Number - fractions

Pupils should be taught to:

• recognise, find, name and write fractions , , and of a length, shape, set of objects or quantity
• write simple fractions, for example of 6 = 3 and recognise the equivalence of and

Notes and guidance (non-statutory)

Pupils use fractions as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. They connect unit fractions to equal sharing and grouping, to numbers when they can be calculated, and to measures, finding fractions of lengths, quantities, sets of objects or shapes. They meet as the first example of a non-unit fraction.

Pupils should count in fractions up to 10, starting from any number and using the and equivalence on the number line (for example, 1 , 1 (or 1 ), 1 , 2). This reinforces the concept of fractions as numbers and that they can add up to more than 1.

How to call this example

<%= render "govuk_publishing_components/components/govspeak", {} do %>
  <h3 id="number---fractions-1">Number - fractions</h3>

<p>Pupils should be taught to:</p>

<ul>
<li>recognise, find, name and write fractions <span class="fraction">
  <img alt="1/3" height="27" src="https://www.gov.uk/assets/whitehall/fractions/1_3-fe69761729c6cdf616c7982b834026ddcac0bd05f5260eec5786a64000b31871.png"></span>
, <span class="fraction">
  <img alt="1/4" height="27" src="https://www.gov.uk/assets/whitehall/fractions/1_4-052eceefaa4c6b9ceb93a968cd43c98abda997f5cc0921cba6da54a6939e27be.png"></span>
, <span class="fraction">
  <img alt="2/4" height="27" src="https://www.gov.uk/assets/whitehall/fractions/2_4-36475f1a745ea7815d30bb31eef87e8f4986a7a3114eda2b3f381051a07e01e0.png"></span>
 and <span class="fraction">
  <img alt="3/4" height="27" src="https://www.gov.uk/assets/whitehall/fractions/3_4-281b1fd73cc0a0d5c11f7b2c413ae1d8186d41b31413cad7d7ee3c6f495c7f02.png"></span>
 of a length, shape, set of objects or quantity</li>
  <li>write simple fractions, for example <span class="fraction">
  <img alt="1/2" height="27" src="https://www.gov.uk/assets/whitehall/fractions/1_2-fd84dcded290cee401a0758d5f78a2e031b1c601271d74c7e783e31dfce026d0.png"></span>
 of 6 = 3 and recognise the equivalence of <span class="fraction">
  <img alt="2/4" height="27" src="https://www.gov.uk/assets/whitehall/fractions/2_4-36475f1a745ea7815d30bb31eef87e8f4986a7a3114eda2b3f381051a07e01e0.png"></span>
and <span class="fraction">
  <img alt="1/2" height="27" src="https://www.gov.uk/assets/whitehall/fractions/1_2-fd84dcded290cee401a0758d5f78a2e031b1c601271d74c7e783e31dfce026d0.png"></span>
</li>
</ul>
<div class="call-to-action">
  <h4>Notes and guidance (non-statutory)</h4>

  <p>Pupils use fractions as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. They connect unit fractions to equal sharing and grouping, to numbers when they can be calculated, and to measures, finding fractions of lengths, quantities, sets of objects or shapes. They meet <span class="fraction">
    <img alt="3/4" height="27" src="https://www.gov.uk/assets/whitehall/fractions/3_4-281b1fd73cc0a0d5c11f7b2c413ae1d8186d41b31413cad7d7ee3c6f495c7f02.png"></span>
   as the first example of a non-unit fraction.<br><br>
  Pupils should count in fractions up to 10, starting from any number and using the <span class="fraction">
      <img alt="1/2" height="27" src="https://www.gov.uk/assets/whitehall/fractions/1_2-fd84dcded290cee401a0758d5f78a2e031b1c601271d74c7e783e31dfce026d0.png"></span>
   and <span class="fraction">
      <img alt="2/4" height="27" src="https://www.gov.uk/assets/whitehall/fractions/2_4-36475f1a745ea7815d30bb31eef87e8f4986a7a3114eda2b3f381051a07e01e0.png"></span>
    equivalence on the number line (for example, 1<span class="fraction">
      <img alt="1/4" height="27" src="https://www.gov.uk/assets/whitehall/fractions/1_4-052eceefaa4c6b9ceb93a968cd43c98abda997f5cc0921cba6da54a6939e27be.png"></span>
  , 1<span class="fraction">
      <img alt="2/4" height="27" src="https://www.gov.uk/assets/whitehall/fractions/2_4-36475f1a745ea7815d30bb31eef87e8f4986a7a3114eda2b3f381051a07e01e0.png"></span>
   (or 1<span class="fraction">
      <img alt="1/2" height="27" src="https://www.gov.uk/assets/whitehall/fractions/1_2-fd84dcded290cee401a0758d5f78a2e031b1c601271d74c7e783e31dfce026d0.png"></span>
  ), 1<span class="fraction">
      <img alt="3/4" height="27" src="https://www.gov.uk/assets/whitehall/fractions/3_4-281b1fd73cc0a0d5c11f7b2c413ae1d8186d41b31413cad7d7ee3c6f495c7f02.png"></span>
  , 2). This reinforces the concept of fractions as numbers and that they can add up to more than 1.
  </p>
</div>
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