up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 add and subtract fractions with the same denominator within one [for example, 5/7 + 1/7 = 6/7] Themes Possible key learning points Develop knowledge of place value Recognise that tenths arise from dividing a number or object into ten equal parts Explore decimals Write tenths as a fraction and as a decimal Calculate with fractions up in tenths Count down in tenths Add fractions with the same denominator within one whole Bring on the Maths+: Lower Key Stage 2 Subtract fractions with the same denominator within one whole Fractions & decimals: Counting in tenths Prerequisites Mathematical language Pedagogical Understand place value in numbers up to 1000 Place value Pupils will need to know the value headings of tenths. Connect the ten times table to place value Tenth Some countries use a comma for a decimal point. Recognise and write unit and non-unit fractions Understand unit and non-unit fractions as numbers on a number line Decimal It is important to start at different numbers when counting up and down in tenths. Divide Counting should be practised as part of everyday practice: choral Fraction counting should not be restricted to this unit. Unit fraction Pictorial representations of calculations involving the addition and subtraction are essential for pupils to understand why only the Non-unit fraction numerators are added or subtracted, not the denominators (e.g. of 5 ‘1 equal parts’ add 2 of 5 equal parts’ equals of 5 equal parts’) ‘ ‘3 Numerator NCETM: Denominator NCETM: Add Subtract Common approaches Notation Pupils are expected to use horizontal bar notation for fractions Decimal point Teachers and pupils adopt the mantra: say one fifth we think one of ‘We t notation for tenths five equal parts; we say two fifths, we think two of five equal parts, etc’ Horizontal bar for fractions Diagonal bar for fractions
up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 add and subtract fractions with the same denominator within one [for example, 5/7 + 1/7 = 6/7] Themes Possible key learning points Develop knowledge of place value Explore decimals Calculate with fractions Bring on the Maths+: Lower Key Stage 2 Fractions & decimals: Counting in tenths Recognise that tenths arise from dividing a number or object into ten equal parts Write tenths as a fraction and as a decimal up in tenths Count down in tenths Add fractions with the same denominator within one whole Subtract fractions with the same denominator within one whole Prerequisites Mathematical language Pedagogical Understand place value in numbers up to 1000 Connect the ten times table to place value Recognise and write unit and non-unit fractions Understand unit and non-unit fractions as numbers on a number line Place value Tenth Decimal Divide Fraction Unit fraction Non-unit fraction Numerator Denominator Add Subtract Notation Decimal point t notation for tenths Horizontal bar for fractions Diagonal bar for fractions Pupils will need to know the value headings of tenths. Some countries use a comma for a decimal point. It is important to start at different numbers when counting up and down in tenths. Counting should be practised as part of everyday practice: choral counting should not be restricted to this unit. Pictorial representations of calculations involving the addition and subtraction are essential for pupils to understand why only the numerators are added or subtracted, not the denominators (e.g. ‘1 of 5 equal parts’ add ‘ 2 of 5 equal parts’ equals ‘3 of 5 equal parts’) NCETM: NCETM: Common approaches Pupils are expected to use horizontal bar notation for fractions Teachers and pupils adopt the mantra: ‘We say one fifth we think one of five equal parts; we say two fifths, we think two of five equal parts, etc’
Scheme-of-Learning-Maths-KS41.docx