Year 5 - Maths
Identify and describe patterns in the number system
Comparing fractions using equivalence and decimals
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit pupils will use representations to describe and compare two fractions. They will explain the relationship within families of equivalent fractions and use their knowledge of common equivalents to compare fractions with decimals.
Lesson Summary
You will learn to identify and describe patterns in the number system.
Key Notes
- The pattern of counting in 50s can be seen in whole numbers and decimals.
- The pattern of counting in 25s can be seen in whole numbers and decimals.
- The pattern of counting in 20s can be seen in whole numbers and decimals.
Vocabulary To Learn
- Equal parts: When we divide, we split an object, number or quantity into equal parts. Each equal part will have the same value as the others in the whole.
- Divide: When we divide, we split an object, number or quantity into equal parts.
Common Mistakes To Avoid
- Pupils may not see the connection between the common divisions of 1,000, 100, 10 and 1 and they may not see the multiplication sign representing the word of when reading the equations.
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
The pattern of counting in 50s can be seen in whole numbers and decimals. The pattern of counting in 25s can be seen in whole numbers and decimals.
2. Use this key word in a maths sentence and explain it clearly. 'Equal parts'
When we divide, we split an object, number or quantity into equal parts. Each equal part will have the same value as the others in the whole. Use this word when showing your method, then check your final answer is reasonable.
3. Spot and fix this common maths mistake.
Mistake: Pupils may not see the connection between the common divisions of 1,000, 100, 10 and 1 and they may not see the multiplication sign representing the word of when reading the equations. Correction: Allow pupils time to explore the representations of the divisions of 1,000, 100, 10 and 1 alongside each other. Encourage the equations to be read using multiplied by and also of which is more commonly used with fractions of amounts.
More Lessons In This Unit
- Explain and represent how to divide 1 into different numbers of equal parts Study Guide
- Explain the relationship between numerators and denominators across equivalent fractions Study Guide
- Explain the relationship between numerators and denominators in equivalent fractions Study Guide
- Explain the relationship within families of equivalent fractions Study Guide
- Recall common fraction-decimal equivalents Study Guide
- Solve problems using fraction-decimal equivalents Study Guide
- Use knowledge of common equivalents to compare fractions and decimals Study Guide
- Use representations to describe and compare fractions Study Guide
- Use representations to describe and compare two fractions Study Guide
- Use representations to describe and compare two fractions in a continuous context Study Guide
- Use the language of equivalent fractions correctly Study Guide
- Use the relationship between the numerator and denominator in equivalent fractions to solve problems Study Guide
- Use the relationship between the numerator and denominator to simplify fractions Study Guide
- Use understanding of equivalent fractions to solve problems Study Guide
Browse all guides in the Year 5 Maths guide library.