Year 5 - Maths
Use representations to describe and compare fractions
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 use representations to describe and compare fractions.
Key Notes
- When you compare fractions, the whole must be the same.
- Use representations of sets of objects to divide them into equal parts.
- Count how many objects are in the number of parts needed.
- The whole has been divided into __ equal parts and you have __ of them.
Vocabulary To Learn
- Divided: When something is divided, it is split into equal parts or groups.
- Equal parts: Equal parts can be combined to make a whole.
- Numerator: The numerator is the top number in a fraction and shows how many equal parts we have.
- Denominator: The denominator is the bottom number in a fraction and shows how many equal parts the whole has been divided into.
Common Mistakes To Avoid
- Children may still be building understanding that the same fraction can be represented and recorded in different ways. They may still think that the larger the denominator, the larger the fraction.
3 Quick Questions (With Answers)
1. Solve this in steps: explain the method from this lesson and why each step matters.
When you compare fractions, the whole must be the same. Use representations of sets of objects to divide them into equal parts.
2. Use this key word in a maths sentence and explain it clearly. 'Divided'
When something is divided, it is split into equal parts or groups. Use this word when showing your method, then check your final answer is reasonable.
3. Spot and fix this common maths mistake.
Mistake: Children may still be building understanding that the same fraction can be represented and recorded in different ways. They may still think that the larger the denominator, the larger the fraction. Correction: Make use of the stem sentences to support understanding of how the recording of the fraction relates to the images and contexts used. Model the use of the keywords numerator and denominator and encourage children to use them in explanations.
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
- Identify and describe patterns in the number system 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 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
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