The PowerPoint file contains slides you can use in the classroom to support each of the learning outcomes for this unit, listed below.
The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.
Learning outcomes
| # | Title |
|---|---|
| 1 | Pupils explain the relationship between repeated addition of a proper fraction and multiplication of fractions (unit fractions) |
| 2 | Pupils explain the relationship between repeated addition of a proper fraction and multiplication of fractions (non-unit fractions) |
| 3 | Pupils multiply a proper fraction by a whole number (within a whole) |
| 4 | Pupils multiply a proper fraction by a whole number (greater than a whole) |
| 5 | Pupils multiply an improper fraction by a whole number |
| 6 | Pupils multiply a mixed number by a whole number (product is within a whole) |
| 7 | Pupils multiply a mixed number by a whole number (product is greater than a whole) |
| 8 | Pupils find a unit fraction of a quantity |
| 9 | Pupils explain the relationship between finding a fraction of a quantity and multiplying a whole number by a unit fraction |
| 10 | Pupils explain the relationship between dividing by a whole number and multiplying a whole number by a unit fraction |
| 11 | Pupils use their knowledge of multiplying a whole number by a unit fraction to solve problems |
| 12 | Pupils find a non-unit fraction of a quantity (mental calculation) |
| 13 | Pupils find a non-unit fraction of a quantity (written calculation) |
| 14 | Pupils multiply a whole number by a proper fraction |
| 15 | Pupils explain when a calculation represents scaling down and when it represents repeated addition |
| 16 | Pupils find the whole when the size of a unit fraction is known |
| 17 | Pupils find a unit fraction when the size of a non-unit fraction is known |
| 18 | Pupils find the whole when the size of a non-unit fraction is known |
| 19 | Pupils find the unit fraction when the size of a non-unit fraction is known |
| 20 | Pupils use representations to describe and compare two fractions (1/4 and 3/12) |
| 21 | Pupils use representations to describe and compare two fractions (1/5 and 5/10) |
| 22 | Pupils use representations to describe and compare two fractions (pouring context) |
| 23 | Pupils correctly use the language of equivalent fractions |
| 24 | Pupils explain the vertical relationship between numerators and denominators within equivalent fractions (1/5, 1/3 and equivalent) |
| 25 | Pupils use their knowledge of the vertical relationship to solve equivalent fractions problems |
| 26 | Pupils explain the horizontal relationship between numerators and denominators across equivalent fractions (1/5, 1/3 and equivalent) |
| 27 | Pupils explain the relationship within families of equivalent fractions |
| 28 | Pupils use their knowledge of equivalent fractions to solve problems |
| 29 | Pupils explain and represent how to divide 1 into different amounts of equal parts |
| 30 | Pupils identify and describe patterns within the number system |
| 31 | Pupils use their knowledge of common equivalents to compare fractions with decimals |
| 32 | Pupils practise recalling common fraction-decimal equivalents |
| 33 | Pupils use their knowledge of common fraction-decimal equivalents to solve conversion problems in a range of contexts |
| 34 | Pupils use their knowledge of common equivalents to compare fractions with decimals beyond one |
| 35 | Pupils use their knowledge of simplifying calculations by substitution to solve problems in a range of contexts |
