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
| 1 | Pupils explain how to write a fraction in its simplest form |
| 2 | Pupils reason and apply their knowledge of how to write a fraction in its simplest form |
| 3 | Pupils use their knowledge of how to write a fraction in its simplest form when solving addition and subtraction problems (1) |
| 4 | Pupils use their knowledge of how to write a fraction in its simplest form when solving addition and subtraction problems (2) |
| 5 | Pupils use their knowledge of how to write a fraction in its simplest form when solving multiplication problems |
| 6 | Pupils explain, using an image, how to add related fractions (unit fractions) |
| 7 | Pupils explain what is meant by ‘related fractions’ |
| 8 | Pupils explain, without using an image, how to add related fractions |
| 9 | Pupils use their knowledge of adding related fractions to solve problems in a range of contexts |
| 10 | Pupils explain, with and without using an image, how to subtract related fractions (unit fractions) |
| 11 | Pupils use their knowledge of adding and subtracting related fractions to solve problems in a range of contexts |
| 12 | Pupils explain, with and without using an image, how to add and subtract related fractions (non-unit fractions) |
| 13 | Pupils explain, with and without using an image, how to add and subtract related fractions (non-unit fractions that bridge the whole) |
| 14 | Pupils use their fraction sense to fraction addition, subtraction and comparison |
| 15 | Pupils explain how to add or subtract non-related fractions with different denominators |
| 16 | Pupils use their knowledge of adding or subtracting non-related fractions with different denominators to solve problems in a range of contexts (non related fractions) |
| 17 | Pupils explain how to compare pairs of non-related fractions (converting to common denominators) |
| 18 | Pupils explain how to compare pairs of non-related fractions (using fraction sense) |
| 19 | Pupils explain how to compare pairs of non-related fractions (using common numerators) |
| 20 | Pupils explain which method for comparing non-related fractions is most efficient |
| 21 | Pupils explain how to multiply two unit fractions |
| 22 | Pupils explain how to multiply two non-unit fractions |
| 23 | Pupils explain how to divide a unit fraction by a whole number |
| 24 | Pupils explain how to divide a non-unit fraction by a whole number |
| 25 | Pupils explain when and how to divide efficiently a fraction by a whole number |
| 26 | Pupils explain what percent means |
| 27 | Pupils explain how to represent a percentage in different ways |
| 28 | Pupils explain how to convert percentages to decimals and fractions (with a denominator of 100) |
| 29 | Pupils explain how to convert a percentage to a fraction (without denominator of 100) |
| 30 | Pupils use their knowledge of fraction-decimal-percentage conversions to solve conversion problems in a range of contexts |
| 31 | Pupils use their knowledge of calculating 50%, 10% and 1% of a number to solve problems in a range of contexts |
| 32 | Pupils use their knowledge of calculating common percentages of a number to solve problems in a range of contexts |
| 33 | Pupils use their knowledge of calculating any percentage of a number to solve problems in a range of contexts |
| 34 | Pupils explain how to solve problems where the percentage part and the size of the part is known and the whole is unknown |
| 35 | Pupils explain how to solve problems where the known percentage part and the size of the part changes the whole |
