# Fractions and percentages

Unit 7 – 6 weeks

Primary
KS2
Year 6

Curriculum

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 |