Making Connections
Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.
Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics.
(National Curriculum in England Framework Document, September 2013, p10)
Connections within Mathematics
Making connections to other topics within this year group

Connect fractions to a clock face and to reading the time. It is quarter past 12. What time will it be two and three quarter hours later?

Begin to extend their knowledge of the number system to include decimal numbers and fractions they have met so far. Make connections with a range of representations, for example: arrow cards, Dienes, bead string, 100 squares.

Understand the difference between fractions as ordinal numbers (as numbers on a number line), fractions as being a special kind of cardinal number (the answer to 1/2 of a number depends on the quantity you are using) and fractions as operators (What is ½ of 30? What is 2/3 of 45?).

Connect fractions to a range of units of measurement. For example how many millilitres in ½ a litre? What is ¾ of 2kg?

Connect fractions to division through the concepts of equal sharing and grouping. For example equal sharing between 2 people results in them having a half each. Equal sharing between four people results in them having a quarter each. OR There are 4 groups of 3 in 12, so 3 must be a quarter of 12.
Making connections to this topic in adjacent year groups
Year 2
Statutory Requirements:

recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity

write simple fractions e.g. ½ of 6 = 3 and recognise the equivalence of 2/4 and 1/2
Year 4
Statutory Requirements:

recognise and show, using diagrams, families of common equivalent fractions

count up and down in hundredths; recognise that hundredths arise when dividing an object by a hundred and dividing tenths by ten.

solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number

add and subtract fractions with the same denominator

recognise and write decimal equivalents of any number of tenths or hundredths

recognise and write decimal equivalents to ¼, ½, 3/4

find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as units, tenths and hundredths

round decimals with one decimal place to the nearest whole number

compare numbers with the same number of decimal places up to two decimal places

solve simple measure and money problems involving fractions and decimals to two decimal places.
Crosscurricular and real life connections
Learners will encounter fractions in:
Sharing: build on children’s earliest experiences of fractions which are associated with sharing food, toys and money etc. with family and friends.
Money – shopping: comparing prices, sales (1/2 price) Measurement: Link to scaling and proportion, for example, halving recipes
Fractions all around us: What fractions can you see in the classroom, around the school, in the local environment? For example, what fraction of the class are boys, girls or adults? What fraction of the class have pets?
Making Links across the curriculum: Read this article on the NCETM website for ideas on a multitude of cross curricular links.