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# National Curriculum: Fractions (including decimals and percentages) Year 3 - Making Connections

Created on 15 October 2013 by ncetm_administrator
Updated on 10 March 2014 by ncetm_administrator

# 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 non-unit 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 two-digit 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.

## Cross-curricular 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?