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Mixed Age Year 2 and 3 Fractions Step 14 Resource Pack

Mixed Age Year 2 and 3 Fractions Step 14 Resources

Step 14: Mixed Age Year 2 and 3 Fractions Step 14 Resource Pack

Mixed Age Year 2 and 3 Fractions Step 14 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Count in Fractions and Year 3 Fractions on a Number Line for Spring Block 5.

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What's included in the Pack?

This Mixed Age Year 2 and 3 Fractions Step 14 pack includes:

  • Mixed Age Year 2 and 3 Fractions Step 14 Teaching PowerPoint with examples for both year groups.
  • Year 2 Count in Fractions Varied Fluency with answers.
  • Year 2 Count in Fractions Reasoning and Problem Solving with answers.
  • Year 3 Fractions on a Number Line Varied Fluency with answers.
  • Year 3 Fractions on a Number Line Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 2: (2F1a) Recognise, find, name and write fractions 1/3 , 1/4 , 2/4 and 3/4 of a length, shape, set of objects or quantity

Mathematics Year 2: (2F1b) Write simple fractions for example, 1/2 of 6 = 3

Mathematics Year 2: (2F2) Recognise the equivalence of 2/4 and 1/2

Mathematics Year 3: (3F1c) Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators

Differentiation for Year 2 Count in Fractions:

Varied Fluency
Developing Questions to support counting in 1/2, 1/3 and 1/4. When a number line is used, all increments are labelled.
Expected Questions to support counting in 1/2, 1/3 and 1/4. When a number line is used, not all increments are labelled.
Greater Depth Questions to support counting in 1/2, 1/3 and 1/4. When a number line is used, minimal increments are labelled. Counting forwards and backwards.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Prove if a suggested answer is correct. All fractions on the number line labelled.
Expected Prove if a suggested answer is correct. Counting forwards and backwards, not all fractions on the number line labelled.
Greater Depth Prove if a suggested answer is correct. Counting forwards and backwards when the number line is not labelled.

Questions 2, 5 and 8 (Problem Solving)
Developing Complete the missing fractions in sequences which count forwards only.
Expected Complete the missing fractions in sequences which count forwards or backwards.
Greater Depth Complete the missing fractions in sequences which count forwards or backwards beyond one whole.

Questions 3, 6 and 9 (Problem Solving)
Developing Apply knowledge of counting in fractions to determine a quantity in a word problem. Pictorial support provided.
Expected Apply knowledge of counting in fractions to determine a quantity in a word problem. Some pictorial support provided.
Greater Depth Apply knowledge of counting in fractions to determine a quantity in a word problem. No pictorial support.

Differentiation for Year 3 Fractions on a Number Line:
Varied Fluency
Developing Questions to support using a number line to represent fractions greater than one using halves, thirds and quarters. All divisions on the number line are marked and labelled. Images given to support.
Expected Questions to support using a number line to represent fractions greater than one using various fractions up to tenths. All divisions on the number line are marked and labelled. No images given.
Greater Depth Questions to support using a number line to represent fractions greater than one using various fractions up to tenths. Not all divisions on the number line are marked or labelled for the given fraction. No images given.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Create and use a number line to represent fractions more than one. Counting forwards only, using halves, thirds and quarters.
Expected Create and use a number line to represent fractions more than one. Counting forwards or backwards, using various fractions up to tenths.
Greater Depth Create and use a number line to represent fractions more than one as part of a two-step problem. Counting forwards and backwards, using various fractions up to tenths.

Questions 2, 5 and 8 (Problem solving)
Developing Use a blank number line to represent a person’s journey with one stop. Fractions up to one, using halves, thirds and quarters.
Expected Use a blank number line to represent a person’s journey with two stops. Fractions up to one.
Greater Depth Use a blank number line to represent a person’s journey with multiple stops. Fractions up to one.

Questions 3, 6 and 9 (Reasoning)
Developing Explain a misconception about the use of a number line to represent fractions more than one using halves, thirds and quarters. Images given to support.
Expected Explain a misconception about the use of a number line to represent fractions more than one using various fractions up to tenths. All divisions on the number line marked and labelled. No images given.
Greater Depth Explain a misconception about the use of a number line to represent fractions more than one, using various fractions up to tenths. Not all divisions on the number line marked or labelled for the given fraction. No images given.

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