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# Mixed Age Year 2 and 3 Fractions Step 2 Resource Pack

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

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

### What's included in the Pack?

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

• Mixed Age Year 2 and 3 Fractions Step 2 Teaching PowerPoint with examples for both year groups.
• Year 2 Recognise a Half Varied Fluency with answers.
• Year 2 Recognise a Half and Problem Solving with answers.
• Year 3 Count in Tenths Varied Fluency with answers.
• Year 3 Count in Tenths Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

Mathematics Year 3: (3F10) Solve problems that involve 3F1 - 3F4

Differentiation for Year 2 Recognise a Half:

Varied Fluency
Developing Questions to support recognising a half of objects and shapes including circles and squares, using a vertical line and beginning to use the fraction 1/2.
Expected Questions to support recognising a half of lengths, groups of objects and shapes including circles, triangles and quadrilaterals when the half is shown using a horizontal or vertical line; using the fraction 1/2.
Greater Depth Questions to support recognising a half in lengths, mixed objects and shapes including circles, triangles, quadrilaterals and polygons when the half is shown using a mixture of horizontal, vertical or diagonal lines; using the fraction 1/2.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Explain if an image including one object represents a half.
Expected Explain if an image including a number of objects represents a half.
Greater Depth Explain if an image including a number of mixed objects represents a half.

Questions 2, 5 and 8 (Problem Solving)
Developing Match the halves together and complete the half for the odd one out; using shapes.
Expected Match the halves together and complete the half for the odd one out; using objects.
Greater Depth Match the halves together and complete the half for the odd one out; using objects in different orders and/or mixed objects.

Questions 3, 6 and 9 (Reasoning)
Developing Explain which statement about the half (1/2) of a shape is correct and why.
Expected Explain which statement about the half (1/2) of an object or shape, including circle, triangles and quadrilaterals when the half is shown using a horizontal or vertical line, is correct and why.
Greater Depth Explain which statement about the half (1/2) of an object or shape, including circles, triangles, quadrilaterals and polygons when the half is shown using a mixture of horizontal, vertical or diagonal lines is correct and why.

Differentiation for Year 3 Count in Tenths:
Varied Fluency
Developing Questions to support counting forwards in tenths. Pictorial support provided and numbers are less than 1.
Expected Questions to support counting forwards and backwards in tenths, including counting past ten tenths and linking it to the whole. Some pictorial support provided, and fractions are sometimes written in words.
Greater Depth Questions to support counting forwards and backwards in tenths, including counting past ten tenths and linking it to the whole. No pictorial support provided, and fractions are sometimes written in words.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem solving)
Developing Use the clues to find a fraction. Counting forwards using fractions less than ten tenths.
Expected Use the clues to find a fraction when the starting number is unknown. Counting forwards and backwards past ten tenths in fractions and words.
Greater Depth Use three clues to find a fraction as part of a multi-step problem when the starting number is unknown. Counting forwards and backwards past ten tenths in fractions and words.

Questions 2, 5 and 8 (Reasoning)
Developing Explain if a pictorial representation using tenths is correct. Counting forwards only using fractions.
Expected Explain if a pictorial representation using tenths is correct. Counting forwards and backwards using fractions and words.
Greater Depth Explain if a pictorial representation using tenths is correct when counting beyond the whole. Counting forwards and backwards using fractions and words.

Questions 3, 6 and 9 (Reasoning)
Developing Explain which statement, from two, is correct when counting forwards in tenths less than ten tenths. Written using fractions only.
Expected Explain which statement, from two, is correct when counting forwards and backwards in tenths past tent tenths. Written using a mixture of fractions and words.
Greater Depth Explain which statement, from three, is correct when counting forwards and backwards in tenths past tent tenths. Written using a mixture of fractions and words.

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