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# Mixed Age Year 3 and 4 Fractions Step 6 Resource Pack ## Step 6: Mixed Age Year 3 and 4 Fractions Step 6

Mixed Age Year 3 and 4 Fractions Step 6 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 3 Fractions on a Number Line and Year 4 Count in Fractions for Spring Block 3.     (0 votes, average: 0.00 out of 5)
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This Mixed Age Year 3 and 4 Fractions Step 6 pack includes:

• Mixed Age Year 3 and 4 Fractions Step 6 Teaching PowerPoint with examples for both year groups.
• Year 3 Fractions on a Number Line Varied Fluency with answers.
• Year 3 Fractions on a Number Line Reasoning and Problem Solving with answers.
• Year 4 Count in Fractions Varied Fluency with answers.
• Year 4 Count in Fractions Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

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

Mathematics Year 4: (4F4) Add and subtract fractions with the same denominator

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.

Differentiation for Year 4 Count in Fractions:
Varied Fluency
Developing Questions to support counting in fractions when completing sequences in ascending order where the sequence increases by one fraction increment, i.e. 1/4, 2/4, 3/4, 4/4. Using mixed numbers and improper fractions.
Expected Questions to support counting in fractions when completing sequences in ascending and descending order where the sequence increases by up to 3 fraction increments, i.e. 3/8, 6/8, 1 1/8. Using mixed numbers and improper fractions.
Greater Depth Questions to support counting in fractions when completing sequences in ascending and descending order where the sequence increases by up to 3 fraction increments, using some denominators that are double or half of the previous fraction. Using mixed numbers and improper fractions.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Identify increments and continue the sequence when counting in fractions in ascending order where the sequence increases by one fraction increment, i.e. 1/4, 2/4, 3/4, 4/4. Using mixed numbers and improper fractions.
Expected Identify increments and continue the sequence when counting in fractions in ascending and descending order where the sequence increases by up to 3 fraction increments, i.e. 3/8, 6/8, 1 1/8. Using mixed numbers and improper fractions.
Greater Depth Identify increments and continue the sequence when counting in fractions in ascending and descending order, including sequences which increase by up to 3 fraction increments using some denominators that are double or half of the previous fraction. Using mixed numbers and improper fractions.

Questions 2, 5 and 8 (Problem Solving)
Developing Find the nth number in a sequence when counting in fractions in ascending order where the sequence increases by one fraction increment, i.e. 1/4, 2/4, 3/4, 4/4. Using mixed numbers and improper fractions.
Expected Find the nth number in a sequence when counting in fractions in ascending and descending order where the sequence increases by up to 3 fraction increments, i.e. 3/8, 6/8, 1 1/8. Using mixed numbers and improper fractions.
Greater Depth Find the nth number in a sequence when counting in ascending and descending order, including sequences which increase by up to 3 fraction increments using some denominators that are double or half of the previous fraction. Using mixed numbers and improper fractions.

Questions 3, 6 and 9 (Reasoning)
Developing Decide and explain whether a statement is correct when counting in fractions in ascending order where the sequence increases by one fraction increment, i.e. 1/4, 2/4, 3/4, 4/4. Using mixed numbers and improper fractions.
Expected Decide and explain whether a statement is correct when counting in fractions in ascending and descending order where the sequence increases by up to 3 fraction increments, i.e. 3/8, 6/8, 1 1/8. Using mixed numbers and improper fractions.
Greater Depth Decide and explain whether a statement is correct when counting in fractions in ascending and descending order, including sequences which increase by up to 3 fraction increments using some denominators that are double or half of the previous fraction. Using mixed numbers and improper fractions.