All › Mixed Age Year 3 and 4 Fractions Step 6 Resource Pack

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.

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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.

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.

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