﻿ Mixed Age Year 4 and 5 Fractions Step 14 Resource Pack | Classroom Secrets

# Mixed Age Year 4 and 5 Fractions Step 14 Resource Pack ## Step 14: Mixed Age Year 4 and 5 Fractions Resource Pack

Mixed Age Year 4 and 5 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 4 Subtract 2 Fractions and Year 5 Subtract Fractions for Spring Block 3.     (0 votes, average: 0.00 out of 5)
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This Mixed Age Year 4 and 5 Fractions Step 3 pack includes:

• Mixed Age Year 4 and 5 Fractions Step 3 Teaching PowerPoint with examples.
• Year 4 Subtract 2 Fractions Varied Fluency with answers.
• Year 4 Subtract 2 Fractions Reasoning and Problem Solving with answers.
• Year 5 Subtract Fractions Varied Fluency with answers.
• Year 5 Subtract Fractions Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

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

Differentiation for Year 4 Subtract 2 Fractions:

Varied Fluency
Developing Questions to support subtracting 2 fractions with the same denominator; no mixed numbers or improper fractions. Images provided for support
Expected Questions to support subtracting 2 fractions with the same denominator, with mixed numbers and improper fractions. Images provided for support.
Greater Depth Questions to support subtracting 2 fractions where some of the denominators are double or half the starting fraction. Using mixed numbers and improper fractions. No images provided.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Explain a mistake in a word problem involving subtracting 2 fractions with the same denominator, no mixed numbers or improper fractions.
Expected Explain a mistake in a word problem involving subtracting 2 fractions with the same denominator, with mixed numbers or improper fractions.
Greater Depth Explain a mistake in a word problem involving subtracting 2 fractions where some of the denominators are double or half the starting fraction. Using mixed numbers and improper factions.

Questions 2, 5 and 8 (Problem Solving)
Developing Choose from 3 digit cards to solve a subtraction problem with 2 fractions with the same denominator, no mixed numbers or improper fractions.
Expected Choose from 4 digit cards to solve a subtraction problem with 2 fractions with the same denominator, with mixed numbers or improper fractions.
Greater Depth Choose from 5 digit cards to solve a subtraction problem with 2 fractions where some of the denominators are double or half the starting fraction. Using mixed numbers and improper fractions.

Questions 3, 6 and 9 (Reasoning)
Developing Explain a mistake in a calculation involving subtracting 2 fractions with the same denominator, no mixed numbers or improper fractions. Images provided for support.
Expected Explain a mistake in a calculation involving subtracting 2 fractions with the same denominator, with mixed numbers and improper fractions. Images provided for support.
Greater Depth Explain a mistake in a calculation involving subtracting 2 fractions where some of the denominators are double or half the starting fraction. Using mixed numbers and improper fractions. No images provided.

Differentiation for Year 5 Subtract Fractions:

Varied Fluency
Developing Questions to support subtracting fractions where the denominator is double or half of the starting fraction.
Expected Questions to support subtracting fractions where the denominators are direct multiples of each other.
Greater Depth Questions to support subtracting fractions where the denominators are not direct multiples but share a common factor.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Arrange the digit cards to complete the fractions in the subtraction number sentence where the denominator is double or half of the starting fraction.
Expected Arrange the digit cards to find the missing fractions in the subtraction number sentence where the denominators are direct multiples of each other.
Greater Depth Arrange the digit cards to create a subtraction number sentence where the denominators are not direct multiples but share a common factor.

Questions 2, 5 and 8 (Reasoning)
Developing Explain the mistake made in a subtraction calculation where the denominator is double or half of the starting fraction.
Expected Explain the mistake made in a subtraction calculation where the denominators are direct multiples of each other.
Greater Depth Explain the mistake made in a subtraction calculation where the denominators are not direct multiples but share a common factor.
Questions 3, 6 and 9 (Problem Solving)
Developing Find which subtraction calculation has the smallest or greatest answer where the denominator is double or half of the starting fraction.
Expected Find which subtraction calculation has the smallest or greatest answer where the denominators are direct multiples of each other.
Greater Depth Find which subtraction calculation has the smallest or greatest answer where the denominators are not direct multiples but share a common factor.