Mixed Age Year 4 and 5 Fractions Step 16 Resource Pack

Mixed Age Year 4 and 5 Fractions Step 16 Resources

Step 16: Mixed Age Year 4 and 5 Fractions Resource Pack

Mixed Age Year 4 and 5 Fractions Step 16 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 5 Subtract Mixed Numbers 2 for Spring Block 3.*

*Please Note - It is recommended that Year 4 complete the expected or greater depth level as revision. We are hoping to review these resources and possibly provide content for the other year group in the academic year 2019-2020.

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What's included in the Pack?

This Mixed Age Year 4 and 5 Fractions Step 16 pack includes:

  • Mixed Age Year 4 and 5 Fractions Step 16 Teaching PowerPoint with examples.
  • Year 5 Subtract Mixed Numbers 2 Varied Fluency with answers.
  • Year 5 Subtract Mixed Numbers 2 Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 5: (5F2b) Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths

Mathematics Year 5: (5F4) Add and subtract fractions with the same denominator and denominators that are multiples of the same number

Differentiation for Year 5 Subtract Mixed Numbers 2:

Varied Fluency
Developing Questions to support subtracting fractions which break the whole where the denominator is double or half of the starting fraction (e.g. thirds and sixths).
Expected Questions to support subtracting fractions which break the whole where the denominators are direct multiples of each other (e.g. quarters and twelfths).
Greater Depth Questions to support subtracting fractions which break the whole where the denominators are not direct multiples but have a common factor (e.g. sixths and ninths) and may include the use of partitioning to multiply.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Given a solution as a complete representation of flexible partitioning and given denominator, find the original calculation. Denominators are double or half of the starting fraction (e.g. thirds and sixths).
Expected Given a solution as a complete representation of flexible partitioning and given denominator, find two possibilities for the original calculation. Denominators are direct multiples of each other (e.g. quarters and twelfths).
Greater Depth Given a solution as a partial visual representation of flexible partitioning, find possibilities for the original calculation. Denominators are not direct multiples but have a common factor (e.g. sixths and ninths) and may include the use of partitioning to multiply.

Questions 2, 5 and 8 (Reasoning)
Developing Explain whether a calculation is correct (including equivalent fractions or errors of partitioning) find errors and explain reasoning. Denominators are double or half of the starting fraction (e.g. thirds and sixths).
Expected Explain whether a calculation is correct (including equivalent fractions or errors of partitioning). Denominators are direct multiples of each other (e.g. quarters and twelfths).
Greater Depth Explain whether a calculation is correct (including equivalent fractions or errors of partitioning) find errors and explain reasoning. Denominators are not direct multiples but have a common factor (e.g. sixths and ninths) and may include the use of partitioning to multiply.

Questions 3, 6 and 9 (Problem Solving)
Developing Find the odd one out of three subtractions which break the whole where the denominator is double or half of the starting fraction (e.g. thirds and sixths).
Expected Find the odd one out of three subtractions which break the whole where the denominators are direct multiples of each other (e.g. quarters and twelfths).
Greater Depth Find the odd one out of three subtractions which break the whole where the denominators are not direct multiples but have a common factor (e.g. sixths and ninths) and may include the use of partitioning to multiply.

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