Mixed Age Year 5 and 6 Fractions Step 16 Resource Pack

Step 16: Mixed Age Year 5 and 6 Fractions Step 16

Mixed Age Year 5 and 6 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 Multiply Unit Fractions by an Integer & Year 6 Multiply Fractions by Integers for Spring Block 1.

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What's included in the Pack?

This Mixed Age Year 5 and 6 Fractions Step 16 pack includes:

• Mixed Age Year 5 and 6 Fractions Step 16 Teaching PowerPoint with examples.
• Year 5 Multiply Unit Fractions by an Integer Varied Fluency with answers.
• Year 5 Multiply Unit Fractions by an Integer Reasoning and Problem Solving with answers.
• Year 6 Multiply Fractions by Integers Varied Fluency with answers.
• Year 6 Multiply Fractions by Integers Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 5: (5F5) Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

Mathematics Year 5: (5F2a) Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1  1/5 ]

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

Mathematics Year 6: (6F2) Use common factors to simplify fractions; use common multiples to express fractions in the same denomination

Mathematics Year 6: (6F3) Compare and order fractions, including fractions > 1

Mathematics Year 6: (6F4) Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions

Mathematics Year 6: (6F5a) Multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, 1/4 x 1/2 = 1/8

Differentiation for Year 5 Multiply Unit Fractions by an Integer:
Varied Fluency
Developing Questions to support multiplying unit fractions by a single-digit integer. Images provided for support.
Expected Questions to support multiplying unit fractions by integers. Fractions may need to be converted to mixed numbers or simplified using knowledge of equivalent fractions. Images provided for support.
Greater Depth Questions to support multiplying unit fractions by integers. Fractions will need to be converted to mixed numbers and simplified using knowledge of equivalent fractions. No images provided.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Identify and explain errors when multiplying unit fractions by a single-digit integer. Images provided for support.
Expected Identify and explain errors when multiplying unit fractions by integers. Fractions may need converting to mixed numbers or reducing to their simplest form using knowledge of equivalent fractions. Images provided for support.
Greater Depth Identify and explain errors when multiplying unit fractions by integers. Fractions will need converting to mixed numbers and reducing to their simplest form using knowledge of equivalent fractions. No images provided.

Questions 2, 5 and 8 (Problem Solving)
Developing Use digit cards to complete a multiplication of unit fractions by integers.
Expected Use digit cards to complete a multiplication of unit fractions by integers.
Fractions need to be reduced to their simplest form using knowledge of equivalent fractions.
Greater Depth Use digit cards to complete a multiplication of unit fractions by integers.
Includes mixed numbers and fractions need to be reduced to their simplest form using knowledge of equivalent fractions.

Questions 3, 6 and 9 (Reasoning)
Developing Multiplying unit fractions by single-digit integers in order to compare them, where denominators are double or half of each other.
Expected Multiplying unit fractions by integers in order to compare them, where denominators are direct multiples of each other.
Greater Depth Multiplying unit fractions by integers in order to compare them, where denominators share common factors.

Differentiation for Year 6 Multiply Fractions by Integers:
Varied Fluency
Developing Questions to support multiplying fractions by integers. Fractions multiplied by integers.
Expected Questions to support multiplying fractions by integers. Mixed numbers and fractions multiplied by integers. Answers allow for improper fractions and mixed numbers.
Greater Depth Questions to support multiplying fractions by integers. Improper fractions multiplied by integers. Answers must be a simplified mixed number.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Find how many items are needed for a certain number of people to each be given a certain amount. Proper fractions are multiplied by integers.
Expected Find how many items are needed for a certain number of people to each be given a certain amount. Mixed numbers are multiplied by integers.
Greater Depth Find how many items are needed for a certain number of people to each be given a certain amount; then investigate the effect of adding an extra person and item. Improper fractions are multiplied by integers.

Questions 2, 5 and 8 (Reasoning)
Developing Explain whether or not a calculation is correct. Proper fractions are multiplied by integers, and answers are not simplified.
Expected Explain whether or not a calculation is correct. Mixed numbers are multiplied by integers, and answers are not simplified.
Greater Depth Explain whether or not a calculation is correct. Improper fractions are multiplied by integers, and answers are simplified.

Questions 3, 6 and 9 (Problem Solving)
Developing Given daily distances, calculate how many days it would take for one person to run further than another. Proper fractions are multiplied by integers.
Expected Given daily distances, calculate how many days it would take for one person to run further than another. Mixed numbers are multiplied by integers.
Greater Depth Given daily distances, calculate how many days it would take for one person to run further than another; then investigate the effect of increasing the daily distance. Improper fractions are multiplied by integers.

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