Download Y3 New Curriculum Maths planning 17

Y3 Block 17
Planning grid
Days 1 - 3
Short-Term Planning Grid for Mathematics
Year 3
Block 17
Fractions
Knowing and using number facts
Addition and subtraction
OVERVIEW – WHAT CHILDREN WILL
Objectives you will cover, partially or fully
LEARN
Relate ÷ by 2 to finding ½. Count in
5) Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing onefraction steps, such as ½, 1/3, 1/4, 1/6 and
digit numbers or quantities by 10
1/
6) Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
10. Use fractions in real life situations for
problem solving.
7) Recognise and show, using diagrams, equivalent fractions with small denominators
8) Solve problems that involve all of the above
Oral/Mental Objective
and Activity
Objectives/Success
criteria
Introduction/
demonstration/
modelling
Activities set
Differentiation / Use of
other adults
Learning review
opportunities
Resources
[email protected]
Fraction shapes pdf
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1
Activity ideas
Fractions above 1
Collections
Start with a unit fraction, such as 1/5. Then draw the next shape showing
Make a collection of fractions in the environment. You could take pictures of shop windows
2/ and so on, up to at least 8/ Try not to use the word ‘whole’ when you mean 1. Counting in fifths
showing ‘½ price’, take cuttings from newspapers, or search Google images for your favourite
5
5.
needs to be 1/5, 2/5, 3/5, 4/5, 5/5, 6/5, 7/5, 8/5 and so on, and also 1/5, 2/5, 35, 4/5, 1, 11/5, 12/5, 13/5, 14/5, 2.
fraction pictures. Sort the images and make a poster labelling how the images are sorted.
You wouldn’t say one whole and a fifth for 11/5.
Fraction wall
Funny shapes
Get strips of paper exactly 12cm long. Use one of these as Set some ‘funny shapes’, such as these, for children to
the base of the wall. Cut a piece into 2 to make the ½ size, try splitting into fractions. Make sure the shapes can be
or 6cm strips to place above the base. Can you make 1/3
split into equal parts, but that these are not obvious to
1/ 1/ 1/ etc? Label each piece with the fraction and the
start with. What fractions can the shapes be split into?
4 5 6
length. This will take some time to do properly, but covers
See the ‘Fraction shapes’ sheet for large versions of
a wide range of fraction, division and measuring skills so
these shapes.
it’s worth allowing them to continue in their own time if
necessary.
More ideas
Children find 1/2, 1/4, 1/10, 1/3 or 1/5 of numbers by using known multiplication and division facts. They read and write proper fractions such as 2/3 and
understand the denominator as the number of parts of the whole and the numerator as the number of parts. They count in fractions along a number
line from 0 to 1, for example 'zero, one fifth, two fifths, three fifths, four fifths, one'. They use such number lines to compare simple fractions and begin
to find equivalent fractions.
Children use diagrams to identify pairs of fractions that make 1, such as 1/4 and 3/4, 1/5 and 4/5, 3/10 and 7/10.
Complete the shading on this diagram so that 1/2 is shaded. Describe the shaded part in another way.
Leah says that this rectangle is divided into thirds because it is divided into three parts. Is she right? Explain your answer.
What fraction of this shape is shaded?
Use a fraction wall to find a fraction that is the same size as 3/4.
Would you rather have 1/3 of 30 sweets or 1/5 of 40 sweets? Why?
15 grapes are shared equally onto five plates. What fraction of the grapes is on each plate?
Assessment opportunities
Look for evidence of children using a wider range of unit fractions and some fractions that are several parts of 1. Look for those children who recognise and record fractions such as 3/4 or 2/3 in a range
of contexts. They might recognise, for example, that a container is about 3/4 full or that by the end of Thursday they are 4/5 of the way through the school week.
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Y3 Block 17
Planning grid
Days 4 - 5
OVERVIEW – WHAT CHILDREN WILL LEARN
Objectives you will cover, partially or fully
Use practical resources and visual images to develop understanding of fractions and
equivalent fractions. Understanding equivalence in many different forms will become
increasingly important throughout KS2 and beyond. Check children’s understanding
of tenths, which will become a foundation for understanding decimals in Year 4.
Dividing one-digit numbers by 10 is still beyond the comprehension of most Year 3
children and should be left until Year 4, though dividing a multiple of 5 by 10 can be
covered if children are ready.
5) Count up and down in tenths; recognise that tenths arise from dividing an object
into 10 equal parts and in dividing one-digit numbers or quantities by 10
6) Recognise, find and write fractions of a discrete set of objects: unit fractions and
non-unit fractions with small denominators
7) Recognise and show, using diagrams, equivalent fractions with small
denominators
8) Solve problems that involve all of the above
Oral/Mental Objective
and Activity
Objectives/Success
criteria
Introduction/
demonstration/
modelling
Activities set
Differentiation / Use of
other adults
Learning review
opportunities
Resources
[email protected]
ITP: Fractions
© www.ccjmaths.co.uk
3
Activity ideas
Take 12
Children take 12 counters or other objects at a
time, but not multilink or Lego that can be stuck
together. Each group has to make as many
fractions as possible. Can they find some that
have the same number of counters? Why does that happen? They take
photographs of what they have done.
How many make 1/2?
Children draw, print, stick or paint copies of even numbers of objects, for instance
10 wheels. They then mark half of them, perhaps ringing or ticking half and label
this as both half and 5/10. Try this with lots of numbers. Make a large table to show
the results that children can add to as they find new equivalent fractions.
Fraction race
Take hoops and lots of beanbags or similar objects outside. Split the class into 2 or 3 groups, each with at least 4
hoops and plenty of beanbags. Call out a number and a fraction. For instance call out ‘12’ and ‘find 1/3’. Each
group has to get 12 of their beanbags and race to put them into three of their hoops. Check they have found 1/3
by asking what 1/3 of 12 is. They should count the beanbags in each hoop to check.
Find tenths
What quantities can children find tenths of? Do they understanding that dividing by ten is the same as finding
1/ ? Give them lots of sets of objects (not coins or objects that link together like multilink) to find 1/
10
10 of. At first
make sure that the objects are all in multiples of 10, but add a quantity such as 25 or 65 to see whether children
can still find 1/10.
More ideas
Children continue to develop their understanding of equivalent fractions. Using a fraction wall, number lines or the 'ITP Fractions', they work in pairs to start from
a given fraction and identify other fractions that are equivalent to it.
For example, they find different ways of expressing one half. They discuss what makes a fraction equivalent to 1/2, at first informally, in pairs, then giving
feedback to a larger group.
What fraction of these rabbits is grey?
How do you know when a fraction is equivalent to 1/2?
Tell me some fractions that are equivalent to 1/4. How do you know?
Are there any others? What about 3/4?
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