compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line
Elaborations
using pattern blocks to represent equivalent fractions; selecting one block or a combination of blocks to represent one whole, and making a design with shapes; and recording the fractions to justify the total
creating a fraction wall from paper tape to model and compare a range of different fractions with related denominators, and using the model to play fraction wall games
connecting a fraction wall model and a number line model of fractions to say how they are the same and how they are different; for example, explaining 14 on a fraction wall represents the area of one-quarter of the whole, while on the number line 14 is identified as a point that is one-quarter of the distance between zero and one
using an understanding of factors and multiples as well as equivalence to recognise efficient methods for the location of fractions with related denominators on parallel number lines; for example, explaining on parallel number lines that 210 is located at the same position on a parallel number line as 15because 15is equivalent to 210
converting between mixed numerals and improper fractions to assist with locating them on a number line
Code
VC2M5N03
Curriculum resources and support
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