Category: Resource of the Week

Once the idea of equivalent fractions has been understood it becomes possible to compare two fractions to see which is the larger. The first thing to remember is that the larger the number on the bottom of the fraction, the smaller each part of the fraction is. So 4/100 is much smaller than 4/25.

Now this is also easy if the bottom number (denominator) is the same in each fraction eg 1/5 is smaller than 3/5.

The difficulty comes when the numbers are not the same. How do you compare 3/5 with 7/10?

The easiest way is to make the bottom number of each fraction the same, and in the case above this will mean converting the 3/5 into tenths. We can do this by multiplying the 5 by 2 to make 10 and we have to do the same with the top number, multiplying the 3 by 2. In this way 3/5 can be converted to 6/10.

3/5 and 6/10 are equal, or equivalent.

It is now easy to see that 6/10 is smaller than 7/10, so 3/5 must also be smaller than 7/10. Job done!

Later it will become harder to convert so that the denominators are the same; sometimes you have to multiply both fractions by different numbers, but this comes later! At the moment it is important to get the basics correct.

Equivalent fractions: comparing

Something in the archives for Year 5 this week. The relationship between fractions and division is one which many children fail to grasp. Put simply, one fifth of 30 is equivalent to 30 divided by 5, or written as a fraction 30 over 5.

It can be a great help to see a fraction as a division calculation. 1/2 can also be thought of as one divided by two.

This page takes a quick look at this and should show whether your child does understand this important relationship.

Relate division and fractions (pg 1)

Once children are familiar with the standard method of addition for 3 digits they can be introduced to addition of decimals. One of the best ways to do this is by adding money.  On this page the first eight questions have been written out in the correct way, but the next seven will also need to be written out using the same method. The key here is to keep the decimal point in line as the numbers in later addition of decimals may not necessarily all have two digits after the decimal point. Also, don’t forget the £ sign in the answer.

This page and other similar pages can be found in our Four Rules Maths Worksheets.

Standard money addition (pg 1)

Once children are really secure and confident with adding 9 to a 2-digit number they can quickly catch on to how to add 19, 29 etc.  Once again the process is the same: add the nearest whole ten and then subtract 1. Once this has been mastered similar techniques can be used to add 2-digit numbers that have 8 in the units, subtracting two rather than one, which makes adding any 2-digit numbers fairly straightforward!

This page, and many others, can be found in our Year 4 maths worksheets under Knowing Number Facts.

Add 29, 39, 49 to any 2-digit numbers

Number squares can be a great way to show some of the fantastic and fascinating patterns that numbers can make. We are used to the 10 by 10 number square but, of course, they can be any size and the different sizes can create different patterns when counting on. For example, the first number square on this maths worksheet is a 6 by 6 square. When the multiples of 3 are coloured we get two vertical lines of colour. However, when using a 7 by 7 square, the pattern changes. Why is this?

This type of exercise can be used many times and soon children should be able to predict the kind of pattern that will be made, as well as having some practice with learning their tables!

Counting on in 3s patterns

This maths worksheet on reading time to the nearest quarter of an hour highlights several issues which create problems for children.

Firstly, on the clock face the hours are clearly numbered but the minutes are not and children need to be able to count on in fives before they can read minutes successfully.

Secondly, when telling someone the time we often approximate, either to the nearest quarter of an hour or the nearest five minutes, even when we can see clearly what the time is to the nearest minute.

Thirdly, when saying the time out or writing it we use several different conventions, as shown on the answer sheet.

Lastly, many children seldom come across this type of clock face, especially if they use digital watches, mobile phones etc., therefore take much longer to work it out – don’t be surprised to find ten year olds unable to read an analogue clock correctly.

About what time?