Video: Embed previous fraction work using a linear model

﻿Hi, everyone. My name is Mrs. Sawyer. In the last lesson, we learned about fractions of shapes and the names of those fractions. Today, we're going to investigate fractions using strips of paper and lines. Do you think we'll still be able to answer with fractions? I do hope so. To start, though, I just wondered how you got home with the game? Did you manage to match the names of the fractions with the fraction notations in pic the representation? I'm sure you did a great job. Let's just do one more practise of the learning from the last lesson. Have a look the shape on the screen. Can you work out what fraction is shaded? And how we would write that in words and as a fraction notation? What fraction do you think is shaded? And how do we say that in words? Well done if you said one-ninth. And did you write the correct fractional notation too? Brilliant work. Remember, the denominator is nine because the whole is divided into nine equal parts. The numerator is one because there is one part shaded. There is no new language in this lesson, but we will be using these words throughout, parts, whole, fraction, numerator, denominator and division bar. We will also be using sentences, the whole has been divided into equal parts, and each part is one of the whole. Today, you will also need three strips of paper, a pan or pencil, and a pair of scissors. Remember to ask an adult's permission before using the scissors. Using the picture on the screen, I wonder if we could work together to fill in the missing numbers and words. I will say each line first and then you'll repeat it. Kindly fill in the blank spaces. The whole has been divided into equal parts. Your turn. Did you say four? Well done. The next sentence, each part is one of the whole. Your turn. Great work if you said a quarter. Can we say those two sentences now together? The whole has been divided into four equal parts. Each part is one-quarter of the whole. Now look at what happens next. Can you explain that using the sentence? Have a go. One - of the whole has been cut off. Your turn. If you said a quarter again, well done. One quarter of the whole has been cut off. Let's say those three sentences together. The whole has been divided into four equal parts. Each part is one-quarter of the whole. One-quarter of the whole has been cut off. I'm now going to have a go with that activity myself, saying the sentences at the right times. You can join in with me using one of your strips of paper, or you can just watch first and then pause the video to have a go yourself. I'm going to take my strip of paper and fold it in half. Once, twice. When I open it up, that should be four equal parts. The whole has been divided into four equal parts. I'm going to use a pen to show these parts clearly. Each part is one quarter of the whole. Next, I need to cut off one of my equal parts. One-quarter of the whole has been cut off. Remember, if you need to pause the video now to have a go yourself. Let's use the same idea, but this time, we will divide the strip into a different number of equal parts. We will start again by completing the sentences. Like last time, I will say the sentences first leaving a blank space and you can repeat back to me adding in the missing numbers or words. The whole has been divided into equal parts. Each part is one of the whole. Your turn. Well done if you said the whole has been divided into six equal parts. Each part is one-sixth of the whole. Again, this scissors are going to cutoff one equal part. Could you complete this sentence? One of the whole has been cut off. Have a go. If you said one-sixth of the whole has been cut off, excellent work. Could we say those three sentences now together? The whole has been divided into six equal parts. Each part is one-sixth of the whole. One-sixth of the whole has been cut off. Again, you can do the activity with me if you like, or you can watch first, stop the video and then have a go. I wonder if we can say the sentences together as we complete each parts. Folding into six parts is tricky. I'm going to do this by folding into three equal parts first like this. And then, I'm going to fold my strip in half again. When you opened this up, you should have six equal parts. The whole has been divided into six equal parts. I'm going to use a pen to show these parts clearly. Each part is one-sixth of the whole. Next, I needed to cut off one of my equal parts. One-sixth of the whole has been cut off. Remember, if you need to, pause the video to have a go yourself. I'm going to keep looking at this question for just a moment longer. Jack thinks that each equal parts of a shape now has a value of 1/5. Do you agree with Jack or disagree with Jack? I wonder if you could explain out loud to yourself or an adult. Pause the video and come back when you've decided. Have you made your decision? Jack is actually incorrect. Although one part of the whole has been cut off, the whole has not changed, it still has six equal parts. Each equal parts of the strip of paper is still worth 1/6. Lets have a go at one more. Can you get another strip of paper ready? We can do this one together. This time, we are going to fold the strip in half, once, twice and one more time. I wonder if you can work out how many equal parts that will be when we unfold the paper. There are eight equal parts. Were you correct? Well done if you work that out. This time, we're not going to cut off any parts, but we are going to label each part using a fraction notation. Let's use the sentences to help us. Can we say them together filling in the blanks? The whole has been divided into eight equal parts. Each part is one-eight of the whole. Can you remember how to write one-eight? We start with our division bar which shows the relationship between the whole and the parts. The denominator is eight because we have slipped the whole into eight equal parts. In each part of our strip of paper, the numerator is one because we are labelling each part of the whole separately. Watch mine here. 1/8, 1/8, 1/8, 1/8, 1/8, 1/8, 1/8, 1/8. All the parts are 1/8 of the whole. Now, pause the video and complete yours. Great work. We're going to move on to nines now, but if you wanted to, you could always have another go at this activity later making all the fractions out of strips of paper. I wonder what the fraction of each part would be if you fold your strip of paper in half four times. Have a look at this line first. Can you work out what fraction of the line is highlighted? This sentences will help you. I will read out each one with the blanks. And then you say the sentences back to me, filling in the numbers and words. The whole has been divided into equal parts. Your turn. Well done if you put four. One of the parts is highlighted, this is one of the whole. Your turn Well done if you say a quarter. Shall we say that all together? The whole has been divided into four equal parts. One of the parts is highlighted. This is one-quarter of the whole. Did you notice that the first sentence remained the same as when we use the strips of paper? We're still looking to see how many equal parts the whole is being divided into. We're also still looking at one of those equal parts. Have a look at this line. I wonder if you could pause the video to think about what's the same and what's different about the last line and this new one. Did you say something that is the same as the previous line? Well done if you spotted that the line has been divided into four equal parts. And there is one other thing the same too. Did you notice that there is still one part highlighted, both lines show one-quarter of the whole. Did you see something different to the line from the previous slide? If you spotted that it was a different part highlighted, then you are correct. We can still use the same sentences to help us understand this image. The whole has been divided into four equal parts. One of the parts is highlighted. This is one-quarter of the whole. We can see from looking at the two lines next to each other that it doesn't matter which section is highlighted. If the whole has been divided into four equal parts, and if any one part is highlighted, then this part represents one-quarter of the whole. Now, we can use what we've learned to practise a few more. Look carefully at this line to count how many equal parts the whole is being divided into. It is important to count the equal sections of parts and not the dividing lines. Let's say the sentences together. The whole has been divided into seven equal parts. One of the parts is highlighted. This is one-seventh of the whole. If you thought that there were 8 equal parts, then go back and count those sections carefully, like this one, two, three, four, five, six, seven. The whole has been divided into seven equal parts. I'm pretty sure you'll be getting really good at this now. For this question, pause the video, say the sentence aloud to work out the fraction highlighted. Write he name of the fraction and the fraction notation just like we did at the start of the lesson. Pause video now. How did you get on? Could we say those sentences together? The whole has been divided into five equal parts. One of the parts is highlighted. This is one-fifth of the whole. Did you write the fraction putting the dividing line first? Remembering that the denominator is five because the whole is divided into five equal parts. And the numerator is one, because one part is highlighted. Did you also write the fraction in words? Excellent job. Let's do one more before moving on. Again, pause the video, speak the sentences out loud filling in the gaps, and write down the name of the fraction and the fraction notation. Pause the video now. Welcome back. Say those sentences with me. The whole has been divided into eight equal parts. One of the parts is highlighted. This is one-eighth of the whole. If you can write the fraction as a fraction notation, I'm just the name of the fraction, then you should be very proud of yourself. There are a few final questions to finish this lesson. You can see on this slide that there are three lines. Could you pause the video for a moment and have a think or chat with someone about what is the same and what is different about these three lines? The support sentences are there if you find these helpful. Pause the video now. Welcome back. What did you notice? If you found that all three lines had a quarter highlighted, then well done. Every number line has the same fraction highlighted. When you were looking at what was different, you may have said that two of the lines of vertical, running from the top to the bottom of the screen, and one of the lines is horizontal, running to the left to the right of the screen. You may also have noticed that the lines are different lengths, or that there is a different part highlighted on the horizontal line. Well done everyone. I hope that you've enjoyed learning today. I'm going to leave you with a few practise questions. Here on the screen there are four lines. Can you practise saying the sentences out loud to explain what part is highlighted in each? And can you also write the names of the fraction and the fraction notations? Don't forget, you can also use all the strips of paper you have to fold into equal parts and label the fractions on those. Thanks everyone. Bye.

Lesson summary: Embed previous fraction work using a linear model

In this lesson we are going to investigate fractions using strips of paper and lines.

Maths

Y4 Maths

Key Stage 2

Year 4

Embed previous fraction work using a linear model

Working with fractions

UNIT

Divide and describe the same whole when divided into differing numbers of equal parts

Understand fraction notation to represent a relationship between part and whole

Begin to use and understand the terms 'Numerator' and 'Denominator'

Name unit fractions and match them with the fraction notation and a representation

Assign unit fraction names and notation to 3D representations

Assign unit fraction names and notation to equal parts of quantities

Recognise and reason about unit fractions in a variety of contexts

Understand that Equal Parts Can Look Different - Area

Understand that Equal Parts Can Look Different - Volume and Area Contexts

Compare unit fractions using a fraction wall

Reason about comparing unit fractions

Compare unit fractions in a measure's context

Can we compare unit fractions of different wholes?

Construct a whole from a part and identify the fraction it represents

Build and compare different wholes from the same unit fractions that represent the same length

Build and compare different wholes from the same unit fractions that represent different lengths

Build and compare different wholes from different unit fractions that represent the same quantity

Build and compare different wholes from different unit fractions that represent different quantities

Build and compare wholes when different unit fractions represent different amounts

Embed previous fraction work using a linear model

Video

Lesson summary: Embed previous fraction work using a linear model

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