# Recognising fractions as different representations

In this lesson we will explore different ways of representing fractions including as part of a whole, as a number, as a result of division and as part of a set.

# Video

Click on the play button to start the video. If your teacher asks you to pause the video and look at the worksheet you should:

• Click "Close Video"
• Click "Next" to view the activity

Your video will re-appear on the next page, and will stay paused in the right place.

# Worksheet

These slides will take you through some tasks for the lesson. If you need to re-play the video, click the ‘Resume Video’ icon. If you are asked to add answers to the slides, first download or print out the worksheet. Once you have finished all the tasks, click ‘Next’ below.

Quiz:

# Recognising fractions as different representations

Don’t worry if you get a question wrong! Forgetting is an important step in learning. We will recap next lesson.

## Question 5

Q1.Which image does not show a shape divided into quarters?

1/5

Q2.Which representation shows three quarters?

2/5

Q3.What does the denominator tell us?

3/5

Q4.What does the numerator tell us?

4/5

Q5.What is the line between the numerator and denominator called?

5/5

Quiz:

# Recognising fractions as different representations

Don’t worry if you get a question wrong! Forgetting is an important step in learning. We will recap next lesson.

## Question 5

Q1.Which image does not show a shape divided into quarters?

1/5

Q2.Which representation shows three quarters?

2/5

Q3.What does the denominator tell us?

3/5

Q4.What does the numerator tell us?

4/5

Q5.What is the line between the numerator and denominator called?

5/5

# Lesson summary: Recognising fractions as different representations

### Time to move!

Did you know that exercise helps your concentration and ability to learn?

For 5 mins...

Move around:
Jog

On the spot:
Dance

### Take part in The Big Ask.

The Children's Commissioner for England wants to know what matters to young people.