Lesson video

Hello, year threes, Miss Brinksworth here again to do your maths with you today with Oak National Academy.

Really excited to be back with you.

So looking at our lesson today, we are going to be building on our work with equivalent fractions, just taking a look at halves and quarters.

And today we will be moving on to look at some other equivalent fractions.

So if you haven't done so already, please pause the video here and have a go at that introductory quiz please.

Wonderful, okay.

What do you need for today's lesson? Not very much at all.

Something to write with, something to write on.

Please pause the video if you need to make sure you've got that, thank you.

Okay.

What can you remember from yesterday? Equivalent fractions Can you write or draw as many equivalent fractions as you can, or just one is absolutely fine for the fractions two quarters.

And that orange circle there has been split into four and we've got all four of them.

So I wonder what fraction that is? And if you can write an equivalent as well, have a go.

Right, two quarters.

Thinking about my fraction work from yesterday.

I know that two quarters, is the same as half.

And actually two is half of four.

If the numerator is half the denominator, the fraction is always equivalent to half.

I could have a go at drawing that fraction half for the shape there is the same as two quarters as well.

My orange circle on the right there, which has been split into four, four quarters is the same as one whole.

I wonder, can you think of any other fractions which are the same as one whole? One over one is the same as one whole.

Wow.

Can you think of anything else? Two over two, is the same as one whole.

Can you see a pattern here? Four over four, is the same as one whole.

In fact, we talked about this yesterday.

Any fraction where the numerator and the denominator are the same, are the same as one whole.

I like to think about that as a cake that you eat all to yourself, it doesn't matter how many equal pieces you cut that cake up into.

If you have the cake all to yourself, you eat the whole cake.

Even if you cut it into six slices and you have all six of them, six over six you'd still have the whole of the cake.

So that is basically equivalent fractions.

Moving on then, let's say our key vocabulary, our star word for today, I'll say them.

And you repeat them just like yesterday.

So we'd got equivalent.

Thirds.

Whole.

Sixth.

Denominator.

Numerator.

So these are words that you have been using.

Most of these words, you've been using quite a lot over the last few weeks and maybe just two of them are a bit newer to you today.

So we'll be spending some time talking about third and sixth today, as that's our new learning for today.

Okay, what do we mean when we say that fractions are equivalent? What are we talking about? Take a moment to just recall what this fraction wall from yesterday shows us.

We know that the purple section as a whole, the red is two equal parts.

So those are halves and the quarters are four equal parts so those are quarters.

The grey parts are quarters.

Moving on then, today our fraction will look like this.

So we can see that as our fractions move down the fraction wall, the equal parts gets smaller.

What do you think these new fractions on our fraction wall represent today? The red ones where we have three equal parts and underneath those, the grey ones, we have four, five, six equal parts.

So what are we looking at today? Our new learning for today.

Okay.

Just recapping again on yesterday's work.

In yesterday's lesson, we learned that in one whole, there are two halves.

And how many quarters? How many quarters in one whole, how many quarters in that red section there? Mmh, we've got four, four quarters make a whole.

Today's learning looks like this.

What do you think we might have here? We've got thirds, where 3/3 makes a whole.

What do you think the grey ones might represent then? Six, they are six of them, we call them sixths.

And six of them make a whole.

So here's some fraction wall for today.

And can you fill in the gaps in this working out.

Two grey parts equals how many red parts? Four grey parts equals how may red parts? And how many grey parts equal to three red sections.

Pause the video here, and have a think about those answers.

So, two grey parts, lets have a look.

Two grey parts, one, two, 2/6 Is one red part.

How many grey parts is two red parts then? We have four grey parts beneath the two red parts.

So four grey parts equals two red parts.

And how many grey parts is three red sections? Well, the red sections of thirds, if I have three of those, I have a whole.

So it must be six grey parts equivalent to three red parts.

Do you notice any patterns here between the equivalent fractions, one halve and two quarters for example, we know that these are equivalent from yesterday.

And today we can add to that 1/3 is equivalent to 2/6, as we can see from a new fraction wall there.

What do you notice about those? Can you see that I have doubled one half to get to two quarters, one doubled is two, and two doubled is four.

So if you can double both the numerator and the denominator or parts, both the numerator and denominator, you will find an equivalent fraction.

Okay.

Use the fraction wall to help you calculate the answer.

So, how many thirds are there in a whole? Now we've been given quit a lot of help here with the fraction wall.

How many thirds make one whole? Well, I know the numerator and denominator need to match to have a whole.

So if I'm talking about thirds, it must be there are three of them to make a whole.

Pause the video here and have a go at the other two questions.

Those fraction with the sections of the fraction wall have been provided that to help you.

Okay.

So 2/6, 2/6, we can see above the 2/6, there is 1/3.

And two thirds is equal to 4/6.

Looking at those equivalent fractions there, can you see that relationship I was talking about, where you can half or double both the numerator and the denominator to find an equivalent fraction.

So, I've halved two to get my one and a halved six to get three, the 2/6 are the same as 1/3.

They are equivalent.

Okay.

It's time for you to complete an independent activity on these equivalent fractions.

I'm going to have a look at the first question with me.

So just like yesterday, you're being asked to match each fraction with equivalent.

So lets have look at these fraction.

Which one would I like to look at first? Hmm.

Well, I can see 3/3 and three sixths.

Now I know that those two must be equivalent to a whole.

I know that when a numerator and denominator are the same, they are equivalent to a whole.

So I can start off by matching 3/3 and 6/6, they are both a whole.

Pause the video here and have a go at the rest of the independent work on your own.

Okay, so we know that 3/3 and 6/6 are whole.

What about the next one then? What if I look at third, which one of these is a third? Well, it matches down here with this red rectangles, because there are six of those in total and two of them have been coloured.

2/6 is the same as 1/3.

Now by process of elimination, I know that these two shapes must match, but let me just check.

My triangle has got three sections in total and two of them are coloured.

So that one is two thirds and my purple circle has got six sections in total.

And four of them are coloured.

So that's 4/6.

Two thirds is equivalent to 4/6.

Okay.

Let's have a look here then.

Now, which of these fractions in question A are equivalent.

Now let me have a look.

I know that 4/6 is the same, I can halve four and I can halve six really easily.

And I know that if I halve four and I halve six I get two thirds.

So 4/6 is the same as two thirds.

What else is the same? Now I don't think there's going to be an equivalent fraction here for 3/3, 'cause none of the other fractions are a whole, none of the other fractions have a numerator and denominator match.

So I know that it's got to be 2/6 and 1/3.

And again, I can look and see that those have that relationship.

Whereas if I halve two, I get one.

And if I halve six, I get three.

Right? Moving on to the all important question.

What's going to make sure you get more pizza, is it 1/6 of the pizza or 1/3 of pizza? Now think about this in a way.

Would you like to share your pizza between three people or would you like to share it between six people? You're going to get much more pizza, if you share it between three people.

1/3 is a bigger fraction than 1/6.

It's a greater fraction, you're going to get more of the pizza if you choose 1/3 rather than 1/6.

Okay.

Final questions, right? Putting in the equivalent fractions, complete the boxes to show the equivalent fractions.

Right? What have we done to two to get to four? Hmm, I'd double two to get to four.

So I need to double three to get to six.

And the second question 6/6.

Now 6/6.

I know that 6/6 must be a whole.

I've cut my pizza in to six and I've eaten all sixth pieces of them.

So to make that an equivalent fraction a third, I will need 3/3.

6/6 and 3/3 are equivalents.

Right? Pause the video here and have a go at your final knowledge quiz for this lesson.

Wonderful work today it has been pleasure going through these fractions with you, and I will see you tomorrow with some more fraction work.

Goodbye.