Lesson video

It's Mr. Etherton here.

Welcome to another exciting day of our maths learning.

Today our learning outcome is to be able to identify and describe a non-unit fraction.

So, what are we going to be learning today? In this lesson, we will use our knowledge of fractions to understand what the term "non-unit fraction" means.

We will explore various shapes and begin to identify the non-unit fraction that is represented.

To help you with your learning today, you will need a pencil and a piece of paper or exercise book to do any working out.

So when I say "Go," pause the video now and get your equipment.

Go! Fantastic! Right, let's get started with our learning.

What I would like you to do first is if you haven't done it already, I want you to complete the introductory knowledge quiz.

So, if you need to complete that now, please pause the video.

If you need to continue, then keep watching.

Right, we're going to quick warmup based on last week.

Learn it.

What I would like you to do is write down or draw as many unit fractions as you can.

Here, are some mathematical pictures to help.

So, you need to think what is a unit fraction, and can you either draw or write any unit fractions down.

When I say "Go," pause the video for 20 seconds and do your working out on a piece of paper.

Go! Brilliant job! Let's have look through our warmup answers.

So what unit fractions did you write down? If we have a look at this first picture over here, we can see that there are five equal parts, and one part is coloured in, so the fraction of this circle is one-fifth, and one-fifth is a unit fraction.

This picture here, a rectangle is cut into seven equal parts, and there is one piece coloured in, so one-seventh is a unit fraction.

And here we have the triangle, which is being split into four equal parts, and one part has been coloured in.

That makes the fraction one-quarter.

Not one-fourth, when four is our denominator, we say "quarters." So one-fifth, one-seventh, and one-quarter are all unit fractions.

A unit fraction is when the numerator is 1.

So when our top number is 1, it is a unit fraction.

That means we're only looking at one equal part.

You might have given some other answers, such as one-half, one-third, one-eighth, one-tenth.

If the numerator was one, then it was a unit fraction.

Well done! Right, let's continue.

So here are our star words.

So my turn, your turn, repeat after me.

Part.

Whole.

Vinculum.

Numerator.

Denominator.

Unit fraction.

Non-unit fraction.

All right, let's have a look at some of those words.

So when we look at the vinculum, the vinculum is this line here, which also means "divide" or "out of." We have our numerator, which refers to our top number here, and denominator is our bottom number here, so how many parts is the whole thing split into? We've had a look of what unit fraction is, that's when our numerator is one.

And today we're going to be exploring what a non-unit fraction is.

So, what fraction of this shape is shaded in? I've got a square here, and I'm going to try and describe this square using my sentence stems. So, the whole has been split into.

four equal parts.

There are.

three parts shaded in.

So the fraction of the whole shaded in is three-quarters.

How do I write three-quarters? First, I write my vinculum, and then I write my denominator and how many equal parts is the whole being cut into? Four equal parts! And then I write my numerator.

Now how many parts have we shaded in? Three equal parts! Three-quarters is a non-unit fraction.

This is because the numerator, how many parts we're looking at is more than one.

So if your numerator is more than one on any fraction, then it is a non-unit fraction.

I would like you to have it from now.

What fraction of the shape is shaded in? Here is our shape.

Can you talk through the sentence stems? What is the whole being split into? How many parts are being shaded in? What fraction? And can you write this fraction down? So what non-unit fraction is shown in this shape? So pause the video to complete this activity.

Fantastic! Let's have a look through our answers.

So the whole has been split into six equal parts.

And denominator.

There are five equal parts shaded in.

The fraction of the whole shaded in is five-sixths.

Five-sixths is a non-unit fraction again because our numerator, the amount of equal parts we're looking at, is more than one.

Right.

Unit fraction or non-unit fraction? On this screen, you have three different shapes.

Can you identify whether they are a unit fraction or a non-unit fraction? You might want to make some note to actually write what fraction is represented in A, B, and C.

Are they unit fractions or non-unit fractions? Pause the video to complete this activity.

Go! Brilliant job Year Three! Welcome back and let's have quick look through our answers.

See how we've got.

So, in A, we have equal parts.

All is being cut into eight equal parts, sorry, so that's our denominator, and two parts are coloured, so two-eighths, and two-eighths is a non-unit fraction because the numerator is more than one.

Let's have a look at B.

The circle is being split into three equal parts, and one part is being coloured in.

So this is a unit fraction because the numerator, the parts are only one.

And, C, we have a well, it's a rectangle with an extra bit added onto the side but it's being cut into ten equal parts, and three parts are being coloured in, making three-tenths a non-unit fraction, that's because our numerator is more than one.

So, we're going to explore this a little bit further now.

To have us think about which unit and non-unit fractions make a whole? So I have my problem here, and I'm going to use this picture to help explain.

So it says, "The window has one broken part and five unbroken parts.

What fraction of the window is not broken?" Hmm.

So if I have a look at this picture here, I can see that the window has been cut into, or split equally, into six parts.

That means that for my fractions, my denominator is going to be sixths.

I'm working with sixths here.

When I look at how many parts are broken, I know that one part has been broken here, so my broken parts total one-sixth.

This is a unit fraction, remember, because my numerator is one.

If I look at how many parts are not broken, I have five parts not broken.

So five out of six are unbroken, which makes the fraction five-sixths.

And, I've remembered that five-sixths makes a non-unit fraction because it is more than one on my numerator.

Does this make a whole? Well, yes.

One-sixth and five-sixths both make a whole because if we have a look at our part whole model, the whole was still cut into six equal parts, and all together, six parts were being used.

One part was broken.

Five parts were unbroken, Unit fraction, non-unit fraction makes six parts another non-unit fraction, six-sixths.

It's your turn now.

So, exactly the same as what we've done just together.

Here is a newer problem.

So it says, "Simon cuts a string into 5 equal parts." Here's my string, and five equal parts.

"He uses 2 parts to repair a swing." So, "What fraction of the string did he not use?" "Were the parts used and not used: unit or non-unit fractions?" It might help you to draw a part-whole model, just like this one over here to show what the parts are for the used fractions, what fractions have been used, what fractions have been unused, and does that make a whole? Remember, which of these parts are unit or non-unit fractions? So when I say "Go," pause the video.

On your paper complete this activity, and we'll go through the answer afterwards.

Go! Brilliant! Welcome back Year Three.

Let's have a quick look through our answers, so we have five equal parts of the string and two parts we used to repair a swing.

So, what fraction of the string did he not use? So, here for the used parts I draw my vinculum first, and I know that for five equal parts of the string, so I'm working with fifths, and two parts were used, so two-fifths of my string was used.

All right, I'm going to have a look at my unused parts now.

So we're still working with fifths and three parts were unused here.

So we have three-fifths.

Both of these fractions are non-unit fractions, but why? They're both non-unit fractions remember because the numerator is more than one.

We've used three of the parts-- we've unused three parts, and we have used two parts.

And if we have at the whole, the whole would still be fifths and all together there are five parts in total.

So five-fifths, and, again, this is a non-unit fraction because the numerator is more than one.

Well done! The answer to not used was three-fifths, and all of these fractions -- five-fifths, two-fifths, three-fifths -- were non-unit fractions.

Right, it's now time to have a go at your main activity looking at the objective to identify and describe non-unit fractions.

So, if you want to complete your independent main activity, you need to pause the video now and come back through-- come back to our video to look through the answers Off you go.

Brilliant job Year Three! Let's have a look through the answers to our independent task.

You've all been working so hard during this lesson, we're almost towards the end, so let's see what we have learned.

Your task for part one was to identify which fraction of each shape, and then I wanted you to describe whether it's a unit or non-unit fraction? So let's have a look at A.

My picture here.

The four-- the representation had cut into four equal parts, three have been coloured in, making the fraction three-quarters, and three-quarters is a non-unit fraction.

B, the whole had been cut into eight equal parts and five parts had been coloured in, so five-eighths is a non-unit fraction again.

My circle had been cut into nine equal parts, and one part was coloured in: one-ninth, and one-ninth is a unit fraction.

Remember, the numerator is one, so it's a unit fraction.

And then, finally, my rectangle whole had been cut into twelve equal parts, and eight parts were coloured in, making eight-twelfths, and eight-twelfths is a non-unit fraction.

D, B, and A were all non-unit fractions because the numerators, the equal parts we were looking at, were more than one.

Well done! Let's have a look at Part 2 now.

So, A, list or circle all of the non-unit fractions below.

So you should have been thinking, "What is a non-unit fraction?" And non-unit fractions have a numerator of more than one, so my circled answers are non-unit fractions, they are right.

So three-fifths, eight-eighths, two-thirds, two-sixths, and five-twelfths.

Looking at the numerators to see if they are non-units.

B, "This flag has 1 section shaded in grey.

What fraction of the flag isn't shaded in?" Okay? So, let's have a look at that first part.

We can see my flag here, and it is being cut into four equal parts.

So I'm working with quarters.

Remember, we don't say "fourths".

"Quarters." And one part is coloured in, which means that one, two, three equal parts have not been coloured in, so my numerator was three.

So three-quarters are not shaded in, and three-quarters is a non-unit fraction.

Again, numerator of three, more than one, non-unit fraction.

"Is the unshaded fraction of the flag a unit or non-unit fraction?" and we just had a look at that.

And our final question, it says, "A Year Two child drew a circle and split it into 12 equal parts.

She shaded 3 parts blue and 2 parts green.

What fraction of the.

fraction of the flag did she not colour in? Describe this fraction." So, here is my circle.

I know that I've got all-- So the child's split twelve equal parts, so my circle's in twelve equal parts.

She shaded three parts blue.

You might've drawn a picture, something to help you, that's always good in maths to help draw a pictorial representation.

Two parts were green, so five-twelfths were shaded in, coloured in.

But it says, "What fraction of the flag did she not colour in?" So, I can see one, two, three, four, five, six, seven-- seven-twelfths not shaded in, or coloured in.

And this fraction is a non-unit fraction, again, because our numerator is more than one.

A really good work day, Year Three.

What I would like you to do is to finish the lesson.

I would like you to complete the final knowledge quiz to prove what you have learned in today's lesson.

So when you're ready, pause the video, and then come back to avid learning.

Go! Brilliant! And finally well done for completing all of the tasks today.

I want to say goodbye and well done for this learning, and hopefully now you should be able to identify and describe non-unit fractions in shape, remembering what a non-unit fraction is and how we identify them.

And I will see you back here tomorrow for some more exciting maths learning!.