When we divide, we split something into equal parts or groups. We use the ÷ symbol to mean divide.

Connect division with finding a fraction of a quantity to find parts and wholes

Maths

In this unit pupils will quantify the number of items in each part and connect to the unit fraction operator They will calculate the value of a part by connecting knowledge of division and division facts with finding a fraction of a quantity In the future unit pupils will explain that non-unit fractions are composed of more than one unit fraction using knowledge of unit fractions to find one whole

In the prior unit pupils compared and ordered unit fractions by looking at the denominator .In this unit pupils will quantify the number of items in each part and connect to the unit fraction operator. They will calculate the value of a part by connecting knowledge of division and division facts with finding a fraction of a quantity.

Calculate the value of a part (fractions as operators)

When we split something into equal parts or groups, we are {{ }}.

To find one-third of 15, we divide 15 into {{  }} equal parts.

Match the fraction of the quantity to the correct expression.

Match the fraction of the quantity to the value of the part.

Sofia prefers to have the greater amount. Would she rather have one-half of £12, one-quarter of £28 or one-eighth of £48? 

One-eighth of a quantity is seven. What is the whole?

Identify the value of each equal part in this problem. Lucas has 21 marbles and wants to share them between himself and 2 friends. They get 7 marbles each.

Match the division expressions to their quotient.

14 marbles are shared equally between Izzy and her best friend. How many marbles do they get each?

Izzy and her four friends each have 10 cherries each. How many cherries do they have in total?

Alex wants to buy 24 pens. Pens are sold in packs of 6. How many packs does he need to buy?

This lesson will soon be taken down.

Connect division with finding a fraction of a quantity to find parts and wholes

Lesson outcome