Times as much is a phrase that is used to compare and describe objects.

Use knowledge of the relationship between parts and wholes to solve problems

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)

If one-quarter is a part, then the whole is {{ }} times as much. We need to take {{ }} parts and put them together to make one whole.

If one-eighth is a part, then the whole is {{ }} times as much. We need to take {{ }} parts and put them together to make one whole.

Look at this table, complete the missing section. 

Who has the most marbles in their whole set? 

Look at the line segments, which whole line would be longer?

Which whole box of toy cars contains more toy cars?

When we have all of something, it is known as the {{ }}.

If one-half is a part, then the whole is {{ }} times as much. Take {{ }} parts and combine them to make one whole.

If a part is one-sixth of the whole, how many equal parts are there in the whole?

The part is a rectangle. It is one third of the whole. Complete the table. There will be {{ }} equal parts in the whole.

This lesson will soon be taken down.

Use knowledge of the relationship between parts and wholes to solve problems

Lesson outcome