Secure identifying a whole and the parts that make it up

Maths

In this unit pupils will identify equal parts when they do not look the same related to equivalence. They will construct a whole when given a part and the number of parts. In the future unit pupils will compose and decompose quantities made of whole numbers and fractional parts.

In the prior unit pupils used repeated addition of a unit fraction to form a non-unit fraction. They compared non-unit fractions with the same denominator. They added and subtracted fractions with the same denominator. In this unit pupils will identify equal parts when they do not look the same related to equivalence. They will construct a whole when given a part and the number of parts.

Review of fractions

If the group of cats is the whole, then the grey cats are a {{ }} of the whole.

Parts are always __________ than their whole when you are dealing with fraction of objects.

Which words could complete the sentence: if a bowl of cereal is the whole then the __________ is one part of the whole.

Which words could complete the sentence: if Earth is the whole then __________ is a part of the whole.

Is this statement always, sometimes or never true? A whole is made of two parts.

If France is the whole then Paris is a part of the whole.

If France is the whole then England is a part of the whole.

If a group of sheep is the whole then a cow is a part of the whole.

If a group of sheep is the whole, then a lamb is a part of the whole.

Which of these statements could be correct?

What is the missing label in this bar model?

Choose the correct word to complete this sentence: The __________ is all the parts or everything, the total amount.

Look at the bar model. Identify the parts.

Look at the equation 7 + 5 = 12     Identify the whole.

Look at the equation 5 + 7 + 3 = 15     Identify the parts.

Order these events from a typical day, starting with the thing you do first.

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