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Year 5

Use the language of equivalent fractions correctly

I can use the language of equivalent fractions correctly.

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Year 5

Use the language of equivalent fractions correctly

I can use the language of equivalent fractions correctly.

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Share activities with pupils
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Lesson details

Key learning points

  1. Equivalent fractions have different numerators and denominators but represent the same value.
  2. Equivalent fractions have the same position on a number line.
  3. Equivalent fractions represent the same quantity or area.

Keywords

  • Equivalent fractions - Equivalent fractions are fractions which have the same value, even though they may look different.

  • Proportion - The proportion of a number, shape or group of objects is a part of the whole.

Common misconception

Children learn how to spot and create equivalent fractions without realising that they have the same value and have the same position on a number line. The understanding of equivalence is important.

Use the = symbol to record fractions with the same value and the language 'is equal to'. Make use of manipulatives and representations to model equivalence and highlight the equality.


To help you plan your year 5 maths lesson on: Use the language of equivalent fractions correctly, download all teaching resources for free and adapt to suit your pupils' needs...

Make the lesson as practical as possible and allow access to manipulatives to support understanding. Encourage children to use the language of equality as they work to highlight the fact that equivalent fractions have exactly the same value and sit at the same place on a number line.
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This content is © Oak National Academy Limited (2025), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

Lesson video

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Starter quiz

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6 Questions

Q1.
Which of these fractions would be closest to 0 on a 0 to 1 number line?
$${2}\over{10}$$
Correct answer: $${2}\over{12}$$
$${2}\over{8}$$
$${2}\over{9}$$
Q2.
Which of these fractions would be closest to 1 on a 0 to 1 number line?
$${8}\over{9}$$
$${8}\over{6}$$
$${8}\over{7}$$
Correct answer: $${8}\over{10}$$
Q3.
Which of these fractions would be closest to $${1}\over{2}$$ on a 0 to 1 number line?
$${3}\over{8}$$
$${4}\over{10}$$
$${5}\over{12}$$
Correct answer: $${6}\over{14}$$
Q4.
Which of these fractions would sit between 0 and $${1}\over{2}$$ on a 0 to 1 number line?
Correct answer: $${4}\over{10}$$
$${4}\over{6}$$
Correct answer: $${4}\over{9}$$
Correct answer: $${4}\over{12}$$
$${4}\over{7}$$
Q5.
Which fractions have the same value as $${1}\over{2}$$?
$${1}\over{3}$$
Correct answer: $${30}\over{60}$$
$${4}\over{2}$$
Correct answer: $${4}\over{8}$$
$${3}\over{60}$$
Q6.
Order these fractions from the smallest to the largest.
1 - $${1}\over{4}$$
2 - $${1}\over{3}$$
3 - $${3}\over{6}$$
4 - $${3}\over{5}$$
5 - $${3}\over{4}$$

Exit quiz

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6 Questions

Q1.
Match the pairs of equivalent fractions you can see in the image.
An image in a quiz
Correct Answer:$${1}\over{2}$$,$${4}\over{8}$$
tick

$${4}\over{8}$$

Correct Answer:$${5}\over{10}$$,$${15}\over{30}$$
tick

$${15}\over{30}$$

Correct Answer:$${4}\over{8}$$,$${15}\over{30}$$
tick

$${15}\over{30}$$

Correct Answer:$${15}\over{30}$$,$${1}\over{2}$$
tick

$${1}\over{2}$$

Q2.
Which fractions could you use to describe the shaded fraction of this bar?
An image in a quiz
$${1}\over{3}$$
Correct answer: $${1}\over{4}$$
$${2}\over{4}$$
Correct answer: $${2}\over{8}$$
Correct answer: $${10}\over{40}$$
Q3.
Which fractions represent the shaded area of the shape?
An image in a quiz
$${2}\over{5}$$
Correct answer: $${3}\over{5}$$
Correct answer: $${12}\over{20}$$
Correct answer: $${6}\over{10}$$
Q4.
Which fractions represent the highlighted part of the number line?
An image in a quiz
Correct answer: $${1}\over{2}$$
$${4}\over{10}$$
Correct answer: $${4}\over{8}$$
Correct answer: $${2}\over{4}$$
Q5.
Choose the best phrase to complete the sentence: Equivalent fractions represent ...
Correct answer: ... the same proportion of the whole.
... the same numerator.
... the same denominator.
... the same difference between the numerator and denominator
Q6.
Which of these equations are correct?
$${1}\over{4}$$ + $${2}\over{8}$$ = $${3}\over{12}$$
Correct answer: $${1}\over{4}$$ − $${2}\over{8}$$ = 0
$${4}\over{8}$$ − $${2}\over{4}$$ = $${4}\over{8}$$
Correct answer: $${1}\over{4}$$ + $${2}\over{8}$$ = $${4}\over{8}$$