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Answer: ………………………………….
| Learning outcomes(LOs) |
| LO 1 |
| Numbers, Operations and RelationshipsThe learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems. |
| Assessment standards(ASs) |
| We know this when the learner: |
| 1.1 counts forwards and backwards in a variety of intervals; |
| 1.3 recognises and represents the following numbers in order to describe and compare them: common fractions with different denominators, common fractions in diagrammatic form, decimal fractions and multiples of single-digit numbers; |
| 1.3.2 common fractions with different denominators, including halves, thirds, quarters, fifths, sixths, sevenths and eighths; |
| 1.3.3 common fractions in diagrammatic form; |
| 1.3.4 decimal fractions of the form 0,5; 1,5 and 2,5; etc., in the context of measurement; |
| 1.3.6 multiples of single-digit numbers to at least 100; |
| 1.5 recognises and uses equivalent forms of the numbers including common fractions and decimal fractions; |
| 1.5.1 common fractions with denominators that are multiples of each other; |
| 1.5.2 decimal fractions of the form 0,5; 1,5 and 2,5, etc., in the context of measurement; |
| 1.7 solves problems that involve comparing two quantities of different kinds (rate); |
| 1.7.1 comparing two or more quantities of the same kind (ratio); |
| 1.8 estimates and calculates by selecting and using operations appropriate to solving problems that involve addition of common fractions, multiplication of at least whole 2-digit by 2-digit numbers, division of at least whole 3-digit by 1-digit numbers and equal sharing with remainders; |
| 1.8.3 addition of common fractions in context; |
| 1.8.6 equal sharing with remainders; |
| 1.9 performs mental calculations involving: |
| 1.9.2 multiplication of whole numbers to at least 10 x 10; |
| 1.12 recognises, describes and uses:, and |
| 1.12.1 the reciprocal relationship between multiplication and division (e.g. if 5 x 3 = 15 then 15 ÷ 3 = 5 and 15 ÷ 5 = 3; |
| 1.12.2 the equivalence of division and fractions (e.g. 1 ÷ 8 = ⅛); |
| 1.12.3 the commutative, associative and distributive properties with whole numbers. |
ACTIVITY 1– recognising common fractions
1. Missing numbers: …; 3; 6; 10
2. Common fractions
2.1 fifths
2.2 sixths
2.3 sevenths
2.4 eighths
2.5 ninths
2.6 tenths
TEST YOUR SKILL
2.1 and 2.2 Rectangle divided into thirds horizontally and vertically.
2.3 3
3.1 2; halves 3.2 3 thirds
4. Shading; one half is bigger than one third.
5. tenths; 10 equal parts; eighths; 8 equal parts
3. HANDS ON
3.1 Triangle folded in half; half coloured in.
3.2 Circle folded in quarters; three-quarters coloured in.
3.3 No
3.4 Rectangle folded into thirds; two-thirds shaded; second rectangle folded into sixths; two-sixths shaded.
3.5 Bar folded into eighths; two-eighths shaded; second bar folded into quarters; two-quarters shaded.
3.6 (a)<(b) (c)<(d)<(e) (f)<
ACTIVITY 2: the equivalence of division and fractions
1.1 (a) and (b)
1.2 (a) and (b)
1.3 (a) and (b)
ACTIVITY 3: problems
1.1 six biscuits; one and a half shaded
1.2 one and a half
1.3 two-eighths / one-quarter
1.4 2
1.5
1.6 2 and a quarter
8. two and an eighth
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