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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Count up and down in tenths;

Unit and non-unit fractions recognise that tenths arise from
dividing an object into 10 equal parts
Making the whole and in dividing one-digit numbers or
Tenths quantities by 10

Count in tenths Recognise and use fractions as

numbers: unit fractions and non-unit
Tenths as decimals fractions with small denominators.
Fractions on a number line
Recognise, find and write fractions of
Fractions of a set of objects (1) a discrete set of objects: unit
fractions and non-unit fractions with
Fractions of a set of objects (2) small denominators.
Fractions of a set of objects (3) Solve problems that involve all of
the above.

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Children recap their understanding of unit and non-unit Complete the sentences to describe the images.
fractions from Year 2. They explain the similarities and
differences between unit and non-unit fractions. ___ out of ___ equal parts are shaded.

Children are introduced to fractions with denominators other of the shape is shaded.
than 2, 3 and 4, which they used in Year 2. Ensure children
understand what the numerator and denominator represent. 1 3
Shade of the circle. Shade of the circle.
5 5

1 3
Circle of the beanbags. Circle of the beanbags.
5 5

What is a unit fraction? What’s the same and what’s different about and ?
1 3
5 5
What is a non-unit fraction?
Complete the sentences.
1 1 1 1
Show me , , , What’s the same? What’s different? A unit fraction always has a numerator of _____
2 3 4 5
A non-unit fraction has a numerator that is ______ than _____
What fraction is shaded? What fraction is not shaded? An example of a unit fraction is _____
An example of a non-unit fraction is ____
What is the same about the fractions? What is different?
Can you draw a unit fraction and a non-unit fraction with the same
denominator?
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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

True or False? False, one quarter Sort the fractions into the table. Top left: Empty
is shaded. Ensure 1 1
Top right: , and
Fractions Fractions 3 4
when counting the equal to less than 1
parts of the whole one whole one whole 2
2
that children also Bottom left: and
Unit 2
count the shaded fractions 4
part. 4
Non-unit 3 3
1 Bottom right: ,
of the shape is shaded. fractions 4 5
3 2
and
5
There are no unit
Are there any boxes in the table empty? fractions that are
Why? equal to one whole
1
3 3 1 1 2 4 2 1 other than but
1
4 5 3 4 2 4 5 2
this isn’t in our list.

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Children look at whole shapes and quantities and see that Complete the missing information.
when a fraction is equivalent to a whole, the numerator and
denominator are the same.
Building on using part-whole model with whole numbers, 1 whole is the same as
children use the models to partition the whole into fractional
parts.
Complete the sentences to describe the apples.

of the apples are red. of the apples are green.

Is a fraction always less than one?

and make one whole
When the fraction is equivalent to one, what do you notice
about the numerator and denominator?
Use 8 double sided counters.
In the counter activity, what’s the same about the part-whole
Drop the counters on to the table, what fraction of the counters are
models? What’s different?
red? What fraction of the counters are yellow? What fraction
represents the whole group of counters?
Complete part-whole models to show your findings.

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Teddy says, 6
No because is Rosie is drawing bar models to represent
6 a whole.
I have one pizza cut into 6 equal to one She has drawn a fraction of each of her
equal pieces. I have eaten whole, so Ted has
6
bars.
of the pizza. eaten all of his
6
pizza.
Does Teddy have any pizza left?
Explain your answer.

Complete the sentence. The same/equal

When a fraction is equal to a whole, the Children may

numerator and the denominator are draw a range of
______________________ pictures to prove Can you complete Rosie’s bar models?
this statement.
Use pictures to prove your answer.

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Children explore what a tenth is. They recognise that tenths If the frame represents 1 whole, what does each box represent?
arise from dividing one whole into 10 equal parts. Use counters to represent:
• One tenth
Children represent tenths in different ways and use words and • Two tenths
1
fractions to describe them. For example, one tenth and • Three tenths
10
• One tenth less than eight tenths
Identify what fraction of each shape is shaded.
Give your answer in words and as a fraction.
e.g.

3
How many tenths make the whole? Three tenths
10

How many tenths are shaded? Annie has 2 cakes. She wants to share them equally between 10
people. What fraction of the cakes will each person get?
How many more tenths do I need to make a whole? There are ____ cakes.
They are shared equally between ___ people.
When I am writing tenths, the _____________ is always 10 Each person has of the cake.
___ ÷ ____ = _____
How are fractions linked to division? What fraction would they get if Annie had 4 cakes?
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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Fill in the missing values. Odd One Out The marbles are
Explain how you got your answers. the odd one out
because they
represent 8 or
eighths. All of the
other images have
a whole which has
Children could use Which is the odd one out? been split into ten
practical Explain your answer. equal parts.
equipment to
explain why and
how, and relate
back to the
counting stick.

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Children count up and down in tenths using different The counting stick is worth 1 whole. Label each part of the counting
representations. stick. Can you count forwards and backwards along the counting
10
stick?
Children also explore what happens when counting past
10
They are not required to write mixed numbers, however
11 1
children may see the as 1 due to their understanding of 1
10 10
Continue the pattern in the table.
whole. 4 6
• What comes between and ?
10 10
10
• What is one more than ?
10
8 4
• If I start at and count back ,
10 10
Let’s count in tenths. What comes next? Explain how you know. where will I stop?

If I start at ___ tenths, what will be next? Complete the sequences.

10
When we get to what else can we say? What happens next?
10

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Teddy is counting in tenths. Teddy thinks that True or False? This is correct.
after ten tenths Children could
you start counting 2 show it using
Seven tenths, eight Five tenths is smaller than 7 tenths.
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tenths, nine tenths, ten in elevenths. He pictures, ten
tenths, one eleventh, two does not realise Five tenths is
2
larger than three tenths. frames, number
10
elevenths, three that ten tenths is lines etc.
elevenths… the whole, and so Do you agree? For example:
the next number in
the sequence after Explain why.
Can you spot his mistake? ten tenths is
eleven tenths or
one and one tenth.

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Children are introduced to tenths as decimals for the first time. Complete the table.
They compare fractions and decimals written as words, in Image Words Fraction Decimal
fraction form and as decimals and link them to pictorial
representations. One tenth
1
0.1
10
Children learn that the number system extends to the right of
the decimal point into the tenths column.

Nine tenths

Write the fractions and decimals shown.

What is a tenth?
How many different ways can we write a tenth?
What does equivalent mean? Here is a decimal written in a place value grid.
What is the same and what is different about decimals and Ones Tenths
fractions? 0 8

Can you represent this decimal pictorially?

Can you write the decimal as a fraction?
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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

True or False? They are both Place the decimals and fractions on the
correct. number line.
1
10 cm is one tenth of 1 10 cm = m= 3 1 10
10
metre 0.7 0.9
0.1 m 10 10 10
Dora

10 cm is 0.1 metres.

Amir 0 1

Explain your answer.

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

1
Children use a number line to represent fractions beyond one Show on the number line. Use the bar model to help you.
5
whole. They count forwards and backwards in fractions.
1 1 1 1 1
Children need to know how to divide a number line into 5 5 5 5 5
specific fractions i.e. when dividing into quarters, we need to
ensure our number line is divided into four equal parts.
0 1
The number line has been divided into equal parts.
Label each part correctly.

0 1
How many equal parts has the number line been divided into?
What does each interval represent? Divide the number line into eighths.
Can you continue the number line up to 2?
How are the bar model and the number line the same? How
are they different?
1
How do we know where to place on the number line?
5 0 1
How do we label fractions larger than one.

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Eva has drawn a number line. Alex and Jack are counting up and down 1
Tommy is correct They will reach 4
in thirds. 3
because Eva has
missed 1 whole 1
out. Alex starts at 5 and counts backwards.
3

1
Jack starts at 3 and counts forwards.
3
1 2 3 1 2 3
0 4 4
14 14 14 2 What fraction will they get to at the same
4
time?
Tommy says it is incorrect.

Do you agree with Tommy?

Explain why.

Can you draw the next three fractions?

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Children find a unit fraction of an amount by dividing an 1

Find of Eva’s marbles.
5
amount into equal groups.
They build on their understanding of division by using place I have divided the marbles into equal groups.
value counters to find fractions of larger quantities including There are marbles in each group.
where they need to exchange tens for ones.
1
of Eva’s marbles is marbles.
5

1
Dexter has used a bar model and counters to find of 12
4

Which operation do we use to find a fraction of an amount? Use Dexter’s method to calculate:
1 1 1 1
How many equal groups do we need? of 12 of 12 of 18 of 18
6 3 3 9
Which part of the fraction tells us this? Amir uses a bar model and place value counters to find one quarter
How does the bar model help us? of 84

Use Amir’s method to find:

1 1 1
of 36 of 45 of 65
3 3 5
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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Whitney has 12 chocolates. Whitney has two Fill in the Blanks

chocolates left.
1
On Friday, she ate of her chocolates
4
and gave one to her mum.
1 1 80
1
of 60 = of
On Saturday, she ate of her remaining 3 4
2
chocolates, and gave one to her brother.

1
On Sunday, she ate of her remaining 1 1
3 of 50 = of 25 10
chocolates. 5

How many chocolates does Whitney

have left?

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Children need to understand that the denominator of the 2

Find of Eva’s marbles.
fraction tells us how many equal parts the whole will be 5
1
divided into. E.g. means dividing the whole into 3 equal parts. I have divided the marbles into equal groups.
3
They need to understand that the numerator tells them how There are marbles in each group.
2
many parts of the whole there are. E.g. means dividing the 2
3 of Eva’s marbles is marbles.
whole into 3 equal parts, then counting the amount in 2 of 5
these parts. 3
Dexter has used a bar model and counters to find of 12
4

What does the denominator tell us? Use Dexter’s method to calculate:
5 2 2 7
What does the numerator tell us? of 12 of 12 of 18 of 18
6 3 3 9
What is the same and what is different about two thirds and Amir uses a bar model and place value counters to find three
two fifths? quarters of 84
How many parts is the whole divided into and why?
Use Amir’s method to find:
2 2 3
of 36 of 45 of 65
3 3 5
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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

3 16 Ron has £28 Ron has £4 left.

This is of a set of beanbags.
4 1
1 This is of his
On Friday, he spent of his money. 7
4 original amount.
2
On Saturday, he spent of his remaining
3
money and gave £2 to his sister.

1
On Sunday, he spent of his remaining
5
money.
How many were in the whole set?
How much money does Ron have left?

What fraction of his original amount is

this?

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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Children will apply their knowledge and understanding of Ron has £3 and 50p
fractions to solve problems in various contexts. He wants to give half of his money to his brother.
How much would his brother receive?
They recap and build their understanding of different
measures.

A bag of sweets weighs 240 g

There are 4 children going to the cinema,
1
each receives of the bag.
4
What weight of sweets will each child receive?
Do we need to make an exchange? 2
Find of 1 hour.
3
Can we represent the problem in a bar model?
Use the clock face to help you.
5
When finding , what will we need to do and why? 1 hour = minutes
6

What is the whole? How can we represent this problem? 1

of minutes =
3

2
of minutes =
3
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Year 3 | Spring Term | Week 10 to 11 – Number: Fractions

Mo makes 3 rugby shirts. 150 cm Alex and Eva share a bottle of juice. Alex drank
600 ml of the
3
1 Alex drinks of the juice. juice.
5
This is of his
4
original roll of Eva drinks 200 ml of the juice. Eva drank one fifth
Each rugby shirt uses 150 cm of material. material.
of the juice.
One fifth of the juice is left in the bottle.
He has a 600 cm roll of material.
How much did Alex drink? The fraction of
How much material is left after making 1
juice left is of the
the 3 shirts? 5
What fraction of the bottle did Eva drink?
bottle.
What fraction of the original roll is left What fraction of the drink is left?
over?

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