Name: How To Use A Number Line To Represent Fractions
Uploaded: 2024-07-26T08:35:18.000Z
Description: Pupils are often introduced to fractions in the context of part/ whole relationships. Here, we explain how you can use a number line to explore different representations of fractions and address key misconceptions, for example thinking that fractions are always smaller than 1.

Introduction to Fractions: All years

Help your primary school class to develop their mathematical understanding of Fractions with this range of mastery maths teaching slides, worksheets, games, activities, assessments and additional teaching resources.

Fractions

Here you can find a range of Year 3 teaching slides, worksheets, activities, games, assessments and additional teaching resources to help you teach your Year 3 class the Key Stage 2 primary maths curriculum.

Year 3

Here you can find a range of Year 4 teaching slides, worksheets, activities, games, assessments and additional teaching resources to help you teach your Year 4 class the Key Stage 2 primary maths curriculum.

Year 4

Here you can find a range of Year 5 teaching slides, worksheets, activities, games, assessments and additional teaching resources to help you teach your Year 5 class the Key Stage 2 primary maths curriculum.

Year 5

<div> <p>Pupils often struggle with understanding fractions, especially when it comes to representing them on a number line. </p>
<p>Watch this Maths in Minutes video to learn how to use a number line to represent fractions and address common misconceptions. </p>
<h3>What do you need support with?</h3>
<p>00:10 Introduction to fractions</p>
<p>00:18 Using a number line to represent fractions</p>
<p>00:42 Exploring different representations of fractions</p>
<p>01:05 Addressing key misconceptions about fractions</p> </div>

Pupils are often introduced to fractions in the context of part/ whole relationships. Here, we explain how you can use a number line to explore different representations of fractions and address key misconceptions, for example thinking that fractions are always smaller than 1.