Mathsmoves

This interactive Powerpoint (consisting of 46 interactive slides plus printables) helps pupils to compare fractions. When asked to compare or order fractions, pupils sometimes automatically think about finding common denominators, and in some cases, this is what is needed. However, there are also situations where pupils can use reasoning, such as when the fractions have the same denominator, the same numerator or can easily be compared to 1 or ½. Using fraction circles, fraction strips, fract

One of the reasons for some pupils' confusion when learning fractions is that they consider the numerators and denominators as whole numbers rather than as representing the relationship between the part and the whole. In this PowerPoint (consisting of 9 interactive slides plus printables) there is an emphasis on recognising the whole unit and the relationship between the parts and the whole unit. Sometimes, shapes and single pizzas are the predominant images used when working on the recogniti

This interactive Powerpoint (consisting of 36 interactive slides plus printables) helps pupils in Upper KS2 to add and subtract fractions. Adding and subtracting fractions is not something that pupils are likely to experience very often in real life (we would be more likely to use their decimal equivalents), so this is a rather abstract topic. Pupils can start with manipulatives, if needed, then link this use to examples without manipulatives. One of the confusions for pupils when learning

This interactive PowerPoint (consisting of 38 interactive slides plus printables) helps pupils to understand equivalent fractions by using resources, visual images, games and discussion statements. Sometimes pupils consider numerators and denominators as positive integers rather than as referring to relative amounts and they need to see that fractions answer how much, rather than how many.

This interactive Powerpoint (consisting of 18 interactive slides plus printables) helps pupils in lower KS2 to add and subtract fractions. Adding and subtracting fractions is not something that pupils are likely to experience very often in real life (we would be more likely to use their decimal equivalents), so this is a rather abstract topic. It is best to start with manipulatives then link this use to examples without manipulatives. Statements are used to provoke discussion since pupils