• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Fractions teaching

Extracts from this document...


Maths Assignment Fractions form part of the Number and the Number System strand in the Framework for the National Numeracy Strategy (NNS). They form part of a wider topic of fractions, decimals, percentages, ratio and proportion. Work on this topic begins in the foundation stage, and progresses across Key Stages one and two, becoming more broad and deep as it does so. Teaching in this area must consider this progression, accounting for different ages and ability levels, so the progression is steady and new concepts are introduced that build on others which are secure. In doing this, teaching must also be aware of the possible misconceptions which may arise in children, so they are anticipated and planning is used to either overcome or avoid them. Details of how fractions are reflected in the foundation stage, Key Stages one and two curriculum and the NNS can be found in Appendix 1 and 2. The five strands of the NNS are highly interconnected and aim to provide children with the confidence and flexibility to use and apply mathematical principles. The topic of fractions is integrated with all of the strands. It forms part of the Number and the Number system strand, as part of a wider understanding of fractions, decimals, ratio and proportion. ...read more.


Children also begin to position halves on a number line as a means of comparing fractions with whole numbers. Their work in this direction complements other areas in telling the time and movement through turns. Work in Year three develops fraction vocabulary to include thirds and tenths and extends their equivalence knowledge to include tenths, quarters and halves up to a whole. Pictorial representation is now more complex and shows a step towards problem solving, including the concept of estimating fractions from practical examples. Number lines are used to show ordering of simple fractions as is counting in halves, quarters, etc. In Key Stage two the topic of fractions is extended to using fraction notation and recognising equivalence, recognising the equivalence between decimals and fractions, ordering familiar fractions, finding fractions of numbers and quantities and recognising the equivalence between percentages, fractions and decimals in Years five and six. In recognising equivalence in Year four, pictorial representation is still used, but becomes a tool to aid rather than a puzzle. Fraction walls are useful at this stage. The concept of equivalence is more abstract in years five and six children develop the idea of twentieths, hundredths and thousandths. They learn the vocabulary of numerator and denominator and begin to generalise the idea of equivalence as being both numerator and denominator multiplied by a common factor. ...read more.


One possible misconception that may arise in dealing with fractions is the child not attending to the size of the denominator as being the division of the unit and the numerator as the number of the parts. This may become particularly apparent towards the end of Key Stage two, when children begin to order fractions with different denominators. Swan (2001) describes a method of multiple representations of the fraction to use as tools to help children to grasp the concept. In this, a set of cards with the relevant fraction on are used, along with pictures of the fractions as a shaded part of equal squares and cards of the fractions marked along a number line. The children work in groups to put the corresponding representations with the right fractions and then go about ordering them. Through practical group work and peer discussion the misconceptions are confronted and new reasoning created. A plenary could be used to reflect on the different methods children used to order the cards and which representation they found most useful. Fractions teaching is a highly complex and sophisticated topic to teach effectively in primary schools. Teachers should be aware of the links the topic has with others, the progression that is expected of the children across the year groups and the possible misconceptions and strategies to correct them in order to encourage children to be able to use fractions with fluency and confidence. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Developmental Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Developmental Psychology essays

  1. counselling stages of attachement

    This was achieved using the children's class teacher's ratings of their cognitive ability, as well as the results of IQ tests. Findings - * He found that school performance and IQ was highest for those children who had entered day care before the age of 1.


    Ma2 Number - Fractions percentages and ratio) This activity helped the children to use mathematical ideas and methods to solve practical problems (National Numeracy Strategy Framework for Teaching Mathematics) Mathematical difficulties are identified through a variety of procedures. The main ones being assessment, observation and feedback. Information regarding the child's performance can be gathered in several ways, for example, weekly tests, homework and classroom samples.

  1. Developing Talk with Pupils across the Core Curriculum

    Strangers are able to understand what they are trying to say even if grammatical words are missing, e.g. the cat is standing up on the table. There is the addition of past tense and a child begins to join clauses to express their thoughts and tell short, simple stories.

  2. The Teaching of Writing.

    The written shape with which most children are familiar with is that of their own names. For younger children, their own special picture often accompanies the word so that they come to recognize the writing through its association with the picture.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work