← Home

Equivalent fractions

CONCEPTUAL
Mathematics›Fractions|Ages 7—8|ID: mt_FbDKeLfBCo

Recognise and show, using diagrams, equivalent fractions with small denominators

Mastery Evidence

  • Show that 1/2 = 2/4 using a diagram of equal parts
  • Use a fraction wall or bar model to find equivalent fractions
  • Explain why two fractions are equivalent by comparing the shaded areas

Assessment Prompt

“If [child] sees a bar divided into 4 equal parts with 2 shaded, can they tell you that's the same as 1/2 — and draw a different bar showing the same amount another way?”

Curriculum Standards1 alignment

Ma/KS2/Y3/F/4The national curriculum in England
Equivalent fractions

recognise and show, using diagrams, equivalent fractions with small denominators

Mathematics · Key Stage 2

Prerequisites3

Show full prerequisite tree
  • Fractions on a number line soft

    Number line supports seeing equivalent fractions as the same point

    • Fractions of amounts hard

      Placing fractions on number line requires knowing what fractions are

      • Finding halves and quarters (age 5+) hard

        Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters

        • What Is a Half? hard

          Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4

          • Division as equal sharing hard

            Finding a half requires equal sharing into 2 groups — a division concept

            • Subtraction as taking away or separating hard

              Division as equal sharing/grouping requires understanding subtraction as taking away/separating

              • How Many in Total? hard

                Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • What Is a Half? hard

        Working with fractions extends from Y1 understanding of halves

        • Division as equal sharing hard

          Finding a half requires equal sharing into 2 groups — a division concept

          • Subtraction as taking away or separating hard

            Division as equal sharing/grouping requires understanding subtraction as taking away/separating

            • How Many in Total? hard

              Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • Division as equal sharing soft

        Finding fractions of quantities uses equal sharing (division)

        • Subtraction as taking away or separating hard

          Division as equal sharing/grouping requires understanding subtraction as taking away/separating

          • How Many in Total? hard

            Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

            • One-to-one counting hard

              Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • Fraction Notation hard

        Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator

    • Tenths soft

      Counting in tenths supports placing fractions on a number line

      • Fractions of amounts hard

        Tenths extend fraction understanding from halves, thirds, quarters

        • Finding halves and quarters (age 5+) hard

          Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters

          • What Is a Half? hard

            Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4

            • Division as equal sharing hard

              Finding a half requires equal sharing into 2 groups — a division concept

              • Subtraction as taking away or separating hard

                Division as equal sharing/grouping requires understanding subtraction as taking away/separating

                • How Many in Total? hard

                  Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

                  • One-to-one counting hard

                    Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

        • What Is a Half? hard

          Working with fractions extends from Y1 understanding of halves

          • Division as equal sharing hard

            Finding a half requires equal sharing into 2 groups — a division concept

            • Subtraction as taking away or separating hard

              Division as equal sharing/grouping requires understanding subtraction as taking away/separating

              • How Many in Total? hard

                Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

        • Division as equal sharing soft

          Finding fractions of quantities uses equal sharing (division)

          • Subtraction as taking away or separating hard

            Division as equal sharing/grouping requires understanding subtraction as taking away/separating

            • How Many in Total? hard

              Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

        • Fraction Notation hard

          Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator

      • Counting in 2s soft

        Skip counting supports counting in tenths

  • Understanding fractions hard

    Extends equivalence of 2/4 and 1/2 to broader equivalent fractions

    • Reading +, −, and = symbols soft

      Writing fraction sentences (1/2 of 6 = 3) requires understanding the = sign

      • Reading and writing numbers to 20 hard

        Writing number sentences requires reading and writing numerals

        • How Many in Total? hard

          Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)

          • One-to-one counting hard

            Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

        • Writing digits 0-9 hard

          Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)

      • Addition as combining or putting together two hard

        Reading/writing the + symbol requires understanding what addition means

        • How Many in Total? hard

          Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)

          • One-to-one counting hard

            Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • Subtraction as taking away or separating hard

        Reading/writing the − symbol requires understanding what subtraction means

        • How Many in Total? hard

          Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

          • One-to-one counting hard

            Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

    • Fractions of amounts hard

      Writing fractions and recognising equivalence requires knowing what the fractions mean

      • Finding halves and quarters (age 5+) hard

        Working with 1/4, 2/4, 3/4 extends from Y1 understanding of quarters

        • What Is a Half? hard

          Understanding quarters extends from understanding halves — both are equal parts but quarters requires dividing into 4

          • Division as equal sharing hard

            Finding a half requires equal sharing into 2 groups — a division concept

            • Subtraction as taking away or separating hard

              Division as equal sharing/grouping requires understanding subtraction as taking away/separating

              • How Many in Total? hard

                Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

                • One-to-one counting hard

                  Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • What Is a Half? hard

        Working with fractions extends from Y1 understanding of halves

        • Division as equal sharing hard

          Finding a half requires equal sharing into 2 groups — a division concept

          • Subtraction as taking away or separating hard

            Division as equal sharing/grouping requires understanding subtraction as taking away/separating

            • How Many in Total? hard

              Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

              • One-to-one counting hard

                Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • Division as equal sharing soft

        Finding fractions of quantities uses equal sharing (division)

        • Subtraction as taking away or separating hard

          Division as equal sharing/grouping requires understanding subtraction as taking away/separating

          • How Many in Total? hard

            Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)

            • One-to-one counting hard

              Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

      • Fraction Notation hard

        Writing fractions like 1/3 and 3/4 requires knowing numerator and denominator

    • Fraction Notation hard

      Writing fractions and recognising equivalence requires 'equivalent fraction' vocabulary

  • Fraction Notation hard

    Recognising and showing equivalent fractions requires that vocabulary

Unlocks1