← Home

Understanding fractions

CONCEPTUAL
Mathematics›Fractions|Ages 6—7|ID: mt_MyGblah2yY

Write simple fractions (e.g. 1/2 of 6 = 3) and recognise the equivalence of 2/4 and 1/2

Mastery Evidence

  • Write 1/2 of 10 = 5
  • Explain that 2/4 is the same as 1/2 using a diagram
  • Calculate simple unit fractions of quantities and write the result

Assessment Prompt

“If [child] has 6 strawberries and eats half of them, can they write that as "1/2 of 6 = 3" — and explain why 2/4 and 1/2 are the same amount?”

Curriculum Standards1 alignment

Maths/Y2/F/2The national curriculum in England
Write simple fractions and equivalence

Write simple fractions for example, 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2.

Mathematics · Key Stage 1

Prerequisites3

Show full prerequisite tree
  • 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

Unlocks1