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Fractions (FDPRP) Objectives

Fractions and decimal objectives

The Gaps and Misconceptions Tool was developed by Devon LDP ©2011 and has been made available here by kind permission.

Research references: Devon Learning and Development Partnership

Each objective is linked to a probing question. Each probing question has been written to expose a gap in understanding or misconception. There are links to a number of images/models that will illustrate how to address these gaps/misconceptions.

Year Group	Objective	Diagnostic Question
4	1999 FWK • Understand decimal notation and place value for tenths and hundredths and use in context [p28] 2006 FWK • Y4: Use decimal notation for tenths and hundredths...relate the notation to money and measurement	Fra Q01
4	1999 FWK • Use fraction notation [p22] 2006 FWK • Y3: Read and write proper fractions...	Fra Q02
4	1999 FWK • Recognise equivalence of simple fractions [p22] 2006 FWK • Y4: Use diagrams to identify equivalent fractions	Fra Q03
4	1999 FWK • Order simple fractions [p22] 2006 FWK • Y4: Use diagrams to identify equivalent fractions, e.g. 6/8 and ¾ or 70/100 and 7/10; interpret mixed numbers and position them on a number line e.g. 3½	Fra Q04
4	1999 FWK • Begin to relate fractions to division and find simple fractions of numbers or quantities [p24] 2006 FWK • Y4: Use diagrams to identify equivalent fractions, e.g. 6/8 and ¾ or 70/100 and 7/10; interpret mixed numbers and position them on a number line e.g. 3½	Fra Q05
4 5	1999 FWK • Relate fractions to their decimal representations [p31] 1999 FWK • Recognise the equivalence between the decimal and fraction forms of one half, one quarter, three quarters..., one tenth, one hundredth [p31] 2006 FWK • Y4: Use diagrams to identify equivalent fractions 2006 FWK • Y5: Express a smaller whole number as a fraction of a larger one, e.g. recognise that 5 out of 8 is 5/8; find equivalent fractions, e.g. 7/10 = 14/20, or 19/10 = 1 9/10; relate fractions to their decimal representations	Fra Q08
5	1999 FWK • Multiply and divide any positive integer up to 10 000 by 10 or 100 and understand the effect [p7] 2006 FWK • Y5: Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100, 1000	Fra Q06
5	1999 FWK • Round a number with one or two decimal places to the nearest integer [p31] 2006 FWK • Y5: Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers	Fra Q07
5	1999 FWK • Use fraction notation including mixed numbers [p23] 2006 FWK • Y4: Use diagrams to identify equivalent fractions, e.g. 6/8 and ¾ or 70/100 and 7/10; interpret mixed numbers and position them on a number line e.g. 3½	Fra Q09
5	1999 FWK • Recognize when 2 simple fractions are equivalent [p23] 2006 FWK • Y5: Express a smaller whole number as a fraction of a larger one, e.g. recognise that 5 out of 8 is 5/8; find equivalent fractions, e.g. 7/10 = 14/20, or 19/10 = 1 9/10; relate fractions to their decimal representations	Fra Q10
5	1999 FWK • Order a set of fractions and position them on a number line [p23] 2006 FWK • Y4: Use diagrams to identify equivalent fractions, e.g. 6/8 and ¾ or 70/100 and 7/10; interpret mixed numbers and position them on a number line e.g. 3½	Fra Q11
5 6	1999 FWK • Relate fractions to division [p25] 2006 FWK • Y5: Find fractions using division, eg. 1/100 of 5kg	Fra Q12
6	1999 FWK • Order a mixed set of numbers with up to 3 decimal places [p29] 2006 FWK • Y6: Use decimal notation for tenths, hundredths and thousandths, partition, round and order decimals with up tp three places, and position them on the number line	Fra Q13
6	1999 FWK • Know what each digit represents in a number with up to three decimal places [p29] 2006 FWK • Y6: Use decimal notation for tenths, hundredths and thousandths, partition, round and order decimals with up tp three places, and position them on the number line	Fra Q14
6	1999 FWK • Multiply and divide decimals mentally by 10 or 100 and integers by 1000 and understand the effect [p7] 1999 FWK • Y5: Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100, 1000	Fra Q15
6	1999 FWK • Round a number with two decimal places to the nearest tenth or nearest whole number [p31] 2006 FWK • Y6: ...round and order decimals with up to three places, and position them on the number line	Fra Q16
6	1999 FWK • Relate fractions to their decimal representations [p31] 1999 FWK • Recognise the equivalence between the decimal and fraction forms of one half, one quarter, three quarters..., one tenth, one hundredth [p31] 2006 FWK • Y6: ...find equivalent percentages, decimals and fractions	Fra Q08 Fra Q17
6	1999 FWK • Reduce a fraction to its simplest form by cancelling common factors [p23] 2006 FWK • Y6: ...simplify fractions by cancelling common factors	Fra Q18
6	1999 FWK • Use fractions as an operator to find fractions of numbers or quantities [p25] 2006 FWK • Y5: Find fractions using division, eg. 1/100 of 5kg	Fra Q19

The Gaps and Misconceptions Tool was developed by Devon LDP ©2011 and has been made available here by kind permission.

Research references: Devon Learning and Development Partnership

Association of Teachers of Mathematics

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