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Day 17 · Equivalent names, one positionYear 6 Maths · T1 W3–4 · Day 17 lesson

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Year 6 / Mathematics / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Daily routes · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

Code: AC9M6N03. Goal: show equivalent fractions and compare 2/3 and 3/4 using one 12-gap line. Prepare: bars/line or spoken gap sequence.

  1. Launch · 2 min. Ask whether 2/4 and 1/2 need two marks on the same 0–1 line.
  2. Model · 5 min. Place 2/4=1/2=6/12 at one mark. Place 2/3=8/12 and 3/4=9/12; 3/4 > 2/3 by 1/12 of the same whole. Say numerator and denominator both scale by the same factor when making equivalent names.
  3. Guided · 6 min. Match 1/3=4/12, 2/4=6/12, 3/4=9/12; have learners correct a claim that 2/3 > 3/4 merely because 3 is greater than 4 in a numerator/denominator comparison.
  4. Choice · 6 min. D17-A/B/C: line explanation, archive-space diagram or original game-state explanation. Require equivalent names and same whole.
  5. Exit · 4 min. “Which is larger, 2/3 or 3/4, and by how much?” 3/4 by 1/12. Ask where both sit between 0 and 1.
  6. Note · 2 min. Check whether learner can justify order, not only convert by rote. Recheck with 1/3 versus 1/2 if needed.

Home/extension: Use one folded strip as the whole. Extension: find 3/6 and 6/12 on the same half mark, with equal partitions shown.

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