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Day 18 · Fractions beyond one on the same scaleYear 6 Maths · T1 W3–4 · Day 18 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: represent and compare 5/4 and 3/2 on a 0–2 line. Prepare: 24-gap line or tactile equivalents, two equal unit strips.

  1. Launch · 2 min. Ask whether a fraction greater than 1 can still be marked on a number line. Yes, if the line extends beyond 1.
  2. Model · 5 min. On 0–2 with 12 equal gaps in each unit, mark 5/4 = 1 + 1/4 = 15/12 at gap 15, and 3/2 = 1 + 1/2 = 18/12 at gap 18. Thus 5/4 < 3/2 by 3/12=1/4.
  3. Guided · 6 min. Locate 1 1/2 at the same gap as 3/2 and 6/4. Locate 1 1/4 with 5/4. Ask why a second whole must match the first whole's length.
  4. Choice · 6 min. D18-A/B/C: extended line, 12-beat loop over two cycles or art-tile strip. Show an equivalence and a reason for order.
  5. Exit · 4 min. “Is 5/4 to the left or right of 3/2?” Left. “How far?” 1/4 of the unit whole.
  6. Note · 2 min. Record if learner labelled 1 at gap 12 and 2 at gap 24; recheck scale before fraction work.

Home/extension: Draw two matching strips and split each into four; extension: explain why 6/4=3/2 is one mark, not two.

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