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Day 19 · Justify an order and repair a false ruleYear 6 Maths · T1 W3–4 · Day 19 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: use equivalent names to order common fractions and diagnose denominator-only reasoning. Prepare: 12-gap line/bars, D19 routes.

  1. Launch · 2 min. Display false claim: “1/3 > 1/2 because 3 > 2.” Ask which whole/mark would disprove it.
  2. Model · 5 min. On the same 0–1 whole, 1/3=4/12 and 1/2=6/12, so 1/3 < 1/2. A larger denominator of a unit fraction means smaller equal parts when the whole stays fixed. Do not turn this into an unsafe rule for every pair of fractions.
  3. Guided · 6 min. Order 1/4, 1/2, 2/3 as 3/12,6/12,8/12. Learners compare another same-whole pair 3/4 and 1/2 using marks 9 and 6, then say why a different whole would change physical sizes.
  4. Choice · 6 min. D19-A/B/C: evidence to a fictional exhibit maker, an error-repair dialogue or a tactile same-whole sequence. State an exact comparison and explain it.
  5. Exit · 4 min. A peer places 2/4 to the right of 1/2 on one line. Repair: both equal 6/12 and occupy the same mark.
  6. Note · 2 min. Distinguish a correct order with reasoning from a memorised slogan. Recheck a new pair without the model in view.

Home/extension: Draw a new line and give an adult a deliberate error to repair. Extension: show 3/6, 2/4 and 1/2 as one point with same-size whole.

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