Year 5 Term 4

Key Concepts – Number – Fractions

• Children fully understand that the bigger the denominator, the small the part of a whole.
• Children understand common factors and multiples and can use them to simplify and find equivalents of fractions.
• A multiple is a number that can be divided by another number evenly without leaving a remainder
• A factor is a number that divides into another number exactly and without leaving a remainder.
• Children can compare and order fractions including placing them on a number line.
• Children can understand that when the numerator and the denominator are the same, this makes a whole
• Children can understand the difference between a mixed number and an improper fraction, and that when the numerator is bigger than the denominator, there is at least one whole and a bit
• Children can multiply a fraction by a whole number and that the product becomes smaller unlike whole numbers where they become bigger.
• Children need to use ‘of’ to replace multiply to help their understanding.

Key Vocabulary

Proper/improper fraction

Equivalent fraction

Mixed Number

Numerator

Denominator

Part

Equal parts

‘of’

Key Concepts –Topic- Properties of shape position and direction

• That a whole turn is equal to 360°, half a turn is 180° and a quarter of a turn is 90°
• That perpendicular lines meet at a 90° angle and that parallel lines never meet.
• That regular shapes have equal sides and equal angles
• That coordinates are given as (X Y)
• That when a shape is reflected, the shape has not changed
• That when a shape is translated, the size or the orientation of the shape has not changed and that it is only translated in straight lines, horizontally, vertically or diagonally.

Key Vocabulary

parallel

perpendicular

diagonal

congruent

Concave

Convex

triangular

equilateral

isosceles

scalene

polygon

Translation

 reflection

Common Misconceptions –Fractions

Children are led to believe that the bigger the denominator, the bigger the part.

Children confuse the numerator and denominator when comparing and ordering fractions.

When children add fractions, they add both the numerator and denominator together

Common Misconception – Properties of shape position and direction

 Children get confused between the language of parallel and perpendicular

Children read coordinates as (Y X)

That when a shape has been reflected, the shape itself has been changed, not just the orientation.