Corpus Christi Catholic Primary School
Unit Title - Fractions
Unit - Fractions
Maths Year 6 Curriculum
Emerging
Low
(6.1)
Secure
(6.2)
Expected
High
(6.3)
Core Learning
Year 5 PoS
1 compare and order fractions whose denominators are all
multiples of the same number
2 identify, name and write equivalent fractions of a given
fraction, represented visually, including tenths and
hundredths
3 recognise mixed numbers and improper fractions
4 convert from one form to the other and write
2
mathematical statements > 1 as a mixed number (e.g. /5
4
6
1
+ /5 = /5 = 1 /5)
5 add and subtract fractions with the same
denominator and multiples of the same number
6 multiply proper fractions and mixed numbers by
whole numbers, supported by materials and diagrams
7 read and write decimal numbers as fractions (e.g.
0.71 = 71/100)
8 recognise and use thousandths and relate them to
tenths, hundredths and decimal equivalents
9 round decimals with two decimal places to the nearest
whole number and to one decimal place
10 read, write, order and compare numbers with up
to three decimal places
11 solve problems involving number up to three decimal
places
-recognise the per cent symbol (%) and understand that
per “number cent relates to number of parts per hundred”,
and write percentages as a fraction with denominator
hundred, and as a decimal fraction
12 solve problems which require knowing percentage
1
1
1
2
4
and decimal equivalents of /2, /4, /5, /5, /5 and those
with a
denominator of a multiple of 10 or 25
Low
(6.4)
Secure
(6.5)
Exceeding
High
(6.6)
Year 6 PoS
1 use common factors to simplify fractions; use
common multiples to express fractions in the same
denomination
2 compare and order fractions, including fractions >1
3 add and subtract fractions with different denominators
and mixed numbers, using the concept of equivalent
fractions
4 multiply simple pairs of proper fractions, writing the
answer its simplest form (e.g. 1/4 ×1/2 =6/8)
1
5 divide proper fractions by whole numbers (e.g. /3 ÷ 2
1
= /6 )
associate a fraction with division and calculate decimal
fraction equivalents (e.g. 0.375) for a simple fraction(e.g.
3
/8)
6 identify the value of each digit to three decimal places
and multiply and divide numbers by 10, 100 and 1000 where
the answers are up to three decimal places
7multiply one-digit numbers with up to two decimal
places by whole numbers
8 use written division methods in cases where the
answer has up to two decimal places
9 solve problems which require answers to be rounded to
specified degrees of accuracy
10 recall and use equivalences between simple fractions,
decimals and percentages, including in different contexts.
Low
(6.7)
Secure
(6.8)
Year 7 PoS
High
(6.9)
Corpus Christi Catholic Primary School
Unit - Fractions
Maths Year 6 Curriculum
Emerging
Low
(6.1)
Secure
(6.2)
Expected
High
(6.3)
Additional Learning
1 Recognise when two simple fractions are equivalent,
including relating hundredths to tenths.
2 Understand what a mixed number is and an improper
fraction e.g. convert a mixed number into an improper
fraction and vice versa.
3 Add and subtract fractions with a common
denominator which exceed 1 e.g. 4/5 + 2/5 = 6/5 = 1 1/5
4 Multiply proper fractions and mixed numbers by single
integers e.g. 6/7 x 8 =
5 Relate fractions to division e.g. when dividing express
remainder in the form of a fraction e.g. 22 divided by 5 =
4 2/5
6 Compare and order fractions with different
denominators by finding an equivalent fraction e.g. 4/5
2/10 6/50 – use one of the denominators as the
common factor
7 Continue to use fractions as operators to find the value
of numbers, shapes or quantities e.g. 4/6 of £36
8 Compare fractions, percentages and decimals e.g.
order from largest to smallest 30% 0.65 & 4/5
9Apply fractions to the real world and solve problems
Low
(6.4)
Secure
(6.5)
Exceeding
High
(6.6)
1 Reduce a fraction to its simplest form by cancelling
common factors – by using the numerator as the
common factor e.g. 4/12 = 1/3
2Use a fraction as operator to find fractions of numbers
or quantities. Use this to work forwards and backwards
e.g. 1/5 of the money is £5 then the whole amount is
5x5=£25
3Recognise the equivalence of simple percentages,
fractions and decimals – ½, 1/3, 2/3, ¼ and 3/4.
4Ensure children are confident with common equivalent
fractions where the denominator does not exceed 12
5 Recognise the equivalence between the decimal and
fraction form e.g. 0.2 = 2/10
6 Compare fractions by converting into a common
denominator – one of the existing denominator is used
as the multiple e.g. 4/5, 8/20, 3/10 = 4/5 is 16/20
and 3/10 is 6/20
7 Add and subtract mixed numbers and fractions with
different denominators – find an equivalent fraction
before operating
8 Multiply simple unit fractions by fractions writing the
answer in its simplest form – fractions with common
denominators
9 Divide proper fractions by whole numbers e.g 2/3 ÷ 4
10 Use a calculator to convert a fraction into a decimal
rounding infinite decimal equivalents to 3 decimal places
e.g. 3/8= 3 ÷ 8 = 0.375
11Apply fractions to the real world and solve problems
Low
(6.7)
Secure
(6.8)
High
(6.9)
1 Reduce a fraction to its simplest form by cancelling
common factors – include finding a common factor
which might not be the numerator e.g. 12/15
2 Use a fraction as operator to find fractions of numbers
or quantities.
3 Mentally convert fractions into decimals & percentages
where the denominator is a factor of 10 or 100 e.g. 6/20
= 0.3.
4 Compare fractions and find equivalence by converting
into a common denominator – have to find a common
factor which is not an existing denominator
5 Divide proper fractions by other proper fractions
6 Apply fractions to the real world and solve problems
Corpus Christi Catholic Primary School
Maths Year 6 Curriculum
Unit - Fractions
Emerging
Low
(6.1)
Notes and Guidance
Unit - Fractions
Secure
(6.2)
Expected
High
(6.3)
1 Pupils should be taught throughout that percentages,
decimals and fractions are different ways of expressing
proportions.
2 They extend their knowledge of fractions to thousandths and
connect to decimals and measures.
3 Pupils connect equivalent fractions > 1 that simplify to integers
with division and fractions > 1 to division with remainders, using
the number line and other models, and hence move from these
to improper and mixed fractions.
4Pupils connect multiplication by a fraction to using fractions as
operators (fractions of), and to division, building on work from
previous years. This relates to scaling by simple fractions,
including fractions > 1.
5Pupils practise adding and subtracting fractions to become
fluent through a variety of increasingly complex problems. They
extend their understanding of adding and subtracting fractions to
calculations that exceed 1 as a mixed number.
6Pupils read and write proper fractions and mixed numbers
accurately and continue to practise counting forwards and
backwards in simple fractions.
7Pupils continue to develop their understanding of fractions as
numbers, measures and operators by finding fractions of
numbers and quantities, writing remainders as a fraction.
8Pupils extend counting from year 4, using decimals and
fractions including bridging zero, for example on a number line.
9Pupils say, read and write decimal fractions and related tenths,
hundredths and thousandths accurately and are confident in
checking the reasonableness of their answers to problems. and
tenths.
10They practise adding and subtracting decimals, including a mix of
whole numbers and decimals, decimals with different numbers of
decimal places, and complements of 1 (e.g. 0.83 + 0.17 = 1).
11Pupils should go beyond the measurement and money models of
decimals, for example by solving puzzles involving decimals.
12Pupils should make connections between percentages, fractions
and decimals (e.g. 100% represents a whole quantity and 1% is
1/100, 50% is 50/100, 25% is 25/100) and relate this to finding
‘fractions of’. They recognise that percentages are proportions of
quantities as well as operators on quantities
13They mentally add and subtract tenths, and one-digit whole
numbers.
Low
(6.4)
Secure
(6.5)
Exceeding
High
(6.6)
1Pupils should practise, use and understand the addition and
subtraction of fractions with different denominators by
identifying equivalent fractions with the same denominator.
They should start with fractions where the denominator of one
fraction is a multiple of the other (e.g. 1/2 + 1/8 = 5/8) and
progress to varied and increasingly complex problems.
2Pupils should use a variety of images to support their
understanding of multiplication with fractions. This follows
earlier work about fractions as operators (fractions of), as
numbers and as equal parts of objects, for example as parts of a
rectangle.
3Pupils use their understanding of the relationship between unit
fractions and division to work backwards by multiplying a
quantity that represents a unit fraction to find the whole
quantity (e.g. if 1/4 of a length is 36cm, then the whole length is
36 × 4 = 144cm).
4They practise with simple fractions and decimal fraction
equivalents to aid fluency, including listing equivalent fractions
to identify fractions with common denominators.
5Pupils can explore and make conjectures about converting
a simple fraction to a decimal fraction (e.g. 3 ÷ 8 = 0.375). For simple
fractions with recurring decimal equivalents, pupils learn about
rounding the decimal to three decimal places, or other
appropriate approximations depending on the context.
Pupils multiply and divide numbers with up to two decimal
places by one-digit and two-digit whole numbers. Pupils multiply
decimals by whole numbers, starting with the simplest cases,
such as 0.4 × 2 = 0.8, and in practical contexts, such as
measures and money.
6Pupils are introduced to the division of decimal numbers by
one-digit whole numbers and, initially, in practical contexts
involving measures and money. They recognise division calculations
as the inverse of multiplication.
7Pupils also develop their skills of rounding and estimating as a
means of predicting and checking the order of magnitude of
answers to decimal calculations. This includes rounding answers
to a specified degree of accuracy and checking the reasonableness
of their answers.
Maths Year 6 Curriculum
Low
(6.7)
Secure
(6.8)
High
(6.9)
Corpus Christi Catholic Primary School
Emerging
Low
(6.1)
Secure
(6.2)
Expected
High
(6.3)
Low
(6.4)
Secure
(6.5)
Exceeding
High
(6.6)
Low
(6.7)
Secure
(6.8)
High
(6.9)
Summary of key Skills
Corpus Christi Catholic Primary School
Unit Title - Fractions
Unit - Fractions
Maths Year 5 Curriculum
Emerging
Low
(5.1)
Secure
(5.2)
Expected
High
(5.3)
Core Learning
Year 4 PoS
1recognise and show, using diagrams, families of common
equivalent fractions
2count up and down in hundredths; recognise that
hundredths arise when dividing an object by a hundred
and dividing tenths by ten.
3solve problems involving increasingly harder fractions to
calculate quantities, and fractions to divide quantities,
including non-unit fractions where the answer is a whole
number
4add and subtract fractions with the same
denominator
5recognise and write decimal equivalents of any
number of tenths or hundredths
1
1
6recognise and write decimal equivalents to /4; /2;
¾
7find the effect of dividing a one- or two-digit number by
10 and 100, identifying the value of the digits in the
answer as units, tenths and hundredths
8round decimals with one decimal place to the nearest
whole number
9compare numbers with the same number of decimal
places up to two decimal places
10solve simple measure and money problems involving
fractions and decimals to two decimal places
Low
(5.4)
Secure
(5.5)
Exceeding
High
(5.6)
Year 5 PoS
1 compare and order fractions whose denominators are all
multiples of the same number
2 identify, name and write equivalent fractions of a given
fraction, represented visually, including tenths and
hundredths
3 recognise mixed numbers and improper fractions
4 convert from one form to the other and write
2
mathematical statements > 1 as a mixed number (e.g. /5
4
6
1
+ /5 = /5 = 1 /5)
5 add and subtract fractions with the same
denominator and multiples of the same number
6 multiply proper fractions and mixed numbers by
whole numbers, supported by materials and diagrams
7 read and write decimal numbers as fractions (e.g.
0.71 = 71/100)
8 recognise and use thousandths and relate them to
tenths, hundredths and decimal equivalents
9 round decimals with two decimal places to the nearest
whole number and to one decimal place
10 read, write, order and compare numbers with up
to three decimal places
11 solve problems involving number up to three decimal
places
-recognise the per cent symbol (%) and understand that
per “number cent relates to number of parts per hundred”,
and write percentages as a fraction with denominator
hundred, and as a decimal fraction
12 solve problems which require knowing percentage
1
1
1
2
4
and decimal equivalents of /2, /4, /5, /5, /5 and those
with a denominator of a multiple of 10 or 25
Low
(5.7)
Secure
(5.8)
High
(5.9)
Year 6 PoS
1 use common factors to simplify fractions; use
common multiples to express fractions in the same
denomination
2 compare and order fractions, including fractions >1
3 add and subtract fractions with different denominators
and mixed numbers, using the concept of equivalent
fractions
4 multiply simple pairs of proper fractions, writing the
answer its simplest form (e.g. 1/4 ×1/2 =6/8)
1
5 divide proper fractions by whole numbers (e.g. /3 ÷ 2
1
= /6 )
associate a fraction with division and calculate decimal
fraction equivalents (e.g. 0.375) for a simple fraction(e.g.
3
/8)
6 identify the value of each digit to three decimal places
and multiply and divide numbers by 10, 100 and 1000 where
the answers are up to three decimal places
7multiply one-digit numbers with up to two decimal
places by whole numbers
8 use written division methods in cases where the
answer has up to two decimal places
9 solve problems which require answers to be rounded to
specified degrees of accuracy
10 recall and use equivalences between simple fractions,
decimals and percentages, including in different contexts
Corpus Christi Catholic Primary School
Unit - Fractions
Maths Year 5 Curriculum
Emerging
Low
(5.1)
Secure
(5.2)
Expected
High
(5.3)
Additional Learning
1 Ensure children understand the language of fractions
and its links with division
2 Ensure children understand that equivalent fractions
are fractions with the same value but different
appearance
3 Recognise and find the equivalence of simple fractions
e.g. fractions equivalent to ½, ¼ , 1/5 etc
4 Extend understanding of equivalent fractions by
reducing simple fractions to their simplest form where
the denominator is not greater than 12. Link this to work
on division and factors
5 Use fractions as an operator finding unit fractions of
simple shapes and numbers e.g. colour in 1/5 of these
squares, what is ¼ of 12
6 Begin to use fractions as an operator to find simple
3
fractions that are several parts of a whole, such as /4 ,
2
3
/3, or /10 e.g. colour ¾ of these squares, 2/5 of 20 –
link to work on multiplication tables
7 Add and subtract fractions with common
denominators within one whole e.g. 1/5 add 3/5 = 4/5,
6/9 – 1/9 = 5/9
8 Identify two simple fractions with a total of 1. Extend
this to finding an equivalent fractions e.g. which two
fractions total 1: 4/5
1/10
½ 2/10
9 Order simple fractions into groups; e.g. decide whether
3
7
fractions such as /8 or /10 are greater or less than one
half.
10 Apply fractions to the real world and solve problems
Low
(5.4)
Secure
(5.5)
Exceeding
High
(5.6)
1 Recognise when two simple fractions are equivalent,
including relating hundredths to tenths.
2 Understand what a mixed number is and an improper
fraction e.g. convert a mixed number into an improper
fraction and vice versa.
3 Add and subtract fractions with a common
denominator which exceed 1 e.g. 4/5 + 2/5 = 6/5 = 1 1/5
4 Multiply proper fractions and mixed numbers by single
integers e.g. 6/7 x 8 =
5 Relate fractions to division e.g. when dividing express
remainder in the form of a fraction e.g. 22 divided by 5 =
4 2/5
6 Compare and order fractions with different
denominators by finding an equivalent fraction e.g. 4/5
2/10 6/50 – use one of the denominators as the
common factor
7 Continue to use fractions as operators to find the value
of numbers, shapes or quantities e.g. 4/6 of £36
8 Compare fractions, percentages and decimals e.g.
order from largest to smallest 30% 0.65 & 4/5
9Apply fractions to the real world and solve problems
Low
(5.7)
Secure
(5.8)
High
(5.9)
1 Reduce a fraction to its simplest form by cancelling
common factors – by using the numerator as the
common factor e.g. 4/12 = 1/3
2Use a fraction as operator to find fractions of numbers
or quantities. Use this to work forwards and backwards
e.g. 1/5 of the money is £5 then the whole amount is
5x5=£25
3Recognise the equivalence of simple percentages,
fractions and decimals – ½, 1/3, 2/3, ¼ and 3/4.
4Ensure children are confident with common equivalent
fractions where the denominator does not exceed 12
5 Recognise the equivalence between the decimal and
fraction form e.g. 0.2 = 2/10
6 Compare fractions by converting into a common
denominator – one of the existing denominator is used
as the multiple e.g. 4/5, 8/20, 3/10 = 4/5 is 16/20
and 3/10 is 6/20
7 Add and subtract mixed numbers and fractions with
different denominators – find an equivalent fraction
before operating
8 Multiply simple unit fractions by fractions writing the
answer in its simplest form – fractions with common
denominators
9 Divide proper fractions by whole numbers e.g 2/3 ÷ 4
10 Use a calculator to convert a fraction into a decimal
rounding infinite decimal equivalents to 3 decimal places
e.g. 3/8= 3 ÷ 8 = 0.375
11Apply fractions to the real world and solve problems
Corpus Christi Catholic Primary School
Maths Year 5 Curriculum
Unit - Fractions
Emerging
Low
(5.1)
Notes and Guidance
Unit - Fractions
Secure
(5.2)
Expected
High
(5.3)
1 Pupils should connect hundredths to tenths and place value
and decimal measure.
2 They extend the use of the number line to connect fractions,
numbers and measures.
3 Pupils understand the relation between non-unit fractions and
multiplication and division of quantities, with particular emphasis
on tenths and hundredths
4 Pupils make connections between fractions of a length, of a
shape and as a representation of one whole or set of quantities.
Pupils use factors and multiples to recognise equivalent
fractions and simplify where appropriate (e.g. 6/9 = 2/3 or 1/4 =
2
/8).
5 Pupils continue practice in adding and subtracting fractions
with the same denominator, to become fluent through a variety
of increasingly complex problems beyond one whole.
6 Pupils are taught throughout that decimals and fractions are
different ways of expressing numbers and proportions.
7 Pupils’ understanding of the number system and decimal place
value is extended at this stage to tenths and then hundredths.
This includes relating the decimal notation to division of whole
number by 10 and later 100.
8 They practise counting using simple fractions and decimal
fractions, both forwards and backwards.
9 Pupils learn decimal notation and the language associated with it,
including in the context of measurements. They make
comparisons and order decimal amounts and quantities that
are expressed to the same number of decimal places. They
should be able to represent numbers with one or two decimal
places in several ways, such as on number lines.
Low
(5.4)
Secure
(5.5)
Exceeding
High
(5.6)
1 Pupils should be taught throughout that percentages,
decimals and fractions are different ways of expressing
proportions.
2 They extend their knowledge of fractions to thousandths and
connect to decimals and measures.
3 Pupils connect equivalent fractions > 1 that simplify to integers
with division and fractions > 1 to division with remainders, using
the number line and other models, and hence move from these
to improper and mixed fractions.
4Pupils connect multiplication by a fraction to using fractions as
operators (fractions of), and to division, building on work from
previous years. This relates to scaling by simple fractions,
including fractions > 1.
5Pupils practise adding and subtracting fractions to become
fluent through a variety of increasingly complex problems. They
extend their understanding of adding and subtracting fractions to
calculations that exceed 1 as a mixed number.
6Pupils read and write proper fractions and mixed numbers
accurately and continue to practise counting forwards and
backwards in simple fractions.
7Pupils continue to develop their understanding of fractions as
numbers, measures and operators by finding fractions of
numbers and quantities, writing remainders as a fraction.
8Pupils extend counting from year 4, using decimals and
fractions including bridging zero, for example on a number line.
9Pupils say, read and write decimal fractions and related tenths,
hundredths and thousandths accurately and are confident in
checking the reasonableness of their answers to problems. and
tenths.
10They practise adding and subtracting decimals, including a mix of
whole numbers and decimals, decimals with different numbers of
decimal places, and complements of 1 (e.g. 0.83 + 0.17 = 1).
11Pupils should go beyond the measurement and money models of
decimals, for example by solving puzzles involving decimals.
12Pupils should make connections between percentages, fractions
and decimals (e.g. 100% represents a whole quantity and 1% is
1/100, 50% is 50/100, 25% is 25/100) and relate this to finding
‘fractions of’. They recognise that percentages are proportions of
quantities as well as operators on quantities
13They mentally add and subtract tenths, and one-digit whole
numbers.
Maths Year 5 Curriculum
Low
(5.7)
Secure
(5.8)
High
(5.9)
1Pupils should practise, use and understand the addition and
subtraction of fractions with different denominators by
identifying equivalent fractions with the same denominator.
They should start with fractions where the denominator of one
fraction is a multiple of the other (e.g. 1/2 + 1/8 = 5/8) and
progress to varied and increasingly complex problems.
2Pupils should use a variety of images to support their
understanding of multiplication with fractions. This follows
earlier work about fractions as operators (fractions of), as
numbers and as equal parts of objects, for example as parts of a
rectangle.
3Pupils use their understanding of the relationship between unit
fractions and division to work backwards by multiplying a
quantity that represents a unit fraction to find the whole
quantity (e.g. if 1/4 of a length is 36cm, then the whole length is
36 × 4 = 144cm).
4They practise with simple fractions and decimal fraction
equivalents to aid fluency, including listing equivalent fractions
to identify fractions with common denominators.
5Pupils can explore and make conjectures about converting
a simple fraction to a decimal fraction (e.g. 3 ÷ 8 = 0.375). For simple
fractions with recurring decimal equivalents, pupils learn about
rounding the decimal to three decimal places, or other
appropriate approximations depending on the context.
Pupils multiply and divide numbers with up to two decimal
places by one-digit and two-digit whole numbers. Pupils multiply
decimals by whole numbers, starting with the simplest cases,
such as 0.4 × 2 = 0.8, and in practical contexts, such as
measures and money.
6Pupils are introduced to the division of decimal numbers by
one-digit whole numbers and, initially, in practical contexts
involving measures and money. They recognise division calculations
as the inverse of multiplication.
7Pupils also develop their skills of rounding and estimating as a
means of predicting and checking the order of magnitude of
answers to decimal calculations. This includes rounding answers
to a specified degree of accuracy and checking the reasonableness
of their answers.
Corpus Christi Catholic Primary School
Emerging
Low
(5.1)
Secure
(5.2)
Expected
High
(6.3)
Low
(5.4)
Secure
(5.5)
Exceeding
High
(5.6)
Low
(5.7)
Secure
(5.8)
High
(5.9)
Summary of key Skills
Corpus Christi Catholic Primary School
Unit Title - Fractions
Unit - Fractions
Maths Year 4 Curriculum
Emerging
Low
(4.1)
Secure
(4.2)
Expected
High
(4.3)
Core Learning
Year 3 PoS
1 count up and down in tenths; recognise that tenths arise
from dividing an object into 10 equal parts and in
dividing one-digit numbers or quantities by 10
2 recognise, find and write fractions of a discrete set of
objects: unit fractions and non-unit fractions with small
denominators
3 recognise and use fractions as numbers: unit fractions and
non-unit fractions with small denominators
4 recognise and show, using diagrams, equivalent
fractions with small denominators
5 add and subtract fractions with the same denominator
5
1
within one whole (e.g. /7 + /7 = 6/7)
6 compare and order unit fractions, and fractions with
the same denominators
7 solve problems that involve all of the above
Low
(4.4)
Secure
(4.5)
Exceeding
High
(4.6)
Year 4 PoS
1recognise and show, using diagrams, families of common
equivalent fractions
2count up and down in hundredths; recognise that
hundredths arise when dividing an object by a hundred
and dividing tenths by ten.
3solve problems involving increasingly harder fractions to
calculate quantities, and fractions to divide quantities,
including non-unit fractions where the answer is a whole
number
4add and subtract fractions with the same
denominator
5recognise and write decimal equivalents of any
number of tenths or hundredths
1
1
6recognise and write decimal equivalents to /4; /2;
¾
7find the effect of dividing a one- or two-digit number by
10 and 100, identifying the value of the digits in the
answer as units, tenths and hundredths
8round decimals with one decimal place to the nearest
whole number
9compare numbers with the same number of decimal
places up to two decimal places
10solve simple measure and money problems involving
fractions and decimals to two decimal places
Low
(4.7)
Secure
(4.8)
High
(4.9)
Year 5 PoS
1 compare and order fractions whose denominators are all
multiples of the same number
2 identify, name and write equivalent fractions of a given
fraction, represented visually, including tenths and
hundredths
3 recognise mixed numbers and improper fractions
4 convert from one form to the other and write
2
mathematical statements > 1 as a mixed number (e.g. /5
4
6
1
+ /5 = /5 = 1 /5)
5 add and subtract fractions with the same
denominator and multiples of the same number
6 multiply proper fractions and mixed numbers by
whole numbers, supported by materials and diagrams
7 read and write decimal numbers as fractions (e.g.
0.71 = 71/100)
8 recognise and use thousandths and relate them to
tenths, hundredths and decimal equivalents
9 round decimals with two decimal places to the nearest
whole number and to one decimal place
10 read, write, order and compare numbers with up
to three decimal places
11 solve problems involving number up to three decimal
places
-recognise the per cent symbol (%) and understand that
per “number cent relates to number of parts per hundred”,
and write percentages as a fraction with denominator
hundred, and as a decimal fraction
12 solve problems which require knowing percentage
1
1
1
2
4
and decimal equivalents of /2, /4, /5, /5, /5 and those
with a denominator of a multiple of 10 or 25
Corpus Christi Catholic Primary School
Unit - Fractions
Maths Year 4 Curriculum
Emerging
Low
(4.1)
Additional Learning
Unit - Fractions
Secure
(4.2)
Expected
High
(4.3)
1Can recognise and use the correct language of fractions
e.g. 1/3 – one third, including the mathematical language
of nominator and denominator
2Identify, name and write unit fractions up to 1/12
3Understand that fraction is a form of division: parts of a
whole, numbers, measurements, equal parts of a shape,
or as a division of a quantity – ensure children know the
equal nature of these parts
4Know that where the numerator and denominator are
the same you have the equivalent to 1
5Compare and order unit fractions with the same
denominators
6They can compare and order unit fractions up to 1/12
1
1
1
e.g. order in size ½, /3, ¼, /5, /10
7They can find unit fractions of simple shapes and
numbers e.g. colour in 1/5 of these squares, what is ¼ of
12
8Begin to recognise simple equivalent fractions of a half:
for example, five tenths and one half, five fifths and one
whole
9Perform calculations with addition and subtraction of
fractions with the same denominator within one whole
(e.g. 5/7 + 1/7 = 6/7)
10They can find pairs of fractions with that add up to 1 –
fractions with the same denominator
11Able to say and write a half in different ways e.g. 5/10,
6/12, 50/100
12Recognise how fractions are used in the real world and
provide examples
13Estimate a simple fraction e.g. if I take this group of
sweets away estimate this as a fraction
14Recognise that tenths arise when dividing 1 into ten
equal parts
15Can count up and down in tenths
Low
(4.4)
Secure
(4.5)
Exceeding
High
(4.6)
1 Ensure children understand the language of fractions
and its links with division
2 Ensure children understand that equivalent fractions
are fractions with the same value but different
appearance
3 Recognise and find the equivalence of simple fractions
e.g. fractions equivalent to ½, ¼ , 1/5 etc
4 Extend understanding of equivalent fractions by
reducing simple fractions to their simplest form where
the denominator is not greater than 12. Link this to work
on division and factors
5 Use fractions as an operator finding unit fractions of
simple shapes and numbers e.g. colour in 1/5 of these
squares, what is ¼ of 12
6 Begin to use fractions as an operator to find simple
3
fractions that are several parts of a whole, such as /4 ,
2
3
/3, or /10 e.g. colour ¾ of these squares, 2/5 of 20 –
link to work on multiplication tables
7 Add and subtract fractions with common
denominators within one whole e.g. 1/5 add 3/5 = 4/5,
6/9 – 1/9 = 5/9
8 Identify two simple fractions with a total of 1. Extend
this to finding an equivalent fractions e.g. which two
fractions total 1: 4/5
1/10
½ 2/10
9 Order simple fractions into groups; e.g. decide whether
3
7
fractions such as /8 or /10 are greater or less than one
half.
10 Apply fractions to the real world and solve problems
Maths Year 4 Curriculum
Low
(4.7)
Secure
(4.8)
High
(4.9)
1 Recognise when two simple fractions are equivalent,
including relating hundredths to tenths.
2 Understand what a mixed number is and an improper
fraction e.g. convert a mixed number into an improper
fraction and vice versa.
3 Add and subtract fractions with a common
denominator which exceed 1 e.g. 4/5 + 2/5 = 6/5 = 1 1/5
4 Multiply proper fractions and mixed numbers by single
integers e.g. 6/7 x 8 =
5 Relate fractions to division e.g. when dividing express
remainder in the form of a fraction e.g. 22 divided by 5 =
4 2/5
6 Compare and order fractions with different
denominators by finding an equivalent fraction e.g. 4/5
2/10 6/50 – use one of the denominators as the
common factor
7 Continue to use fractions as operators to find the value
of numbers, shapes or quantities e.g. 4/6 of £36
8 Compare fractions, percentages and decimals e.g.
order from largest to smallest 30% 0.65 & 4/5
9Apply fractions to the real world and solve problems
Corpus Christi Catholic Primary School
Emerging
Low
(4.1)
Secure
(4.2)
Expected
High
(4.3)
Notes and Guidance
1 Pupils connect tenths to place value, decimal measures and to
division by 10.
2 They begin to understand unit and non-unit fractions as
numbers on the number line, and deduce relations between
them, such as size and equivalence. They should go beyond the
[0, 1] interval, relating this to measure.
3 Pupils understand the relation between unit fractions as
operators (fractions of), and division by integers.
4 They continue to recognise fractions in the context of parts of
a whole, numbers, measurements, a shape, or unit fractions as a
division of a quantity.
5 Pupils practise adding and subtracting fractions with the same
denominator through a variety of increasingly complex
problems to improve fluency.
Low
(4.4)
Secure
(4.5)
Exceeding
High
(4.6)
1 Pupils should connect hundredths to tenths and place value
and decimal measure.
2 They extend the use of the number line to connect fractions,
numbers and measures.
3 Pupils understand the relation between non-unit fractions and
multiplication and division of quantities, with particular emphasis
on tenths and hundredths
4 Pupils make connections between fractions of a length, of a
shape and as a representation of one whole or set of quantities.
Pupils use factors and multiples to recognise equivalent
fractions and simplify where appropriate (e.g. 6/9 = 2/3 or 1/4 =
2
/8).
5 Pupils continue practice in adding and subtracting fractions
with the same denominator, to become fluent through a variety
of increasingly complex problems beyond one whole.
6 Pupils are taught throughout that decimals and fractions are
different ways of expressing numbers and proportions.
7 Pupils’ understanding of the number system and decimal place
value is extended at this stage to tenths and then hundredths.
This includes relating the decimal notation to division of whole
number by 10 and later 100.
8 They practise counting using simple fractions and decimal
fractions, both forwards and backwards.
9 Pupils learn decimal notation and the language associated with it,
including in the context of measurements. They make
comparisons and order decimal amounts and quantities that
are expressed to the same number of decimal places. They
should be able to represent numbers with one or two decimal
places in several ways, such as on number lines.
Low
(4.7)
Secure
(4.8)
High
(4.9)
1 Pupils should be taught throughout that percentages,
decimals and fractions are different ways of expressing
proportions.
2 They extend their knowledge of fractions to thousandths and
connect to decimals and measures.
3 Pupils connect equivalent fractions > 1 that simplify to integers
with division and fractions > 1 to division with remainders, using
the number line and other models, and hence move from these
to improper and mixed fractions.
4Pupils connect multiplication by a fraction to using fractions as
operators (fractions of), and to division, building on work from
previous years. This relates to scaling by simple fractions,
including fractions > 1.
5Pupils practise adding and subtracting fractions to become
fluent through a variety of increasingly complex problems. They
extend their understanding of adding and subtracting fractions to
calculations that exceed 1 as a mixed number.
6Pupils read and write proper fractions and mixed numbers
accurately and continue to practise counting forwards and
backwards in simple fractions.
7Pupils continue to develop their understanding of fractions as
numbers, measures and operators by finding fractions of
numbers and quantities, writing remainders as a fraction.
8Pupils extend counting from year 4, using decimals and
fractions including bridging zero, for example on a number line.
9Pupils say, read and write decimal fractions and related tenths,
hundredths and thousandths accurately and are confident in
checking the reasonableness of their answers to problems. and
tenths.
10They practise adding and subtracting decimals, including a mix of
whole numbers and decimals, decimals with different numbers of
decimal places, and complements of 1 (e.g. 0.83 + 0.17 = 1).
11Pupils should go beyond the measurement and money models of
decimals, for example by solving puzzles involving decimals.
12Pupils should make connections between percentages, fractions
and decimals (e.g. 100% represents a whole quantity and 1% is
1/100, 50% is 50/100, 25% is 25/100) and relate this to finding
‘fractions of’. They recognise that percentages are proportions of
quantities as well as operators on quantities
13They mentally add and subtract tenths, and one-digit whole
numbers.
Corpus Christi Catholic Primary School
Maths Year 4 Curriculum
Unit - Fractions
Emerging
Low
(4.1)
Secure
(4.2)
Expected
High
(4.3)
Low
(4.4)
Secure
(4.5)
Exceeding
High
(4.6)
Low
(4.7)
Secure
(4.8)
High
(4.9)
Summary of key Skills
Corpus Christi Catholic Primary School
Unit Title - Fractions
Unit - Fractions
Maths Year 3 Curriculum
Emerging
Low
(3.1)
Secure
(3.2)
Expected
High
(3.3)
Year 2 PoS
1
1
2
1 recognise, find, name and write fractions /3, /4, /4
and ¾ of a length, shape, set of objects or quantity
1
2 write simple fractions e.g. /2 of 6 = 3 and recognise
2
1
the equivalence of /4 and /2
Low
(3.4)
Secure
(3.5)
Exceeding
High
(3.6)
Core Learning
Year 3 PoS
1 count up and down in tenths; recognise that tenths arise
from dividing an object into 10 equal parts and in
dividing one-digit numbers or quantities by 10
2 recognise, find and write fractions of a discrete set of
objects: unit fractions and non-unit fractions with small
denominators
3 recognise and use fractions as numbers: unit fractions and
non-unit fractions with small denominators
4 recognise and show, using diagrams, equivalent
fractions with small denominators
5 add and subtract fractions with the same denominator
5
1
within one whole (e.g. /7 + /7 = 6/7)
6 compare and order unit fractions, and fractions with
the same denominators
7 solve problems that involve all of the above
Low
(3.7)
Secure
(3.8)
High
(3.9)
Year 4 PoS
1recognise and show, using diagrams, families of common
equivalent fractions
2count up and down in hundredths; recognise that
hundredths arise when dividing an object by a hundred
and dividing tenths by ten.
3solve problems involving increasingly harder fractions to
calculate quantities, and fractions to divide quantities,
including non-unit fractions where the answer is a whole
number
4add and subtract fractions with the same
denominator
5recognise and write decimal equivalents of any
number of tenths or hundredths
1
1
6recognise and write decimal equivalents to /4; /2;
¾
7find the effect of dividing a one- or two-digit number by
10 and 100, identifying the value of the digits in the
answer as units, tenths and hundredths
8round decimals with one decimal place to the nearest
whole number
9compare numbers with the same number of decimal
places up to two decimal places
10solve simple measure and money problems involving
fractions and decimals to two decimal places
Corpus Christi Catholic Primary School
Unit - Fractions
Maths Year 3 Curriculum
Emerging
Low
(3.1)
Additional Learning
Unit - Fractions
Secure
(3.2)
Expected
High
(3.3)
1 Understand that fraction is a form of division/sharing:
parts of a whole, numbers, measurements, equal parts of
a shape, or as a division of a quantity – ensure children
know the equal nature of these parts
2 Can recognise and use the correct language of
fractions e.g. 1/3 – one third, including the mathematical
language of nominator and denominator
3 Know that where the numerator and denominator are
the same you have the equivalent to 1 whole
4 Count in groups of ½ and ¼ up to 10 from any starting
point e.g. 3, 3 1/4, 3 2/4, 3 ¾ 4 etc.
5 Recognise that 2/4 is equivalent to 1/2
Low
(3.4)
Secure
(3.5)
Exceeding
High
(3.6)
1Can recognise and use the correct language of fractions
e.g. 1/3 – one third, including the mathematical language
of nominator and denominator
2Identify, name and write unit fractions up to 1/12
3Understand that fraction is a form of division: parts of a
whole, numbers, measurements, equal parts of a shape,
or as a division of a quantity – ensure children know the
equal nature of these parts
4Know that where the numerator and denominator are
the same you have the equivalent to 1
5Compare and order unit fractions with the same
denominators
6They can compare and order unit fractions up to 1/12
1
1
1
e.g. order in size ½, /3, ¼, /5, /10
7They can find unit fractions of simple shapes and
numbers e.g. colour in 1/5 of these squares, what is ¼ of
12
8Begin to recognise simple equivalent fractions of a half:
for example, five tenths and one half, five fifths and one
whole
9Perform calculations with addition and subtraction of
fractions with the same denominator within one whole
(e.g. 5/7 + 1/7 = 6/7)
10They can find pairs of fractions with that add up to 1 –
fractions with the same denominator
11Able to say and write a half in different ways e.g. 5/10,
6/12, 50/100
12Recognise how fractions are used in the real world and
provide examples
13Estimate a simple fraction e.g. if I take this group of
sweets away estimate this as a fraction
14Recognise that tenths arise when dividing 1 into ten
equal parts
15Can count up and down in tenths
Maths Year 3 Curriculum
Low
(3.7)
Secure
(3.8)
High
(3.9)
1 Ensure children understand the language of fractions
and its links with division
2 Ensure children understand that equivalent fractions
are fractions with the same value but different
appearance
3 Recognise and find the equivalence of simple fractions
e.g. fractions equivalent to ½, ¼ , 1/5 etc
4 Extend understanding of equivalent fractions by
reducing simple fractions to their simplest form where
the denominator is not greater than 12. Link this to work
on division and factors
5 Use fractions as an operator finding unit fractions of
simple shapes and numbers e.g. colour in 1/5 of these
squares, what is ¼ of 12
6 Begin to use fractions as an operator to find simple
3
fractions that are several parts of a whole, such as /4 ,
2
3
/3, or /10 e.g. colour ¾ of these squares, 2/5 of 20 –
link to work on multiplication tables
7 Add and subtract fractions with common
denominators within one whole e.g. 1/5 add 3/5 = 4/5,
6/9 – 1/9 = 5/9
8 Identify two simple fractions with a total of 1. Extend
this to finding an equivalent fractions e.g. which two
fractions total 1: 4/5
1/10
½ 2/10
9 Order simple fractions into groups; e.g. decide whether
3
7
fractions such as /8 or /10 are greater or less than one
half.
10 Apply fractions to the real world and solve problems
Corpus Christi Catholic Primary School
Emerging
Notes and Guidance
Low
Secure
High
(3.1)
(3.2)
(3.3)
1 Pupils use additional fractions as ‘fractions of’ discrete
and continuous quantities by solving problems using
shapes, objects and quantities. They connect unit
fractions to equal sharing and grouping, to numbers
when they can be calculated, and to measures, finding
fractions of lengths, quantity, a set of objects orshapes.
They meet 3/4 as the first example of a non-unit fraction.
2 Pupils should count in fractions up to 10, starting from
any number and using the 1/2 and 2/4 equivalence on
the number line (e.g. 1 1/4, 1 2/4, 1 3/4, 2). This
reinforces the concept of fractions as numbers and that
they can add up to more than one.
Expected
Low
(3.4)
Secure
(3.5)
Exceeding
High
(3.6)
1 Pupils connect tenths to place value, decimal measures and to
division by 10.
2 They begin to understand unit and non-unit fractions as
numbers on the number line, and deduce relations between
them, such as size and equivalence. They should go beyond the
[0, 1] interval, relating this to measure.
3 Pupils understand the relation between unit fractions as
operators (fractions of), and division by integers.
4 They continue to recognise fractions in the context of parts of
a whole, numbers, measurements, a shape, or unit fractions as a
division of a quantity.
5 Pupils practise adding and subtracting fractions with the same
denominator through a variety of increasingly complex
problems to improve fluency.
Low
(3.7)
Secure
(3.8)
High
(3.9)
1 Pupils should connect hundredths to tenths and place value
and decimal measure.
2 They extend the use of the number line to connect fractions,
numbers and measures.
3 Pupils understand the relation between non-unit fractions and
multiplication and division of quantities, with particular emphasis
on tenths and hundredths
4 Pupils make connections between fractions of a length, of a
shape and as a representation of one whole or set of quantities.
Pupils use factors and multiples to recognise equivalent
fractions and simplify where appropriate (e.g. 6/9 = 2/3 or 1/4 =
2
/8).
5 Pupils continue practice in adding and subtracting fractions
with the same denominator, to become fluent through a variety
of increasingly complex problems beyond one whole.
6 Pupils are taught throughout that decimals and fractions are
different ways of expressing numbers and proportions.
7 Pupils’ understanding of the number system and decimal place
value is extended at this stage to tenths and then hundredths.
This includes relating the decimal notation to division of whole
number by 10 and later 100.
8 They practise counting using simple fractions and decimal
fractions, both forwards and backwards.
9 Pupils learn decimal notation and the language associated with it,
including in the context of measurements. They make
comparisons and order decimal amounts and quantities that
are expressed to the same number of decimal places. They
should be able to represent numbers with one or two decimal
places in several ways, such as on number lines.
Corpus Christi Catholic Primary School
Maths Year 3 Curriculum
Unit - Fractions
Emerging
Low
(3.1)
Secure
(3.2)
Expected
High
(3.3)
Low
(3.4)
Secure
(3.5)
Exceeding
High
(3.6)
Low
(3.7)
Secure
(3.8)
High
(3.9)
Summary of key Skills
Corpus Christi Catholic Primary School