1
From the NCETM ‘ACTIVITIES’ Section of the New Curriculum
Year 1 Fractions
Activities
Activities
Programme of Study statements
A
B
recognise, find and name a half as one of two equal parts of an object, shape or quantity
recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
Activity A - NRICH Making longer, making shorter
http://nrich.maths.org/5590
This activity includes doubling, halves and quarters in a very practical way using rods made from interlocking
cubes. It gives children a practical context in which to explore simple multiplying and dividing, even if these
particular terms are not used explicitly. It can provide a very useful context for introducing and using the
vocabulary of halves and quarters.
Having multilink cubes for each child is essential.
Activity B – NRICH Happy Halving
This problem consolidates children's understanding of halving and will help them to develop their skills of
visualisation.It is important pupils are clear that, in this problem, the halves must be exactly the same size as
each other. A precursor to this activity might be to show the group a square and ask them to split it in half in their
"mind's eye". By discussing where they have imagined the "cutting line", the children will discover that there is
more than one way to do this. From this point, you can talk about whether or not the two halves are the same
size each time.It may be useful for the pupils to have a sheet of the shapes. Alternatively, they could use a
pegboard or geoboard to try out their ideas
.
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Year 2
Activities
Activities
Knowledge and understanding covered in Year 2 Fractions Programme of Study
A
B
C
D
Recognise fractions of shapes
Write fractions
Recognise fractions of a quantity
Recognise equivalence of 2⁄4 and 1⁄2
Find fractions of objects
Activity A(i) – Halving
http://nrich.maths.org/1788/note
This problem is a wonderful way to consolidate children's understanding of halving and halves. It also gives
learners experience of mathematical proof.
Activity A (ii) - Early Fraction Development http://nrich.maths.org/9746
In this article, Bernard Bagnall outlines suggestions for tasks which will help young children develop the concept
of fractions
Activities B – Colouring halves and quarters of shapes
E.G. Colour a half of these shapes
3
Year 2 continued
Colour a quarter of each shape
Activities C – What fractions is shaded?
What fraction of each of these shapes is shaded
4
What are two ways we could write this fraction?
Activities D
Find the number.....
What is half of 12?
A half of 12 is _________
What is a third of 15?
A third of 15 is _________
What is a Quarter of 8?
A quarter of 8 is _________
5
What is two thirds of 9?
Two thirds of 9 is _________
What is three quarters of 24?
Three quarters of 24 is _________
Making longer, making shorter http://nrich.maths.org/5590
From nrich, brings in doubling, halves and quarters in a very practical way using rods made from interlocking
cubes. It gives children a practical context in which to explore simple multiplying and dividing, even if these
particular terms are not used explicitly. It can provide a very useful context for introducing and using the
vocabulary of halves and quarters.
Useful Resources
Powerpoint slides – Key Stage 1 Fractions (attached)
A series of powerpoint slides which can be used as starting points to a discussion. Slides are adapable
Powerpoint slides – Key Stage 1 Fractions – Misconceptions (attached)
A series of powerpoint slides which can be used to unpick misconceptions.
Powerpoint slides – Key Stage 1 Resources (attached)
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Year 3
Activities
Activity
Programme of Study statement
A
B
C
D
E
F
G
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
recognise, find and write fractions of a discrete set of objects: unit
fractions and non-unit fractions with small denominators
recognise and use fractions as numbers: unit fractions and non-unit
fractions with small denominators
recognise and show, using diagrams, equivalent fractions with small
denominators
add and subtract fractions with the same denominator within one whole
(e.g. 5/7 + 1/7 = 6/7)
compare and order unit fractions, and fractions with the same
denominators
solve problems that involve all of the above
Activity A – visualising fractions along a line

Use counting sticks and bead strings to help children visualise fractions.
If the bead string represents one whole, then each set of ten coloured beads could represent one tenth and each
individual bead could represent one hundredth.
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1.
Label the two ends of the bead string as 0 and 1. Give students tags to place each tenth on the bead
string. You could use a 1-10 bead string instead of a 1-100 bead string.
2.
Join several bead strings together to create fraction lines that extend over one. For example, five bead
strings allow fractional numbers from 0 to 5. Label simultaneously in mixed numbers (2 ½) and improper
fractions (5/2).
3.
Ask the pupils to represent each tenth with a variety of manipulatives, for example, Numicon, Dienes
(Big Base) and coins.
4.
Extend pupils’ understanding to include the equivalence of fractions, decimals and percentages. For
example, ½ = 0.5 = 50% or 2 2/10 = 2.2 = 220%
Activity B

Fractional Triangles http://nrich.maths.org/2124/note
This problem could be used as part of a lesson on finding fractions of various shapes. It
should help develop an understanding of the relationship between the part and the whole.
It allows children to explore fractions in a non-threatening, open-ended way and yet it
does contain some real challenge. This practical activity develops an understanding of the part and
the whole,

Understanding unit fractions: A Hungarian Approach (pdf downloaded)
A series of lessons on finding fractions of amounts from Lesson 11, page 9 onwards based on an alternative,
Hungarian approach, to teaching maths. There are linked resources and activities, although the site is slightly
tricky to navigate.
Activity C

Trains (downloaded as a word document)
An activity from New Zealand that involves using number rods to develop children’s understanding that fractions
can extend beyond 1.

Children can make number lines for display around the classroom, that demonstrate counting in different
fractional steps. For example counting in steps of ½ an apple, 1/4s of pizza, 1/10 of a £1 (steps of 10p)

Daily practice of counting forwards and backwards in 1/2s, 1/4s, 1/10s and 1/3s, including extending to
below zero
Activity D – equivalent fractions

Fractional Walls http://nrich.org/4519
An activity based on Cuisenaire / number rods.

Matching Fractions
http://nrich.maths.org/8283/note
8
A ‘pelmanism’ style matching activity based on fractions.

Use equivalence circles, for example pizza or cake slices in a variety of activities for pupils to explore
equivalence.
Activity E – adding fractions
Addition, subtraction and equivalent fractions http://www.nzmaths.co.nz/resource/addition-subtraction-andequivalent-fractions
A series of activities based on deepening students’ understanding of adding and subtracting fractions with the
same denominator.

Use a variety of representations, for example, number rods, paper strips and equivalence circles to
model what happens when you add or subtract fractions with the same denominator. This will help
children understand why the denominator doesn’t change.
Activity F

Fractions interactive teaching programme http://www.taw.org.uk/lic/itp/fractions.html
(ITP available electronically)
NB This resource was produced for the Primary National Strategy, which was formally discontinued in 2011.
However, the resource has the potential to complement teaching in line with the new 2014 mathematics
curriculum)
This ITP allows you to divide a green strip into a number of equal parts and colour the individual parts in yellow,
clearly showing any comparison.

Smartie Fractions http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6019557
Use mini packets of smarties for children to find the fraction of each colour in a packet. This is useful for
comparing fractions with the same denominator and for adding and subtracting fractions
More wonderful ‘Maths and Smarties’ ideas.
http://webcache.googleusercontent.com/search?q=cache:PvjwLerUHg8J:www.education.nt.gov.au/__dat
a/assets/pdf_file/0016/5290/maths_with_smarties.pdf+&cd=11&hl=en&ct=clnk&gl=uk
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Activity G – solving problems

Use the Bar Model to solve problems
http://www.mathplayground.com/tb_fractions/thinking_blocks_fractions.html
Use the ‘Thinking blocks on the maths playground’ website to model word problems involving fractions and to
model adding and subtracting unit fractions. There are video demonstrations, guided problems and the ability to
use the blocks to solve your own problems.
Fair Feast http://nrich.maths.org/2361
Assess and develop
children’s understanding of equal sharing with this picnic problem. In this problem, the familiar context of
sharing provides an opportunity in which to explore fractions in a variety of ways. The task
involves finding fractional quantities of whole numbers as well as dividing a unit into equal pieces.
Useful Resources
Mental Images for Fractions, Decimals, Percentages, Ratio and Proportion (FDPRP)
kiln.eu/gaps-misconceptions/all-images.html
http://www.annery-
A list of models and images to support the development of children’s understanding of fractions. Includes ideas
on how to use them in the classroom.

Overcoming Barriers in Fractions
http://www.tes.co.uk/teaching-resource/Overcoming-Barriers-Level-3-to-Level-4-Maths-6099105/
All the Overcoming Barriers materials from level 1 to level 5 linked to fractions, decimals and percentages contain
useful assessment questions and a range of models and images
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Year 4
Activities
Activity
Programme of Study statement
A
B
C
D
E
F
G
Recognise and show, using diagrams, families of common
equivalent fractions.
Count up and down in hundredths; recognise that hundredths
arise when dividing an object by a hundred and dividing tenths by
ten.
Solve problems involving increasingly harder fractions to
calculate quantities, and fractions to divide quantities, including
non-unit fractions where the answer is a whole number
Add and subtract fractions with the same denominator.
Recognise and write decimal equivalents of any number of tenths
or hundredths.
Recognise and write decimal equivalents to ¼; ½; ¾.
Round decimals with one decimal place to the nearest whole
number.
Compare numbers with the same number of decimal places up to
two decimal places.
A range of web based interactive programmes, aimed at providing practice and consolidation for pupils exploring
equivalent fractions.
Of course, concrete materials and activities are the best way to teach children about fractions and enable them to
build strong concepts.
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Activity A – interactive programmes
1.
Game matching pictures and equivalent fractions
http://www.mathplayground.com/Triplets/Triplets.html
Activity B – Tenths and Hundredths
1.
A resource pack of materials:
https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/vtc/phase4_20030829/Mathem
atics/Keystage2/Numbers/Tenthsandhundre/Introduction/default.htm
Including an interactive place value grid to teach tenths and hundredths, activities on key vocabulary
and terms, reference material and animations and three differentiated worksheets on tenths and
hundredths
2.
A series of activities to introduce and use
hundredthshttp://www.teachingideas.co.uk/maths/decintroduce100.htm
Make a hundred square of pennies in the classroom and talk about one hundredth of a pound and a
tenth of a pound. Consider how, for example, 23p is written as a decimal. How would we write four
pound and eighty-two pence? What would it look like in our coins?
3.
Interactive matching of decimal notation to a shaded 10x10 grid representation
http://www.sheppardsoftware.com/mathgames/decimals/DecimalModels.htm
Activity C – fractions to calculate quantities
1.
Game for one or two players required to match the answer to the unit fraction of amount
requested http://www.counton.org/games/map-fractions/falling/
Activity D – adding and subtracting fractions
1.
Game practising adding two or more fractions with the same denominator
http://www.sheppardsoftware.com/mathgames/fractions/FruitShootFractionsAddition.htm
2.
Online adding and subtracting fractions activities written as word problems. Some useful ideas.
http://uk.ixl.com/math/year-6/add-and-subtract-fractions-with-like-denominators-word-problems
Activity E – decimal equivalents
1.
Excellent ‘splat’ game accessible at several different levels, requiring children to match the
fraction (in tenths or hundredths) to the decimal representation
http://www.sheppardsoftware.com/mathgames/fractions/FractionsToDecimals.htm
2.‘The Decifractor’. A flexible resource demonstrating equivalences between fractions and decimals.
http://www.amblesideprimary.com/ambleweb/mentalmaths/fracto.html
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3.Pelmanism-style game , matching fractions to decimals.
http://www.interactivestuff.org/match/maker.phtml?featured=1&id=8
4.Arcade type game, where ‘Fraction Man’ has to defeat the decimals (by matching them). Note – this
does get challenging! find 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 http://mrnussbaum.com/death-decimals/
Activity F – dividing by 10 and 100
1.
Interactive Teaching Program – ‘Moving Digits’. A good modelling program to show how digits
move when multiplied or divided by 10 or 100. (Downloaded)
2.
Interactive game where children are required to find the calculation that matches the answer
given… to help them cross the river. http://kids.britannica.com/lm/games/GM_5_5/GM_5_5.htm
Activity G – rounding and comparing decimals
1.
Rounding decimals activity – uses one and two decimal places.
http://www.topmarks.co.uk/Flash.aspx?f=DartboardRoundingv2
2.
Practise rounding numbers to one decimal place.
http://www.transum.org/software/SW/Starter_of_the_day/Students/RoundingDP.asp
3.
Spreadsheets ‘Rounding’ and ‘Rounding Decimals’
http://www.nationalstemcentre.org.uk/elibrary/resource/5113/place-value-rounding-estimationfractions-percentages-and-decimals
4.
Ordering numbers with up to two decimal places.
https://hwb.wales.gov.uk/cms/hwbcontent/Shared%20Documents/VTC/phase4_20030829/Mathe
matics/Keystage2/Numbers/Anintroductiont/Introduction/MainSessionPart1.htm
5.
Arrange the decimals in order from lowest to highest.
http://cemc2.math.uwaterloo.ca/mathfrog/english/kidz/orderdecimal6.shtml
6.
Order the decimal number cards (select number of decimal places) from lowest to highest.
http://www.wmnet.org.uk/resources/gordon/Higher%20And%20Lower%20%20Reveal%20and%20Order%20v6.swf
Activity H – solve problems involving fractions and decimals
1.
Pelmanism-style game. Match the coin pictures to the correct fraction of amount.
http://nrich.maths.org/2730
2.
BBC skillswise activity focusing on money amounts as fractions.
http://www.bbc.co.uk/skillswise/worksheet/ma18comp-l1-w-compare-fractions-and-decimalsmoney
3.
Fractions of amounts interactive word problems. These are Strategy Excel sheets – also can be
found in the ‘Existing Assets’ folders for ITPs
http://www.nationalstemcentre.org.uk/elibrary/resource/5113/place-value-rounding-estimationfractions-percentages-and-decimals
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Year 5
Activities
Activities
Programme of Study statements
A
compare and order fractions whose denominators are all multiples of the
same number
recognise mixed numbers and improper fractions and convert from one
form to the other
add and subtract fractions with the same denominator and related
fractions
multiply proper fractions and mixed numbers by whole numbers
read and write decimal numbers as fractions (e.g. 0.71 = 71/100)
recognise and use thousandths and relate them to tenths, hundredths
and decimal equivalents
read, write, order and compare numbers with up to three decimal places
Solve problems involving numbers with up to three decimal places
recognise the per cent symbol (%) and understand that per cent relates
to “number of parts per hundred” and write percentages as a fraction with
denominator 100, and as a decimal
write percentages as a fraction with denominator 100, and as a decimal
B
C
D
E
F
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Activity A - Fractions ITP (in ‘Existing assets’ Maths ITP or http://www.taw.org.uk/lic/itp/fractions.html
An interactive program that allows you to model part-whole relationships using a strip divided in to equal parts.
Relationships can be shown as fractions, decimals (to three places) or percentages.
Activity B - Fractions Jigsaw http://nrich.maths.org/5467 (sheet downloaded)A jigsaw-based activity that
requires children to add and subtract fractions with the same and different denominators. Pieces must be
matched to an answer that may be expressed in equivalent forms. It also includes multiplying fractions by a
whole number.
Activity C - Peaches today, Peaches tomorrow…
http://nrich.maths.org/2312 (pdf downloaded)
A problem solving activity that requires children to find fractions of whole numbers. It provides plenty of practice
and has many extension opportunities.
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Activity D - Metre sticks and metre strips
Use classroom metre sticks/rulers and I metre long strips of paper to model relationships between a whole,
tenths, hundreds and thousandths. Children can explore the size of 1, 2 and 3 decimal places and how they link
to units of measurement. Labelling points with decimal, fraction and percentage equivalents can help to reinforce
links between all three.
Activity E - Matching fractions, decimals and percentages
A pelmanism-style activity matching pairs of equivalent fractions, decimals and percentages. Points are awarded
for correct answers and deducted for turning over cards without success.
Activity F - Using blank hundred squares http://nrich.maths.org/1249
Use blank hundred squares to model and explore percentages, tenths and hundredths. Decimals, fractions and
percentages can be represented by colouring in blank hundred squares which children can use to support
addition and subtraction.
Useful Resources (All in Maths ITPs ‘Existing Assets’)





Moving digits ITP
Maths rods
Clock faces to model different fractions
Area ITP
Fractions ITP
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Year 6
Activities
Activities
Programme of Study statements
A
B
C
D
E
F
G
Use common factors to simplify fractions; use common multiples to express
fractions in the same denomination
Compare and order fractions, including fractions >1
Associate a fraction with division and calculate decimal fraction equivalents [for
example, 0.375] for a simple fraction [ for example, 3⁄8 ]
Add and subtract fractions with different denominators and mixed numbers, using
the concept of equivalent fractions
Multiply simple pairs of proper fractions, writing the answer in its simplest form [ for
example, ¼ × ½ = 1⁄8 ]
Divide proper fractions by whole numbers [ for example, ⅓ ÷ 2 = 1⁄6 ]
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
Activity A : Factors and Multiples Game http://nrich.maths.org/5468/note
This game from Nrich could replace standard practice exercises on finding factors and multiples. In order to play
strategically, pupils must start to think of numbers in terms of their factors (pdf notes downloaded)
Activity B(i) : Rod Fractions http://nrich.maths.org/4345
Compare a series of coloured rods and the relationships between them with this clearly presented Nrich activity
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Activity B(ii) : Laundry Line http://www.fisme.science.uu.nl/toepassingen/00410/student.html
This activity features a laundry line with ‘fraction washing.’ The aim is to hang the fractions on the line in the
right order between 0 and 1. Once a game has been completed, you can raise the level of difficulty.
Activity B(iii) : Chocolate
Using chocolate bars to compare fractions – a context guaranteed to keep them focused!
http://nrich.maths.org/34 (Like Fraction Action)
Activity C : Fraction strips
The ‘Fractions’ Interactive Teaching Programme, allows the user to divide a strip into equal parts and colour
them as needed. Strips can be labelled as a fraction, decimal or percentage. The ratio of parts can also be
displayed. Multiple strips can be created to demonstrate equivalence. ( In ‘Existing Assets ‘Maths ITPs)
Activity D(i) : Clock Faces
Give children the chance to explore clock faces as a way of representing time. Talk about 5 minute sectors of the
clock being equivalent to twelfths, ten minute sectors to sixths, fifteen minute chunks to quarters etc…
Use this to support them in adding 20 minutes plus 15 minutes as 1/3 + 1/4
Activity D(ii) : Andy’s Marbles http://nrich.maths.org/2421/note
This challenging activity from Nrich requires children to use their conceptual understanding of fractions, and
their sums, to determine the answer to Andy’s marble problem
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Activity D(iii) – Soccer Shoot Out
Score and save goals by correctly answering fraction based calculations. A range of difficulty levels makes this
game easy to adapt. http://www.funbrain.com/fractop/index.html
Activity E(i) : Folding ribbons
Show the children a lengths of ribbon (or string) measuring 3/4 metre in length. Fold it into three parts. What
fraction of the ribbon have we found? ( 1/3 ). Measure the folded piece together. How long is it? ( 1/4 m). So, 1/3
of 3/4 or 1/3 x 3/4 = 1/4.
Try this with other fractions and starting lengths.
Activity E(ii) – ratio tables
Ask children to use their multiplication tables to scale recipe quantities up and down to complete the table below.
Consider their multiplication of simple fractions for quantities of vanilla extract and chocolate chips.
Ingredients
3
cupcakes
6
cupcakes
12
cupcakes
Self- raising flour
130 gm
Caster Sugar
100 gm
Butter
125 gm
Large Eggs
2
Vanilla extract
½ teaspoonful
Chocolate chips
¾ cupful
18
cupcakes
24
cupcakes
260 gm
1 teaspoonful
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Activity F(i) - Pizzas
This pizza themed fraction resource from the TES can be used in many different ways, and includes several
suggestions from the author. http://www.tes.co.uk/teaching-resource/Fractions-Pizzas-6142902/
Activity F(ii) – Planetary Wars
Published by BEAM, and hosted within the National STEM Centre E-library, this two-player dice game requires
children to find fractional quantities of numbers.
http://www.nationalstemcentre.org.uk/elibrary/maths/resource/3364/fraction-games-for-students-aged-9-11
Activity G – Decimal Point Chair
When multiplying or dividing by powers of ten, the key issue to emphasise in many classrooms is that it is not the
decimal point which moves, but the digits of the number. Prepare a range of cards to include several zeros, a
decimal point and two whole numbers [e.g. 2 and 7]. Give a group of children one card each and ask the child
with the decimal point to sit in the middle of a row of chairs, facing the class. Ask the 2 children with the cards
with whole numbers to choose a chair to sit on, leaving no empty chairs between them and the decimal point.
Explore ways to do this. Then introduce one zero in various places and talk about the numbers created. Add a
second zero and do the same. Move on to asking the children to decide what happens to the number created if
we multiply or divide by 10, then 100, then 1000 – emphasise that the decimal point must not move. Ask children
to consider ways in which they might record this.
For a similar activity visit the National Stem Centre E-library, for the Interactive Teaching Programme ‘Moving
Digits’ (In ‘Existing Assets Maths ITPS)
Please note that you will need to log in to this site in order to access the materials. This is free and simple to do.
Useful Resources
Activity B(i) - coloured rods
Activity B(iii) – several bars of chocolate
Activity D(i) – analogue clocks
Activity D(ii) – marbles
Activity E(i) – ribbon/string, tape measures, scissors