Experience & Outcome: MNU 2-07a
I have investigated the everyday contexts in which simple fractions, percentages or
decimal fractions are used and can carry out the necessary calculations to solve related
problems.
Success
Criteria
How to do it:
I can add
simple
fractions.
Make the denominators the same, convert the numerators by multiplying, then add the
numerators.
+
=
Think of the first
number that can be
divided by 5 and 10
+
=
I can
subtract
simple
fractions.
Make the denominators the same, convert the numerators by multiplying, then subtract the
numerators.
=
Think of the first
number that can be
divided by 3 and 6
-
=
I can
multiply
simple
fractions.
Multiply the numerators, multiply the denominators, then simplify if possible.
I can find a
fraction of a
given
amount.
Divide the given amount by the denominator.
I can use
fractions to
solve
problems.
Change the numbers to a fraction and simplify if possible.
x
=
of 96m 
x
 96 ÷6 
=
=
16
6 96 = 16m
10 pupils in a class of 15 are girls. What fraction of the class are girls?
 divide both by 5
=
Think of the first
number that can
divide into 10 and 15.
Experience & Outcome: MNU 2-07b
I can show the equivalent forms of simple fractions, decimal fractions and percentages
and can choose my preferred form when solving a problem, explaining my choice of
method.
Success
Criteria
How to do it:
I can
change a
fraction to a
decimal
Divide the numerator by the denominator.
0.4
 2 ÷ 5  5 2.0 = 0.4
Think of
as 2 ÷ 5
0.666
 2 ÷ 3  3 2.0 = 0.67
I can
change a
fraction to a
percentage
Multiply the fraction by 100.

x
=
= 300 ÷ 4 = 75%
Think of 100 as
I can apply
Change the percentage to a fraction.
my
knowledge
Find 25% of £240.
of
60
equivalent
25% =
4 240 = £60
fractions,
decimals
and
percentages
to solve
problems.
Think of 25% as
so divide by 4
Experience & Outcome: MNU 3-07a
I can solve problems by carrying out calculations with a wide range of fractions, decimal
fractions and percentages, using my answers to make comparisons and informed choices
for real-life situations.
Success
Criteria
How to do it:
I can
determine
the more
complex
fractions of
a quantity
Divide by the denominator and multiply by the numerator.
Find of 176
Find then x 3
of 176
= 176 ÷ 4
= 44
so of 176 = 44 x 3
= 132
Find
of 60
of 60
= 60 ÷ 5
= 12
Find then x 3
so of 60 = 12 x 3
= 36
I can put a
range of
fractions in
order
Make all the fractions have a common denominator.
Put the following fractions in order of size from smallest to largest
, , ,
x =
x =
Think of the first
number that can be
divided by 4, 8, 16
and 2 (in this case it
would be 16)
x =
x =
,
,
Put the fractions in order with
the smallest numerator first
,
simplified =
, , ,
I can
compare
and order
fractions,
decimals
and
percentages
Change to the same format.
Compare 60%, 0.5 and
0.5 = 50%
= 2 divided by 3 = 0.667 x 100 = 66.7% (
50% , 60% , 66.7%
I can
identify and
use a range
of
commonly
used
fractions
with their
decimal and
percentage
equivalents
Percentage
(%)
Decimal
5
0.05
10
0.1
20
0.2
33
0.33
50
0.5
75
0.75
Fraction
)
Change all to a
percentage
Experience & Outcome: MNU 4-07a
I can choose the most appropriate form of fractions, decimal fractions and percentages
to use when making calculations mentally, in written form or using technology, then use
my solutions to make comparisons, decisions and choices.
Success Criteria
How to do it:
I can recognise
when the most
appropriate form to
use is a fraction
Some simple fractions make the calculation easier.
Bob receives a basic wage of £153. This week he receives 33.3% more money due to
working extra hours.
a) How much extra did he receive?
Think of 33.3% as
b) What was his total wage?
a) of 153 = 153 ÷ 3 = £51.00
b) £153 + £51 = £204
Ann has bought a new car which costs her
75% less to run. If her old car cost £180 a
month to run. How much does her new car
cost to run for a year?
of 180
x
=
= 540 ÷ 4 = £135 per month.
Per year  135 x 12 = £1620
Think of 75% as
Experience & Outcome: MTH 4-07b
I can solve problems involving fractions and mixed numbers in context, using addition,
subtraction or multiplication.
Success
Criteria
How to do it:
I can solve a
problem by
adding mixed
numbers
Add the whole numbers first then add the fractions by finding a common denominator.
Alice runs 2 km, walks 4 km then cycles 10 km. What is the total distance Alice travels?
2
I can solve a
problem by
subtracting
mixed numbers
+4
Think of the first
number that can be
divided by 2, 4, 8
= 16
+
= 16
= 17 km
+
Subtract the whole numbers first then subtract the fractions by finding a common
denominator.
John is out training and completes 3 km of his run before he discovers that he has lost his
phone. On retracing his steps he finds it lying on the ground 1 km back.
How many km did he run before the phone fell out of his pocket?
3
-1
=2
I can solve a
problem by
multiplying
mixed numbers
+ 10
-
=2
km
Convert the mixed numbers to improper fractions then multiply.
Jane had 2 kg of sugar. Her recipe needed
times this.
How much sugar does she need for her recipe?
2 x
2 =
+ =
=
=
= 4 kg
Think of the whole number as
having the same denominator
as the fraction. Remember to
only add the numerators.