Roman, Rae and Trig are inside Dr. S. Cape’s laboratory escape room. They solve a number of clues by placing fractions on a number line.

More resources for Autumn Block 3 Step 2.

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Discussion points for teachers

1. Move the pegs and place hats A, B and C correctly on the hat stand.

Discuss the denominators that would fit on to the number line. Discuss each statement and how to place them.

2. What about Hat D? That says it is placed at 1 16/30 .I don’t think it can be placed on the hat stand. Do you agree? Explain why.

Discuss simplifying fraction and if this can then be placed on a number line.

Roman is correct. Hat D will not fit on to the intervals as the intervals can be marked in fifths or tenths and 16/30 can not be simplified in to fifths or tenths.

3. Order the fractions in the correct place on the number line.

Discuss ordering fractions, including, in this case, being able to place fractions less than 1 quickly.

4. What could fraction A be? List three possibilities: Two improper fractions and one mixed fraction.

Discuss how to use the number line to state what a fraction might be and use knowledge of simplifying fractions from Step 1 to offer alternative possibilities. This question is open-ended for the children to explore.

Various answers, for example:

National Curriculum Objectives

Mathematics Year 6: (6F2) Use common factors to simplify fractions; use common multiples to express fractions in the same denomination

Mathematics Year 6: (6F3) Compare and order fractions, including fractions > 1

Mathematics Year 6: (6F11) Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts

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