Mathematics / Year 5 / Number

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Curriculum content descriptions

solve problems involving addition and subtraction of fractions with the same or related denominators, using different strategies (AC9M5N05)

Elaborations
  • using different ways to add and subtract fractional amounts by subdividing different models of measurement attributes; for example, adding half an hour and three-quarters of an hour using a clock face, adding a \(\frac34\) cup of flour and a \(\frac14\) cup of flour, subtracting \(\frac34\) of a metre from \(2\frac14\) metres
  • representing and solving addition and subtraction problems involving fractions by using jumps on a number line, bar models or making diagrams of fractions as parts of shapes
  • using materials, diagrams, number lines or arrays to show and explain that fraction number sentences can be rewritten in equivalent forms without changing the quantity; for example, \(\frac12\) + \(\frac14\) is the same as \(\frac24\) + \(\frac14\)
General capabilities
  • Numeracy Numeracy
ScOT terms

Subtraction,  Denominators,  Addition

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The focus of this activity is to discover if students can interpret information in a table and use fractions (with the same denominator) to represent different amounts. We want to encourage students to use what they know about to interpret the information in the table before applying their understanding of fractions.

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Do you know what a fractal is? Basically, fractals are never-ending patterns created by repeated mathematical equations. In this clip, Yuliya, a student at MIT (in the USA) describes the properties of fractals and shows you where they can be found in technology and nature. Have a good look at the world around you and see ...

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Did you know that 6,174 is a very mysterious number? In 1949, the mathematician Dr Kaprekar from India devised a process now known as Kaprekar's operation. First, choose a four-digit number where the digits are all different. Then rearrange the digits to get the largest and smallest numbers these digits can make. Finally, ...

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