## Want to keep learning?

This content is taken from the National STEM Learning Centre's online course, Maths Subject Knowledge: Fractions, Decimals, and Percentages. Join the course to learn more.
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## National STEM Learning Centre

Skip to 0 minutes and 7 seconds PAULA KELLY: This week we’ve begun our journey into the world of fractions. We’ve seen a fraction can be part of a whole, or a fraction can be part of many.

Skip to 0 minutes and 14 seconds MICHAEL ANDERSON: We’ve looked at how fractions can be written in many different forms– through diagrams, as equivalent fractions, and as mixed numbers and top-heavy fractions.

Skip to 0 minutes and 23 seconds PAULA KELLY: We’ve also looked at how we can compare fractions by making the numerators the same and comparing denominators, or by making denominators the same and comparing the numerators.

Skip to 0 minutes and 34 seconds MICHAEL ANDERSON: Just a quick reminder– if you haven’t already done so, check out this week’s accompanying worksheet of questions for you to have a go at yourself. We’ve also linked some further teaching resources you may wish to explore in order to consolidate your learning from this week.

Skip to 0 minutes and 48 seconds PAULA KELLY: Next week, we’ll look at how to express fractions as decimals and as percentages, including recurring as well as terminating decimals. We’ll see you then.

# Summary: introducing fractions

This week we began our journey through the world of fractions. We’ve highlighted how it is important that we consider what the ‘whole’ value is for fractions to make sense. You’ve also looked at how fractions can be written in many different forms: equivalent fractions, mixed numbers, top heavy fractions and can be represented using diagrams as well as numbers. You’ve practised comparing fractions by making the numerators the same and comparing the denominators, or by making the denominators the same and comparing the numerators.

Next week, we will express fractions as decimals and as percentages and explore fractions which produce recurring decimals and those fractions which produce terminating decimals.

## Further resources

To consolidate your learning and discover some teaching resources you may consider using in the classroom., as an additional activity, attempt some of the resources in Pack One from the Fractions section of the SMILE resources.

## Weekly answers and reflection grid

Answers for the weekly problem sheet questions are available under the Downloads link at the bottom of this step. Review your answers and if you got some wrong, review the steps and try again.

We’ve provided a template below to support your reflections on your learning in this course.

If you are a teacher and using this course to support your teaching of fractions, decimals and percentages, you may be using some of our explanations or the teaching resources with your students. It’s worth capturing where you are trying ideas out and considering why they are, or perhaps are not, working with specific groups of students.

Any questions you might have about this week’s topics should also be noted, so you can identify where videos next week may help your understanding. Any unanswered questions can be taken to the Q&A sessions we will run for our maths subject knowledge courses.

If you are not a teacher, you will still find value in noting both your successes and any points you wish to cover further.