1. Undersanding Fractions
I can give examples of where fractions, percentages and decimals are used in my everyday life.
I can suggest why fractions or percentages
or decimals have been used in a particular
situation.
I can read and write fractional notation e.g. 1/3 is said to be a third.

2. I can find a fraction of a quantity by dividing by the denominator.
I know the bottom part of a fraction is called
the denominator and tells me how many shares
there are.
I know the top part of a fraction is called
the numerator and tells me how many parts
of the whole.
I can find a fraction of a quantity by
dividing by the denominator.
I can describe what fraction remains or is needed to create a whole.

3. I can find a fraction of a quantity by dividing by the denominator then multiplying by the numerator.

4. I can write the % symbol and explain that percent means “out of 100”.
I know that a percentage is a fraction
with a denominator of 100.
I can order fractions where the denominator changes and explain the order either in words, objects or a diagram.
I can compare fractions relative to a
particular whole e.g. one quarter of a
pizza is less than half of it.

5. I can compare simple percentages in real life situations.
I know that a percentage is a way of describing a fraction where all the denominators have been made 100 to make comparison easier.
I can estimate the position of a sequence of fractions on a number line.
I can visualise some fractions that to help me order and compare. e.g. ¼ is less than 3/8 because I can see ¼ is the same as 2/8.

6. I can count in fractional amounts e. g
I can count in fractional amounts e.g. tenths, fifths, quarters, thirds.
I can count on and back to add or subtract simple fractions with the same denominator.
I can compare simple fractions with decimal measurements e.g. 0.5m equals half a metre.
I can show my understanding of simple fraction and decimal relationships through discussion or matching activities.

7. I can write any fraction as a decimal by using a calculator.
I can calculate the complement of a given percentage e.g. if 47% of a class are boys, what percentage are girls?
I can write any fraction as a decimal by using a calculator.
I can recognise or match simple equivalent fractions e.g. 5/10 is equivalent to a half.
I can use the term equivalent fraction.

8. I can simplify fractions by halving.
I can share an object or collection in different ways to make equivalent statements.
I know that simplifying a fraction means having the smallest possible denominator.
I can use my knowledge of equivalences to simplify e.g. 2/4 can be simplified to ½.
I can simplify fractions by halving.

9. I can draw or visualise a diagram to compare two fractions.
I can visualise some fractions that to help me order and compare. e.g. ¼ is less than 3/8 because I can see ¼ is the same as 2/8.
I can draw or visualise a diagram to compare two fractions.