YEAR 3 MATHS FOCUS
NUMBERS AND ALGEBRA
Fractions & Decimals
Learning Experiences
Fractions & Decimals
FRACTIONS & DECIMALS
OUTCOME
A student:
MA27NA: represents, models and compares commonly used fractions and decimals
TEACHING POINTS  Fractions are used in different ways: to describe equal parts of a whole; to describe equal parts of a collection of objects; to denote numbers (eg 12 is midway between 0 and 1 on the number line); and as operators related to division (eg dividing a number in half) 
Three Models of Fractions

LANGUAGE  Students should be able to communicate using the following language: whole, part, equal parts, half, quarter, eighth, third, fifth, onethird, onefifth, fraction, denominator, numerator, mixed numeral, whole number, fractional part, number line. 
When expressing fractions in English, the numerator is said first, followed by the denominator. However, in many Asian languages (eg Chinese, Japanese), the opposite is the case: the denominator is said before the numerator. 
Expectations of Attainment
Model and represent unit fractions, including 1/2, 1/4, 1/3 and 1/5 and their multiples, to a complete whole (ACMNA058)  model fractions with denominators of 2, 3, 4, 5 and 8 of whole objects, shapes and collections using concrete materials and diagrams, eg 
– recognise that as the number of parts that a whole is divided into becomes larger, the size of each part becomes smaller (Reasoning)  
– recognise that fractions are used to describe one or more parts of a whole where the parts are equal, eg  
name fractions up to one whole, eg 1/5, 2/5, 3/5, 4/5, 5/5  
interpret the denominator as the number of equal parts a whole has been divided into  
interpret the numerator as the number of equal fractional parts, eg 3/8 means 3 equal parts of 8  
use the terms ‘fraction’, ‘denominator’ and ‘numerator’ appropriately when referring to fractions 
Count by quarters, halves and thirds, including with mixed numerals; locate and represent these fractions on a number line (ACMNA078)  identify and describe ‘mixed numerals’ as having a wholenumber part and a fractional part 
rename 2/2, 3/3, 4/4, 5/5 and 8/8 as 1  
count by halves, thirds and quarters, eg 0, 1/3, 2/3, 1, 1 1/3, 1 2/3, 2, 2 1/3, …  
place halves, quarters, eighths and thirds on number lines between 0 and 1, eg  
place halves, thirds and quarters on number lines that extend beyond 1, eg  
compare unit fractions using diagrams and number lines and by referring to the denominator, eg 1/8 is less than 1/2  
– recognise and explain the relationship between the value of a unit fraction and its denominator (Communicating, Reasoning) 
Learning Experiences
To be added