Fruity bircher

Recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity

Recognise the equivalence of 2/4 and 1/2

• The recipe for Fruity Bircher asks for a pear to be quartered.
• If you have made Fruity Bircher, ask the children if they remember this part (it may have been pre-prepared) or show them the recipe card.
• If possible demonstrate (again) how to quarter a piece of fruit by cutting it into halves and then halving again.
• Make sure that the children understand that there are now four equal parts, and write this as a fraction so that the children can see it. As you write it explain that one whole piece of fruit has been divided into four.
• Ask each child to point to ¼ of the fruit and say ‘one quarter’.
• Ask the children how we might describe three pieces of the fruit and write 3/4 so that they can clearly see it.
  • What does the 3 mean? [three of the pieces]
  • What does the 4 mean? [four pieces or quarters]
• Again, ask children to point to the amount and say 3/4.
• Ask the children how they might describe two of the pieces and tell them that there are two ways.
  • Firstly, just as they have done already, describe them as quarters and write 2/4.
  • Secondly, ask if the children know what other fraction is the same as 2/4. Some children will probably immediately see; if not, put two quarters together and say one half, pull them apart and say two quarters so that they can clearly see that the amount of fruit has not changed.
• Write ½ = 2/4 on the board, point to the fractions and get the children to say them.
• Give the children a picture of a fruit and ask them to fold it in half and half again, then cut it into four parts. Using their pictures, ask the children to show you:
  • ¼
  • ¾
  • 2/4
  • an amount less than ¾
  • ½
  • an amount more than 2/4.

Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

• If you have not done so already, read the story of Stephanie the Cow to the children.
•  Ask them to imagine that Mrs Patch and Heather want to sell Stephanie’s yoghurt.
• If possible, build up a collection of used yoghurt pots and use them to set up a farm shop.
• Begin by putting prices on the pots. If you wish to practise counting in a particular number, e.g. 5, then make several pots labelled 5p, saying that you want to buy seven of them.
• Allow the children to price the pots using different amounts too.
• Revisit all the different coins that are available to use. For some children you may wish to differentiate by limiting the coins to the smaller amounts.
• Allow the children to price some of the pots.
• Demonstrate how children should go about buying and selling using coins. Model being both the shopkeeper and a customer.
• Allow the children to price the pots too and then buy them and sell them using money.
• Extend this idea by making sheets with problems involving addition and subtraction of money using yoghurt pots.