Year: 6 | Duration: 60 minutes | Class Size: 20

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National Curriculum Links

Mathematics: Number - Fractions (Y6 Programmes of Study)

• Pupils should be taught to:
  • Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.
  • Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.
  • Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts.
  • Solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison.
  • Divide proper fractions by whole numbers [for example, 1/3 ÷ 2 = 1/6].

Mathematics: Number - Decimals and Percentages

• Pupils should:
  • Use written division methods in cases where the answer has up to two decimal places.
  • Solve problems which require answers to be rounded to specified degrees of accuracy.

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WALT (We Are Learning To)

• Understand that fractions can be expressed as division.
• Convert fractions to decimal equivalents using division methods.
• Interpret the relationship between fractions and division in problem solving.
• Use division to find decimal equivalents of fractions, including those with recurring decimals.

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Success Criteria

• I can explain that a fraction is a division of the numerator by the denominator.
• I can convert fractions into decimals by performing division.
• I can simplify fractions and represent them as decimal numbers accurately.
• I can identify common misconceptions when dividing fractions to decimals.
• I can solve problems involving fractions as division, including recurring decimals.

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Resources Required

• Hundred squares (printed for visual fraction demonstration)
• Place value counters or base-ten blocks
• Whiteboards & markers
• Printed worksheets with fraction-to-decimal questions
• Visualizer or projector (to display or annotate the presentation content)
• Mini whiteboards for paired work

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Lesson Outline

1. Introduction (10 minutes)

• Starter discussion: Show a hundred square graphic with shaded parts (from the PPT file).
  • Question: “What fraction of the hundred square is shaded? Write it as a fraction.”
  • Quickly connect the fraction to division: e.g., “This fraction 46/100 is the same as 46 ÷ 100.”
• Use decimal conversion of 0.46 to fraction and vice versa as linked examples.
• Explain the essential concept: A fraction represents division: numerator ÷ denominator.

2. Explicit Teaching: Fractions as Division (15 minutes)

• Present key slide points adapted from PPT "Fractions can be expressed as divisions."
• Model writing fractions as division equations: e.g., 1/6 as 1 ÷ 6 = 0.166…
• Use place value counters to model 1 ÷ 2 = 0.5 (showing division in base 10 format).
• Demonstrate converting fractions 1/5, 1/8, 4/5, 7/8 to decimals by division.
• Highlight disappearing or recurring decimals through examples: e.g., 1/3 = 0.333…
• Address common misconception (Tiny’s error from the PPT): Explain why division order and place value must be strictly followed.

3. Guided Practice (15 minutes)

• Distribute mini whiteboards.
• Give pairs 5 fractions to convert to decimals by performing division.
• Fractions differentiated by ability:
  • Support group: Simple denominators (e.g., 1/2, 1/4, 1/5).
  • Core group: Moderate complexity (e.g., 3/8, 7/8, 5/12).
  • Advanced: Improper fractions and recurring decimals (e.g., 7/9, 19/20).
• Circulate, give immediate verbal feedback and correction.

4. Independent Application (10 minutes)

• Worksheet task: Solve 6 fraction-to-decimal conversion problems using division.
• Challenge question: Find decimal for 19/20 and explain why 0.95 is the answer.
• Encourage students to show the long division steps they used.

5. Extension Activity (5 minutes)

• Advanced learners to explore "decimal equivalents of fractions with recurring decimals."
• Challenge: Convert 1/7 to decimal and identify the repeating cycle.
• Present using short division and identify the repeating digit pattern.

6. Plenary and Assessment (5 minutes)

• Class discussion: Share and compare methods.
• Recap key idea: Fractions represent division; division can give a decimal.
• Quick quiz on mini whiteboards: Write the division expression for 3/5, write the decimal for 4/5, and explain the recurring decimal concept.
• Collect worksheets for formal assessment.

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Differentiation Strategies

Group	Strategy
Support learners	Concrete resources (counters), visual aids (hundred squares), and simplified fractions. Use guided one-to-one support where needed.
Core learners	Independent practice with progressively challenging fractions, scaffolded division steps, and peer discussion.
Advanced learners	Extension tasks involving long division with remainders, recurring decimals, and problem solving with percentage conversions.

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Assessment for Learning (AfL)

• Observation during paired and independent practice.
• Mini whiteboard responses during class discussion.
• Marked worksheets focusing on accuracy of decimal conversion from fractions.
• Verbal feedback addressing misconceptions especially with recurring decimals and division errors.

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Additional Teacher Notes

• Foster conceptual understanding by linking fractions, division, and decimals visually and practically.
• Emphasise correct procedural steps for long division and the importance of place value particularly when converting fractions that produce recurring decimals.
• Encourage pupils to verbalise their thinking process (“talk maths”) to consolidate understanding and reveal misconceptions.
• Keep the atmosphere encouraging for ‘trial and error’ during division calculations to build confidence.

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Summary

This lesson plan delivers a thorough, National Curriculum-aligned experience on fractions as division for Year 6 pupils, combining visual aids, hands-on learning, explicit modelling, and scaffolded challenges to build solid conceptual and procedural fluency in converting fractions into decimals.