Prior knowledge

• Sharing by dealing
• Recall basic addition facts, including doubles knowledge. For example, 50 + 50 = 100, 3 + 3 + 3 = 9

Background

Halving as the opposite of doubling may be a worthwhile piece of learning that can develop from discussions around the answers to exercise 3, where students are just halving numbers.
Remember that students who have not reached stage 6 in the "basic facts" domain have not learned all of their basic multiplication facts, so a multiplicative strategy based purely on the numbers may not work for all students.

Comments on the Exercises

Exercise 1
Asks students to solve word problems that involve finding unit fractions of a set.

Exercise 2
Asks students to solve word problems. These word problems are more complex than Exercise 1. Students are asked to identify the fraction and then the answer.

Exercise 3
Asks students to solve a set of problems that asks them to find one half of a number.

Exercise 4
Asks students to solve a set of problems that asks them to find one third of a number.

Exercise 5
Asks students to solve a set of problems that asks them to find one quarter of a number.