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Learning objective overview
Master Teaching Guide coverage for this objective.
Current NZC (2007)
NA3-5
New NZC (2026)
NZC26-P4-NUM-NSO-P-Y9-17NZC26-P3-NUM-NSO-K-Y7-15
Resources
- Alpha textbook: Introduction to Fractions, Ex 7.01, pg 103
- Alpha textbook: Forming Fractions, Ex 7.02, pg 105
- CorbettMaths on expressing fractionsQuestions PDF · Answers
Terminology
- Fraction
- Whole
- Numerator
- Denominator
Task goals
- Identify the numerator and denominator from a shaded bar, circle, or hundred-square grid, and write the fraction they represent.
- Form a fraction directly from a real-world "part out of whole" word description (e.g. slices eaten, students who are girls, sweets that are red).
- Form the complementary fraction for what remains, given the stated part (e.g. spaces empty when spaces full are known).
- Correctly total a whole across several categories before forming a fraction for just one category.
- Compare two separately-formed fractions from different contexts to judge which represents a higher proportion.
- Explain, using an example, what the numerator and denominator of a fraction each represent.
Where this fits
What leads into this objective, and where it goes next.
Before
Multiplying Fractions
Finding fractions of quantity
Relationship between percentages, fractions, and decimals
You are here
Forming Fractions
Do
Finding the whole amount, given a fraction or percentage (e.g. 20% of an amount is 30. What is the original amount?)
Statement▸
Year 9 · Number · Number structures and operations
NZC26-P4-NUM-NSO-P-Y9-17
Also under NA3-5:
For teachers
Need the fuller teaching notes for this objective? Open the Teacher guidance PDF.