New Maths Curriculum (2014): Year 6 objectives.
Pupils should use their understanding of the relationship between unit fractions and division to work backwards by multiplying a quantity that represents a unit fraction to find the whole quantity (e.g. if ¼ of a length is 36cm, then the whole length is 36 × 4 = 144cm).
They should practise with simple fractions and decimal fraction equivalents to aid fluency, including listing equivalent fractions to identify fractions with common denominators. Denominators of given fractions should not exceed 12, with the exception of 100 and 1000.
Pupils can explore and make conjectures about converting a simple fraction to a decimal fraction (e.g. 3 ÷ 8 = 0.375). For simple fractions with recurring decimal equivalents, pupils should learn about rounding the decimal to three decimal places.
Pupils should practise, use and understand the addition and subtraction of fractions with different denominators by identifying equivalent fractions with the same denominator. They should start with fractions where the denominator of one fraction is a multiple of the other (e.g. 1/2 + 1/8 = 5/8) and progress to varied and increasingly complex problems.
Pupils should use a variety of images to support their understanding of multiplication with fractions. This follows earlier work about fractions as operators, as numbers, and as equal parts of objects, for example as parts of a rectangle.
