everything curriculum | May 2023


All Numicon planning incorporates these learning theories, as exemplified below.


Adding fractions with Numicon


Let’s consider a Numicon activity taken from Book 3. In this activity children are practicing fractions with the same denominator for the first time. If the Numicon planning is followed in order, they will already have used resources to represent fractions and met the language of numerator and denominator.


Start by asking the children to look at a six shape. Ask, what is the relationship between one of the holes and the Numicon Shape? Agree one hole is one out of six or one- sixth. I would reinforce this understanding by counting the voids, one-sixth, two-sixths, three-sixths, four-sixths, five-sixths, and six-sixths makes one whole. Next, ask the children to cover their six shape with two red, one green and three yellow pegs. Now ask them to discuss with their partner:


• What fraction of the model is covered with red pegs, with green pegs and with yellow pegs?


• • • • • • •


801783 - Numicon Coloured Pegs


There is no expectation that the children will discuss equivalent fractions for this model. However, if they do, you should discuss the relationships they can see.


Next, ask the children to look closely at their model. Ask, what part of the fraction is represented by the Numicon pegs (the numerator) and what part is represented by the Numicon Shape? (the denominator). How does this help us to write the fraction two-sixths? (The two pegs sit on top of the shape, i.e. the numerator sits on top of the denominator). Now ask the children to write an adding sentence to record the fraction of each colour in their model.


Ask, what do you notice about the number sentence? Agree that in this example, the denominator has remained consistent, but the numerator has been added together. Finally, ask the children to work with a partner to find different ways to fill the six-shape to see if they can form a generalisation for adding fractions with the same denominator. Agree that when we add fractions with the same denominator, what we actually add are the numerators. This will support the children to consider subtraction (and later multiplication) of a fraction by a whole number.


11


To learn how to get the most out of your school’s Numicon resources with your Key Stage 2 pupils, you can sign up to the NCETM-accredited Professional Development course ‘Progression with Numicon for ages 8-11 (KS2//P4-7)’. Learn more at www.oxfordprimary. co.uk/numicon-pd


Final thoughts


How can we support children to secure a deeper understanding of fractions? 1. We use the Numicon learning theories and pedagogy.


2. We maximise opportunities to fully explore the model with the children through questioning.


3. We provide children with specific vocabulary so they can reason and communicate their mathematical understanding.


Finally, a further consideration is that Numicon has a core set of concrete resources which continue to be used as a child progresses through school. The resources are the same, but the mathematics we explore is different. Using the same resources supports the children’s confidence as they have already established the relationships and connections of the resources through play activities in the Early Years.


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