**How many ways to make One? Using the fraction wall, make as many number sentences as possible showing how to make one. (students start by writing the repeated fraction, they will be encouraged to see that fractions added to related fractions also make one **

**e.g. ½ + ½ = 1 and ½ + ¼ + ¼ = 1 and ½ + 2/4 = 1**

**Teacher Group – Check student knowledge of equivalent fractions and simplifying, using common factors.**

**Sue baked an apple pie. For dessert her family ate 3/8 of the pie, the next day they ate another 3/8 of the original pie. What fraction of the total pie has been eaten and how much does is left? Show this as a diagram, showing your work as equations. Consider if the leftover amount is expressed in SIMPLEST form. How do you know?**

**Grandpa bakes his famous lasagne in a big rectangular tray. He cuts it into 18 slices and 2/3 get eaten. How many slices were eaten and will there be enough for grandpa to give to the next door neighbours who have a family of 5?**

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**The year 7 teacher will ask you to keep track of your test scores in maths. In the first test you get 45/50, the next test 75/80, the next test 24/35, the next test 20/40 and the last test 75/100. Put your test scores in order from least to most. How can you prove to a friend that you are correct?**

**Students solve the problem and write a written explanation to prove their thinking.**

**Students share with a partner or in a small group to consider what is similar or different to their own thinking. **

**Do all group members agree? How will show your group members your method so that they can learn from you****?**