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In England, comparing unit fractions is part of Year 3 maths. A unit fraction has 1 as its numerator (the top number), such as 1/3 or 1/4. Here is an illustrative task that can be discussed online using paper or a shared drawing.

Starting question: Which is larger, 1/4 or 1/3? A child might choose 1/4 because four is larger than three. That treats the bottom number as an ordinary whole-number comparison.

Draw two rectangles of the same size. Split one into four equal parts and the other into three equal parts, then shade one part of each. The quarter is smaller: sharing the same whole among more equal parts makes each part smaller. So 1/4 < 1/3.

A better explanation is: ‘One third is larger because the same-sized whole is divided into fewer equal pieces.’ To check the idea has transferred, compare 1/5 with 1/2. The half is larger for the same reason.

The tutor can ask your child to hold up the drawing and explain it, then try another comparison without copying. This follows the reasoning described in NCETM’s primary fractions example. For later primary work, the next step might involve equivalent fractions or connections with decimals and percentages, once the earlier idea is secure.

England’s English curriculum distinguishes reading the words from understanding what they mean. A child who struggles with sounding out needs a different task from a fluent reader who gives unsupported answers about a story. These examples show the difference.

For early reading: if your child has already been taught these sounds, write sh | i | p. The letters ‘sh’ represent one sound, so there are three sounds to blend into ‘ship’, not four separate letter sounds. Ask your child to say the sounds and blend them into the word. Use the sound patterns and books their school’s phonics programme has already introduced; the DfE reading framework explains this approach.

For comprehension: try this short invented passage: ‘Amira checked the clock again and paced by the door.’ How might Amira be feeling? ‘She is happy’ names a feeling but does not explain how the words support it.

A supported answer could be: ‘She may be impatient because she keeps checking the time and walking by the door.’ ‘Worried’ could also be reasonable if the child explains the clues. The passage does not tell us exactly what Amira is waiting for, so there is no need to invent an event.

Online, a tutor could keep the sentence visible while your child points to the clue and explains their answer aloud. That makes the reasoning available for feedback, even before the child writes a longer answer.

Include the UK nation, school year and language of learning in your enquiry. The same year or stage label does not mean the same thing everywhere. The fraction and English examples above draw on England’s curriculum; the tutor should relate the work to your child’s school expectations.

Tutors set their own hourly rates, shown on their profiles. Latimer invoices after completed lessons on a pay-as-you-go basis. Before booking, agree the lesson duration, resulting charge, frequency and cancellation or rescheduling arrangements directly with the tutor.

A useful comparison includes the teaching fit and the practice your family can manage, as well as the hourly rate. Ask what the first learning priority will be and how you will decide whether to continue. You can submit a free matching request with your child’s school year, learning goal, online preference, schedule and budget.