Fractions and Decimals

Outcome:
Language:

whole, part, equal parts, fair, half, quarter, eighth, third, fifth, one-third, one-fifth, fraction, denominator, numerator, mixed
numeral, whole number, fractional part, number line.
Content
MA2-1WM: uses appropriate terminology to
describe, and symbols to represent,
mathematical ideas
MA2-3WM: checks the accuracy of a statement
and explains the reasoning used.
MA27NA: represents, models and compares
commonly used fractions and decimals

Wks
3-7
Teaching and Learning Activities
See the Fractions folder in Staffshare/Stage 2/Year 3/ Maths/ Term
3/Fractions Resources for games and PDFs.
Date & Evaluation:

Recognise that fractions are used to describe one
or more parts of a whole where the parts are
equal
Name fractions up to one whole

Use the terms 'fraction', 'denominator' and
'numerator' appropriately when referring to
fractions
Interpret the denominator as the number of
equal parts a whole has been divided into
Interpret the numerator as the number of equal
fractional parts
Model fractions with denominators of 2, 3, 4, 5
and 8 of whole objects, shapes and collections
1 Learning intention: Introduction to fractions halves, whole and sharing
Success criteria:
I can label a denominator and a numerator in a fraction
I understand what a denominator and a numerator are
I can differentiate between a whole and part of a whole in pictures, diagrams
and written number fractions
I can represent whole and half in drawings, diagrams and fractions
I can form equal parts by aligning and matching, describing how any whole
can be divided into halves through folding.
I clearly show the link between the parts and the whole is clear in my
recordings.

Formative assessment
checklist
Students correctly
identify and label
denominator and
numerator
Students understand
the idea of sharing
Students made a
clear link between
parts and wholes e.g.
2 halves make a
whole.
using concrete materials and diagrams
Recognise that as the number of parts that a
whole is divided into becomes larger, the size of
each part becomes smaller
Count by halves, thirds and quarters,
Rename as 1
Place halves, quarters, eighths and thirds on
number lines between 0 and 1,
Place halves, thirds and quarters on number lines
that extend beyond 1
Count by quarters, halves and thirds, including
with mixed numerals; locate and represent these
fractions on a number line
Identify and describe 'mixed numerals' as having
a whole-number part and a fractional part


Word Problem: Draw a rectangle on the board.
If John and Julie had one lamington bar, how could they share it equally?

Activity 1 Pre assessment
Introduce language of fractions.
Students draw pictures to demonstrate their understanding of the terminology
whole and half.
Students discuss real life scenarios where its important to divide wholes into
fractions (e.g. sharing cake, dividing money).

Activity 2
Use the rectangle representation of a lamington to demonstrate half.
Students fold a rectangular piece of paper to represent half.
Students fold a circular piece of paper of represent half.
Have students demonstrate their understanding of half by drawing pictures of
pies, cakes in different shapes.

Activity 3:
Word problem to develop concept:
When Chris and Elaine looked at their share of the lamington bar, they both said that
it was too much to eat. They decided to have some now but to leave the same amount
for later. Can you use the paper lamington bars or your drawing to show how much
Chris and Elaine would eat and how much they would leave for later? Draw your
answer.
Students draw answers onto whiteboards and share strategies for solving
the problem with the rest of the class.
The teacher shows how to represent one and a half in fraction format (1 )
The teacher then asks the question : If Chris and Elaine wanted to share the lamington bar
equally with Fiona, can you use another piece of paper to show how this could be done? There
are now three people and they each want the same sized piece.
Allow students time to engage with the problem.
Folding the rectangle to form three equal pieces is difficult because of the
need to make multiple adjustments.


Students show
reasonable solutions
to devising 2 to 3
lamingtons between
2 people.
2 Activity 1:
Question of the day: What happens when we fold 2 halves in half again?
Review with students the concept that fractions represent part of a whole. Half
represents half of a whole. Discuss students answers to question of the day and
introduce the concept of quarters (4 equal parts of a whole). Show students the
fraction and word on the board for .
Learning intention: I understand the meaning of quarter and can correctly make and
label quarter fractions.
Success Criteria:
I know that mean one part of four.
I know that is half of
I can draw pictures and diagrams to accurately represent the fraction

Show students the Halves and Quarters Slideshow in the Fractions Resources folder.
Write a question on the board for students to solve using Newmans Analysis.

Group Activities
Group 1 Group 2 Group 3
Cutting and pasting halves
and quarters iand
matching pictures into their
Numeracy books.
Studyladder fractions
games on the interactive
whiteboard
Fractions Pizza

Activity 2:
Learning intention: I understand the meaning of thirds and can correctly make and
label third of a whole par..
Success Criteria:
I know that 1/3 means one part of third.
I know that 1/3 is half of 6
I can draw pictures and diagrams to accurately represent the fraction 1/3, 2/3.

Word Problem: If John, Jenny and Rita ordered one pizza, how could they share it
in equal parts? Draw your answer.

Activity 3:
Introduce the concept of thirds and show the matching fraction (1/3)
Hand out circular paper and rectangular to students and ask them to either draw
or fold the pieces into 3 equal parts.
Break students up into pairs to create word problems about thirds; students work
in pairs and give each other the questions they have devised.



Group Activities
Group 1 Group 2 Group 3
Fractions Pizza Fraction snap Interactive whiteboard:

3
Learning intention: I understand the concept of equivalent fractions and can match
them.
Language: quarters, eights, sixths, equivalent, equal to

Word Problem: Oscar and Olivia

Activity 1 : Understanding quarters as half of , sixths as of thirds and

Activity 3:
Word problem to develop concept:

Group 1 Group 2 Group 3
Interactive whiteboard
game: Studdy ladder
fractions number line
http://www.studyladder.co
m.au/resources/teacher/m
athematics?section=35

Equivalent fractions snap/
dominoes.
Fractions to percentages
snap.




Learning intention:
Recognise when two simple fractions are equivalent.
Simplify fractions to find equivalents.
Success Criteria:
1) I can identify which shapes have the same amount shaded in.
2) I can write down these fractions.
3) I can use the equals sign to show the fractions are equivalent
Language: Fraction, numerator, denominator, equivalent, simplify, reduce, equal, same, half,
Assessment (formative):
1. Are the children
confident in
identifying
equivalent fractions?
2. Can they explain it
to a partner?
With support, were any
children able to predict
quarter, third, fifth, sixth,

Word Problem:

Differentiated activities:
Group 1. Use the picture cues to support identification of equivalent fractions.

Group 2: Findequivalent fractions to and 1/4

Group 3: Representequivalent fractions to ,1/4, 1/3 and so forth.

Activity 3:
Word problem to develop concept:

Group 1 Group 2 Group 3
Interactive whiteboard
game: Studdy ladder
fractions number line
http://www.studyladder.co
m.au/resources/teacher/m
athematics?section=35

Equivalent fractions snap/
dominoes.
Fractions to percentages
snap.

equivalent fractions without
using picture cues?
4 Mondrian art lesson:

Assessment of fraction vocab
Word game (taboo) work in pairs to describe the fraction without using the key
word (for example 50% for half).

Written assessment: Stage 2 Fractions assessment