Curriculum Area: Maths

Intent Investigate equivalent fractions. Count by using fractions and whole numbers. Connect fractions to decimals and division. Understanding Students will investigate equivalent fractions and use these in context. Students will count by quarters, halves and thirds. Students will count using mixed whole and fractional numbers. Students will locate and represent fractions on a number line. Students will recognise that place value can be extended into the tenths and hundredths. Students will make connections between fractions and decimals and division. Skills/Processes Students will learn how to: Count fractions, order fractions according to size, place fractions on to a number line, represent the same fraction in different ways, explain what a fraction is, and estimate fractions, use fractions to solve division problems, recognise how fractions are used in everyday life.

Outcomes (Australian Curriculum)

Investigate equivalent fractions used in context Count by quarters, halves and thirds, including mixed numerals. Locate and represent these fractions on a number line. Recognize that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation.
Knowledge Monday Students will write, draw and represent the fraction in as many ways as they can think of and write a real life situation where they may come across this fraction. Monday Students will recognize how fractions are used in everyday life. Skills Brainstorm Dynamic Activities
Brainstorm -

(ACMNA077) (ACMNA078) (ACMNA079)

Assessment
Diagnostic find out what students know about fractions.

Literacy area
Writing students will write what they know about fractions.

Students will be provided with an A3 piece of paper and on this they will need to write everything they know about the fraction . They can draw and write what they know.

Write

Write different situations when fractions are used -

In their maths books students will write a sentence or two about when they have used fractions in real life. Then they are to write as

Writing students will write about

Diagnostic if students are able to recognise the

many sentences as they can about imagined experiences when fractions could be used.

situations, real or imagined when fractions would be used. Oral talking amongst peers. Writing class definition.

practical application of fractions.

Monday Students will explain what a fraction is.

Explain

Explaining fractions

This activity can be completed before the writing about fractions activity. Have students engage in a discussion about what a fraction is and how many fractions there could be, where they belong on a number line and so forth. Write a class explanation on the board and compare it to the dictionary meaning of a fraction.
Partitioning Paper

Diagnostic check to make sure students have some understanding, or at least listen to the discussion.

Tuesday Students will partition paper to create different fractions.

Partition Create

Students will be given a piece of paper - strips and will partition these into halves, thirds, fourths and fifths. They will be asked to observe what happens to the sections as they are divided up. Is it important to be accurate? Students can then colour these in different colours and then glued onto a larger sheet of paper for display. (p.15 and p.27)
Fractions of Collections

Oral partaking in class discussion.

Formative check to see if students divide their strips accurately.

Students will find different fractions of collections and then draw these fractions.

Find draw

Students will be given various collections of items. They will then be asked to divide these items up into certain fractions and then draw these fractions into their maths book. Then they will write how they divided the collection up to create each fraction.
Classroom Display

Writing writing the fractions of collections.

Formative see how students work out each fraction. Link to division.

Wednesday Students will construct a classroom display of fractions.

Construct

The students who do not attend choir will create a classroom display of fractions. They will be given coloured paper and will create a mosaic with different colours. They will then label how much of each colour is part of their art. Colouring in thirds

Writing students will write the ractions of colours used.

Thursday -

Students will explore thirding and fifthing strategies.

Explore

http://resources.oswego.org/games/fractionflags/fractionflags.html Students will colour in a nine square grid using three colours. They are to show how many different representations of thirds they can create. These can then be cut out and placed on display. Introduction interactive. This will also demonstrate what students are to do with their flags. Conclusion students can select one or two of their designs to place on a display board for the classroom. Make sure no one else choses the same design. Extension Dividing Land activity. Students will be given 10x10 grids and asked to divide these up equally into fifths. How many different ways can they find to complete this activity? Differentiation there is another flag template with only 6 squares which students can use.

Oral taking in small groups while working. Discussing results and patterns.

Formative see which students are having problems thinking about thirds outside the normal displays. Formative- same as for the flag thirds.

Oral discussing ways to partition.

Friday - Students will locate and place numbers onto a number line.

Explore

Introduction - Have students brainstorm the different ways we can show a half. Show students equivalent posters and as a class complete the scanned worksheet. Activity p.41 maths book Conclusion go through worksheet and mark it. Brainstorm all the fractions that are equivalent to one. Extension task cards Differentiation students can work on the floor with show me boards.

Reading fractional numbers. Oral discussions within groups.

Formative observe students and see who is confused and who is confident.

Monday Students will compare fractions and mixed

Locate

Locate fractions on a number line (1 2/3, 5/3, 4 8/5, 2/2, 5/9, 6/4)

Writing writing

Formative -

numbers. Compare

In their groups students will be given number cards. Have them order them into two groups, more than one and less than one. Have students draw the fractions using circles onto the fraction cards. They will sort these cards into order from smallest to biggest. Write this order up on the board. Discuss how students decided what number was the biggest and the smallest. Show a few number lines on the board and have students hold up the correct number card to fill in the gap. Go through the maths book page. Students are to complete this individually. (p.137)

justification for their answers.

Oral group discussion Writing number sequences.

Tuesday Students will count using , 1/3, and .

Count

Counting oranges Bring6 in a tub of cut up oranges and some whole ones. Have students count the halves to come up with the number of whole oranges. Then have them count in quarters. On show me boards students can write how many thirds it would take to make four whole oranges. Have students write a number sequence for fourths. Have students use the oranges to find answers to questions such as, how many thirds are there is two oranges. (p.68)

Oral group discussion.

Summative Collect students work sheets and mark them.

Wednesday Students will explore the fractions used in the doorbell rang and then link fractions to division.

Represent

The Doorbell RangRead the book as a class and then have students perform the text as it is read again. Use something concrete to represent the cookies. Ask students to show the number sentence for each situation on their show me boards. Explain how fractions and division can be used to explain the same situation. Present students with other situations which could occur in the book and have them answer these questions. Have students show the links to division and fractions in their answers.

Thursday - Friday

Oral providing answers and discussing in a group. Writing writing answers and supporting answer. Reading reading the book.

Summative see if students are able to make the connection between part of a whole number fractions.

Students will link fractions to decimals and place value.

Explore Link

Fractions to Decimals (p.83) (79) Students will be shown how a fraction can be recorded as a decimal. Then students will complete the worksheets on ordering and converting fractions to decimals. Extension - (p.87)

Writing

p.117, http://www.math-play.com/Decimals-Jeopardy/play.swf

Differentiation

There is an easier version of the flag activity which students can complete. Students can use the concrete fraction materials on the floor to help them while they complete their work. Some activities will allow students to observe and listen to other students before they have to complete their own work. Students will have access to concrete materials on their desks during some activities to help them visualise and draw their answers. Students are able to draw their answers instead of writing their answers in some situations. Students will be able to work in pairs to help each other.

Extension

There are extension questions which students can complete that link closely to the work covered in class. Students can be encouraged to explain their reasoning in a few sentences using a real life or imagined scenario. Students will need to write their answers and reasoning for questions instead of just drawing them.

Culminating Activity/ Assessment: The Doorbell Rang Fractions into decimals.

Formative assessment: Maths book (ordering, equivalent, brainstorm, dividing land, and worksheet activities) Classroom display Oranges Number line