Go back to the learning objectives - thumbs up, down or half way for each one. Graphic Org P! "#$% &enn 'iagram %adder (riangles )eflections %* +trongly visual and kinaesthetic task ,raction wall in pack as an aid to seeing e-uivalent fractions and e.plaining findings Peer support in mi.ed groups *( ,raction cards are differentiated /colour coded - green to orange0 1.tension task on board /lv20 Starter Activity (3 minutes): Pupils to stick on name tags. !ell activity" - odd one out. Give time to t#in$ and %air, then &iscuss as class. 34an you make any of them the odd one out56 )eminder of what a fraction means /numerator 7denominator0, e.amples if necessary. 'o t#roug# learning objectives( /#ould normally show 8big picture here to give conte.t and show how to progress0 Lesson Title: Equivalent Fractions Learning Objectives: All: Identify simple equivalent fractions (level 3) Most: Find any equivalent fraction (Level 4 / 5) Some: se equivalence to put fractions in order (Level 5) Resources: !#9 presentation, mini white boards, online stopwatch +hape cards and Overlays Pupil record sheet ,raction match cards !4( !#9 (e.t 9ooks *rtefacts edia *udio &ideo 4lass: ;ear < /mi.ed ability0 +ubject: athematics 'ate: = rd 'ec >?@? (eacher: Mr N.Drayang R)*L)+,-.) ,OOLS (raffic %ights (he %adder (riangles ind aps #ebs &*" &7"7* * " +trategy %inks to: ,unctional +kills 7 P%(+ 7 %iteracy 7 Aumeracy 7 4itiBenship 7 !4(*4 (hinking +kills 7 Cuestioning +kills 7 Gender !ssues 7 +tudent Grouping 7 Dse of %+* (iming E mins F mins > mins /ain Learning Activities: /ain activity 0: (Pu%ils in %airs but sharing ideas as a table.0 Dsing pack of shape cards and overlays: 3Pick a card and use the overlays to find out what fraction is shaded - can you use more than one overlay to make a different fraction5 $ow many different fractions can you make5 #hat do you notice about them56 3)ecord your results for each card - is there a pattern 7 rule that you can spot5 %ook at your fraction walls - how do these help50 /)1tension tas$ %ut on boar& here for pupils who grasp this part -uickly.0 /ini %lenary - #hat have we found out5 Pupils up to the front to demonstrate findings 2uic$ assessment - /on mini whiteboards0 3Dsing your rule, can you find three e-uivalent fractions for =7E 5 #hat about >72 56 /!f necessary - look at e.tension task with some groups.0 Activity 2: /!f time allows0 +onsoli&ation activity: Pupils all pick a fraction card and find someone else in the room who has an e-uivalent fraction to theirs. (imer on board - @ minute. +top when everyone has found their group. *sk each group for a different e-uivalent fraction which isnt on their cards. Possible %robing 2uestions Gack says 3#hatever you do to the top you do to the bottom6 - so can ! add one to the top and one to the bottom5 !s the new fraction e-uivalent5 #hat do we mean when we say 8e-uivalent5 $ow can ! work out which is bigger without a fraction wall5 #hat different overlays would we need if we wanted to have >F as the denominator5
Math Fluency Activities for K–2 Teachers: Fun Classroom Games That Teach Basic Math Facts, Promote Number Sense, and Create Engaging and Meaningful Practice