Lesson Plan Primary Full Class Lesson

Student Teacher: Katherine Lee

Date: Friday, 22 August 2014
Lesson start time: 11:40am
Subject: Maths

Year Level: Year 6/7
Lesson end time: 12:20pm
Mentor Teacher: Michael Munninger
Number of Students: 28
Lesson Length: 40 minutes
Topic: Equivalent Fractions Fraction
Straws
ACARA focus: Students are able to compare fractions with related denominators and represent them on a number line.
(ACMNA125)


Students Prior Knowledge and Experience:
Students are aware that all fractions are a part of a whole. They are able to identify fractions with the same denominator
and can order them from largest to smallest and vice versa. Students can identify different fractions via number line and
diagram.

Learning Purposes:
Students understand that all fractions are equivalent to a whole. They will be able to identify that equivalent fractions have
the same value even if they look different. Through diagrams and number lines, students will be able to identify equivalent
forms of whole numbers and fractions.

Student Evaluation:
Students will be able to identify the different equivalent fractions during the activity. Using straws, the students will be
able to model equivalent forms of whole numbers and fractions.

Preparation and Resources:
200 x multi-coloured straws (enough for at least six per student and spare)
30 x sheets of white paper (enough for one per student and spare)
Be sure that all students have the required stationary for this activity (Glue, scissors etc.) and provide spares if
needed.
30 x worksheets based on equivalent fractions (if the activity finishes early)

Timing
11.40am







11:50am















Learning Experiences:
Introduction. 10 minutes.
1. Introduce that the topic of the lesson is fractions Start a discussion with the students about what
they already know about fractions (prompt with questions a part of a whole, how to identify them
as a diagram or number line, same denominators etc.)
2. Explain that the purpose of the lesson is to gain an understanding of equivalent fractions and how
to identify them. Equivalent fractions have the same value even though they look different. All
fractions in their largest forms are equivalent to a whole.

Main Body. 20-25 minutes.
1. Provide each student with six straws each. (be sure that there is a mixture of colours so that
students are able to tell the difference between each sized fraction)
2. Have each student cut the first straw in (move around the room and observe the students cutting
out each fraction size so they can be seen demonstrating their knowledge of different fractions).
Then have the students cut their straw in three, four, five and six, until all straws but one is cut into
different sized fractions. The straw left is the whole.
3. Demonstrate that each full straw, cut up into different fractions, is equal to a whole. This is the basis
of the activity and you will use this to build on.
4. Ask the students to identify the straw. Ask the students if they can find two other fractions that
are the same size as the . (move around the room and make sure the students chose two of the
pieces and three of the 1/6 pieces, and demonstrate, if they chose wrong, how the ones that they
have chosen arent the same sizes)
5. Continue to ask the students to identify different fractions and those pieces which are equivalent
until through all the fractions.

12:15pm Conclusion. 10 minutes.
1. Discuss with the students what they have learnt during the lesson. Ask Focus Questions.

Focus Questions:
What does it mean when fractions are equivalent to each other?
Do fractions have to look alike to be equivalent to each other?
Do fractions have to be the same size to be equivalent?
Did we find any fractions that werent equivalent to any of the others in this lesson? What was it? Why
wasnt it equivalent?
What were all fractions equivalent to? (a whole)


2. Have the students, using glue or tape; stick each full straw on a piece of A4 paper from largest to
smallest.
3. Thank the class for being patient and respectful during the lesson and then hand the class back to
the classroom teacher.

Extension.
Provided in case the students finish the activity early.
Two worksheets have been provided.
The first worksheet will have the students comparing two corresponding shaded portions of boxes (as
fractions) and then writing the missing numbers that form the equivalent fraction.
The second worksheet will have the students comparing two different boxes with two equivalent fractions.
The students will have to count how many pieces the boxes have been separated into and then find the
missing number that forms the equivalent fraction.


Lesson Evaluation:
Going into the lesson I felt that I was making good use of the time but I overestimated the students knowledge of Algebra
and measurement so the lesson was, to me, just spent cutting the straws into different sized fractions.
I rushed the introduction because I didnt know how to link what they have previously learnt to the topic of my lesson. The
students didnt go into the lesson knowing exactly what they were learning.
I was not able to handle the full class as effectively as I did the small group. I need to work on my voice projection and think
of ways to regain the attention of the students, especially in this case because they were so engrossed in the activity they
were doing.
During this lesson, I was a lot more nervous, and while presenting the lesson and activity to the class I had to stop quite a
few times and find where I was up to. I need to work on getting my nerves under control and try and prevent them from
interfering with my teaching and behavioural management.