Grade

Year Level: Grade 3

Duration: _________________________

Learning Area: Mathematics

Topic:
Fractions - Terms, equal parts, equal fractions, comparing fractions

Year 3 Level Achievement

The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of
mathematics content across the three content strands: Number and Algebra, Measurement and Geometry,
and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within
the content and describe how the content is explored o r developed. They provide the language to build in
the developmental aspects o f the learning of mathematics.
At this year level:
Understanding includes connecting number representations w ith number sequences, partitioning and
combining numbers flexibly, representing unit fractions, using appropriate language to communicate
times, and identifying environmental symmetry
Fluency includes recalling multiplication facts, using familiar metric units to order and compare objects,
identifying and describing outcomes of chance experiments, interpreting maps and communicating
positions
Problem Solving includes formulating and modelling authentic situations involving planning methods of
data collection and representation, making models of three-dimensional objects and using number
properties to continue number patterns
Reasoning includes using generalising from number properties and results of calculations, comparing
angles, creating and interpreting variations in the results of data collections and data displays

Lesson One

Unit Title: Fractions

Learning Area: Mathematics

Time Allocated: 60 mins

Lesson Title: Equal Parts

Curriculum Links:
Number and Algebra
Fractions and decimals

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a
complete whole(ACMNA058)

General Capabilities
Numeracy

Estimating and calculating with whole numbers

Understand and use numbers in context

Estimate and calculate

Using fractions, decimals, percentages, ratios and rates

Interpret proportional reasoning

Apply proportional reasoning

Learning Objectives
By the end of this lesson students will have the opportunity to demonstrate their ability to:
Identify the numerator and denominator
Recognise fractions as equal parts of a whole
Identify the importance of equal parts

Resources
The following resources will be required:
Playdough
Whiteboard and markers
Equal Parts Worksheet
Individual students work books

Student Prior Knowledge
Prior to this lesson, students already understand:
Recognise and interpret common uses of halves, quarters and eighths of shapes and
collections


Lesson Procedure
Motivation and Lesson Introduction
Gain students attention
Ask students what they think a fraction is
Get students to open to a new page in their books, write a
date and the title: FRACTIONS
Write a definition of a fraction on the board and ask them to
write into their books.
o Definition: A fraction shows parts of a whole.
Write 1/2 on the board and ask class what the top number
and the bottom number are called and label the fraction on
the board with numerator and denominator
Ask students to copy the fraction with the labels into their
books
Ask students if anybody can show us what a half of a pizza
looks like. Get a volunteer to come up and draw on the
board and thank them and return to seat.
Ask them why it looks like that
Draw another pizza next to the example with unequal parts
and ask them why this isnt half.
Explain that when using fractions, it is important that each
part is equal.
Ask them to draw 2 pizzas one with equal parts and one
with unequal parts. Draw a tick and across above each.
Procedure and Lesson Content
Give each student the Making Fractions handout
Explain the handout and how the activity will occur:
o First use the table to figure out what fraction you will
be making
o Fill in the second section of the work sheet next to the
name
o Then use play dough to make the fraction, by making
little balls remember they must be equal sizes- all the
same size. For example if you were making the fraction
2/8, you would make 8 blue balls and then replace 2
with some red balls. (Demonstrate this on the board or
with play-dough to ensure they understand)
o Then draw what your play-dough balls look like in the
next section
o In the next section, cut out the pizza that shows the
fraction you have created and stick it onto the circle.

Differentiation

Put Hearing Aid pack on for
student with Low hearing.

Ensure all students have
completed this by asking
students to look at the
front.

As a focus strategy ask for
whole body listening.





Ask a variety of students
before giving the answer.

Make sure students
understand the activity
before allowing them to
start.





Cont.
Ask if there are any questions and if they know what
they have to do.
Allow students to complete the activity and walk
around to each table making sure they are doing the
activity and help with those who may be confused,
answering any questions
Let students know when they have five minutes left

Support students who are
likely to be unfocussed and
ensure each student is on
task.

Lesson Conclusion
Ask students to glue the handouts into their books if
they havent already
Ask them to put their play dough back into the bags
and bring them to the front, then clean up any rubbish
they find on the floor.
Instruct them to put their books away
Transition into next activity/ lunch

Explain and use the magic
piece of rubbish strategy to
ensure students clean up
effectively (If it is really
messy).

Assessment

Assessment For Learning

Take notes on student engagement and lesson process
Mark student work and take note of confusions and the overall results of the activity

Evaluation

Can students:
! Identify the numerator and denominator
! Recognise fractions as equal parts of a whole
! Identify the importance of equal parts

Comments

Name

Making Fractions
Fraction
1

Whole
1

Halves

Quarters

Thirds

Fifths

__________

Play-dough

Pizza

Cut out and stick on the correct Pizza

circle.