The implementation of the video, created for stage 2 students, is intended to review students

prior knowledge of fractions, deepen their understanding and to introduce new concepts on
fractions. In order to do this, the use of real life experiences such as cooking and shopping
are used in the video which makes fractions relevant, tangible and fun for students.
The video is firstly intended to be used to recap the knowledge students should have gained
in their stage 1 lessons on fractions. This includes recognising halves, quarters and eighths
(BOS, 2012 & Klerk, 2013). When implementing the video teachers can pause at each of the
three fractions and get students to identify them as well as ask any related questions such as
what is a whole? or if I were to eat two quarters of the sandwich how many quarters would
be left?
As the video continues students are introduced to other fractions such as thirds, fifths, sixths
and tenths. At this point, teachers can pause the video and ask students about what they saw;
to describe how the fraction was shown in the video and what other ways they can think of
showing a particular fraction. Concepts such as equivalent fractions and decimals are also
introduced in the video.
Teachers could use the video in the classroom in many different ways, such as the stimulus
for a unit of cooking and shopping with fractions and decimals or used in a forum or
embedded into a class blog or webquest. This way the resource could be used at home if
students want to use the recipe and cook for their family and friends. The video could also be
adapted for a homework task. For example using the receipt in the video, students could have
a competition the next time at the shops, to see who finds the best buy. This could then be
extended further in classroom to make comparisons with other supermarkets (BOS, 2013 &
Dunbar, 2014).
The video can be frozen on particular images depending on the questions or investigations
the teacher might be asking. For example educators could freeze on the recipe, price, or food
cutting images and students could brainstorm fractions more than, less than and equivalent to
the fraction or image they see. Students could also place fractions and decimals onto a
number line in descending and ascending order and represent prices and fractions in different
ways, using drawing, story and movement. Students could also create their own questions for
each other using the video as a stimulus.
Following watching the video Ss could make the pikelets and explore different ideas such as
what is one third of a cup? Or what do we need to do if our measuring cups went missing and
only had a one quarter measuring cup to work with? Students could also adapt another recipe,
changing the ingredient quantities depending on the number of students in the class. Students
could research and investigate other recipes creating their own numeracy cook book,
presentation or video.

To support teaching and learning the video could also be used to address misconceptions with
fractions and decimals. This is possible as students could fix any mistakes on the video,
pointing out the vinculum needs to be horizontal and other mistakes at the supermarket with
price tickets leaving out decimal point. The price ticket '75c' could be used as a stimulus for
doing place value mental warm ups and to help students realise the relevance and importance
of place value (Bobis et al., 2012). When reading decimals, the language needs to be
modeled, decimal 1.12 read as 'one point one two' and ensure the numerator is said before the
denominator and proving that a longer number does not mean it is larger with decimals
(BOS, 2012 & Human Capital Working Group, 2008; Sparrow, Swan, 2005; Roche, 2005 &
Gould, 2005).
The mathematical language found throughout the video could be used to create a maths
glossary or word tower especially if students have English as an additional language
(Gibbons, 2002; BOS, 2012 & Hertzberg, 2012).
The video could be used to stimulate students mathematical thinking and gathering
information about their knowledge and strategies. Starter questions using open-ended
questions focusing on children's thinking could be used, for example, "how could you sort
these numbers..? How many ways can you find to write these fractions? Decimals? How
could you round these prices? How many different ways can we slice a sandwich into equal
parts? What happens when we change the quantity of flour in the recipe but not the
eggs?"(Bobis, Mulligan, & Lowrie, 2013 & Way, 2008).
The video could also be used for pre assessment through simply pausing on a price ticket,
image or fraction and students share all they know about this number. Other possible
assessment questions may include "What have you discovered when cooking this recipe for
more people? How did you find that out? What made you decide to do it that way?"
Questions such as these ask children to explain what they are doing and how they arrived at a
solution. This allow educators to see how the children are thinking, their strategies and what
students understand (Way, 2008 & Bobis et al., 2013).