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1,9K Aufrufe19 SeitenIncludes specific activities, outcomes and appendix

May 03, 2010

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Includes specific activities, outcomes and appendix

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1,9K Aufrufe

Includes specific activities, outcomes and appendix

Attribution Non-Commercial (BY-NC)

Als DOC, PDF, TXT **herunterladen** oder online auf Scribd lesen

- Classroom Observation 3
- Year 3/4/5 - Fractions Unit
- Fractions Planner
- Platinum Mathematics Grade 4 Lesson Plans
- 4th Grade Basic Skills Math Drill
- MathMammoth_Grade4B
- Master Maths Year 7
- Third Quarters Test Paper 2 Mathematics Year 4
- Maths book year 3.pdf
- 100 Ideas for Teaching Primary Math.pdf
- 33062154-Fractions-Year-4
- yr 3/4/5 - Money Unit
- Cambridge 3 unit Mathematics
- Unit Planner Maths
- Fractured Fairy Tales - Fractions & Decimals.pdf
- Maths Paper 2
- Assure Model
- Sanskar Jyoti School
- 12112012_10
- Maths Program Proforma Yr 4 T2-S TOONEY

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Unit 2.6 – Represents and compares rational numbers in a variety of ways describing relationships among

outcome(s) them.

Year 4 Class 30 students Length of 2 weeks or 10 lessons (200 minutes)

level size Unit

organi

sation

Finding out about 1.1

the learner Class Discussion • This activity is run by In a circle on

1. Questioning the Students discuss whether there can the students and the the floor.

students on be less than a whole number. They teacher is a

whether there can need to provide an argument and facilitator for the

be less than a real life examples of where they discussion.

whole number. have seen it. Students can also

choose to demonstrate their point.

2. Assessing 2.1

student’s Equal parts activity • If this activity is not In the students A3 paper (1

knowledge of equal Students will work in groups to come done correctly the table groups at per group)

parts and dividing up with a definition of equal parts. lessons can not their desks. Textas

numbers equally. The group presents their definition continue as the

on an A3 piece of paper which is students do not

then displayed around the room. understand equal

and will not be able

2.2 to do fractions.

Dividing numbers At desks, not Little packets

Students are given a little packet of • M&M’s food handling touch other of M&M’s (30)

M&M’s they then divide the packet and hygiene need to peoples M&M’s

into groups (of 3, 4 and 5). They be done.

need to write their answers and • Get the students to

whether the answers are equal or represent their

not. findings in different

ways.

Exploring the idea 3.1

3. Exploring shapes, Irregular Shapes • This activity is also Students work Shapes page

fractions through Students cut out the page of linking with individually at Scissors

folding and working different shapes (hearts, stars, odd symmetry. their desks. Mirrors

with solid materials. shapes, ect) (Appendix 1) and • Allow the students to

explore which ones can be divided explore freely and

equally by folding the shapes and don’t interrupt.

drawing the mirror lines.

Regular shapes • This is a lead in individually but square and

Students explore with circles and activity to the share their circle

squares and they have to work out making of the ideas with their Scissors

how many pieces that they can fraction kits. desk groups.

make that are equal. They can fold, • This activity is so

draw or cut out these pieces and that the students

record them. build up their

knowledge.

Whole class

3.3 discussion, on Smart board

Class understanding the floor near

After exploring the whole class will • Allow for discussion, the smart

discuss what they found and show it if a group has board or at

on the smart board. Each group will something wrong desks.

present one thing back to the class. allow opportunity for

others to correct

first.

make their fraction Fraction Kits (shapes) • Activity is so Individual at Paper, square

kit. Students fold paper, both circle and students have desks and circle

square, into halves, quarters, learning aids they Scissors

eighths, thirds and sixths. can work with. Fraction chart

page

This kit is to be placed in each child’s

maths tool kit. Information, a list of

what is in it and photos of a maths

kits are in Appendix 2.

Getting the idea 5.1

5. How to represent Record Halves and Quarters • This is just a quick Individually to Worksheet

fractions in pictorial, Worksheet, the students use their activity to check the complete task Individual

representational and fraction kits to decide what is a half students then groups to fraction kits

written form. and a quarter. Appendix 3. understanding. go through

Should only take 5 answers.

5.2 minutes.

Make sheets Paper (A4)

Students will work in pairs to make In pairs – the

each other work sheets. Students • It is about the person sitting

create simple fractions using circles, students knowing how next to them

squares and rectangles. They shade they make and

in a fraction of the shape and record represent a fraction

the answers on a different page. and put that meaning

They then swap sheets with a across on paper

partner and the other person

answers it.

Wide pop

5.3 Individual work sticks or

Fraction Kits (Grubs) at desks tongue

Students make the fraction grubs. • Teacher has a copy pressers

of what the students

do up on the smart

board

Organise and 6.1

practice Grubs Explore • Demonstrate how to Individual Students

6. Explore larger, Students explore using the grubs. find equivalent work, then individual

smaller and same They will explore how they work and fractions using the demonstration, grubs

fractions. how they could help the students. By grubs. then individual Smart board

finding and exploring equivalent • Give students time to work

fractions. explore.

6.2

Counters • Encourage the Individual work Counters

Students are given 20 counters of students to represent around 20 per

different counters. They are to work the figures in child (of 5

out how many are each colour. They different ways. different

are to represent this is a pictorial • Explain and colours but

and written way. The students order demonstrate large different

the fractions from smallest to and small fraction amounts of

biggest using the sheet (Appendix ordering on the each colour)

4). The students then find an board, but using Grubs

equivalent fraction using their grubs. different fractions.

Apply the idea 7.1

7. Using real life Class Activity • The aim of the Whole class Smart Board

problems students The students work as a whole class teacher is get the activity with

find the fraction and to work out the fraction of their class students think about the students

represent them in a that are eating an apple that day. what fraction would working on the

pictorial, With the teachers help the students be used. floor in front of

representational and use the “Maxs Toolbox” to display • Allow the students to the smart

written way. the pictures of if each student eats use the smart board. board.

an apple.

Name Code activity students the letters individually sheets

Student complete the Name Code and get them to then in pairs. Blank A4

sheet (Appendix 5) and if they have write the fraction in paper

time they can make up their own the book.

code and sentence. • This is an

assessment task to

check their

understanding.

Individually at Sheets

desks (Building up

7.3 • Encourage the use of fractions,

Final Assessment task their fractions kits. Equivalent

Students will work individually to • The teachers aim is fractions,

complete the following worksheets, not to interferer with Matching

Building up Fractions, Equivalent the students while fractions

Fractions and Matching Fractions they are completing

(Appendix 6). the task. Students

The students can use their fraction • But if they ask for maths tool

kits to complete the answers. help ask open ended boxes

their thinking.

Introduction

Context of Unit:

This unit is based around a Year 4 class, although were I would teach it

is in a Year 4/5 class, as this is where I help in a school. This class is set

up in Year 4’s in their own area, which makes it easier to teach

mathematics in. The school is in a farming area situated on Lake

Albert, it is a small school with only 250 students from R to Year 12.

The class has many students from a farming or fishing back ground.

The students a mostly Anglo-Australian with a few Aboriginal students

in it.

There are a few students in the class which need special help as they

have learning difficulties, but these students participate in most

lessons with the rest of the class and do one on one work three times a

week. These students have their own mathematics booklets they go on

with. But the students with learning difficulties are encouraged to join

in the class based activity, the unit allows for group and class work as

well as hands on activities for these students.

The students in the class use their Maths Tool Kits in their mathematics

lessons as it allows them to complete the activities. These Tool Kits are

the students individual kits, they put them together throughout the

year when they have completed concepts, the kits are then taken

through their schooling until they are no longer required.

Previous Mathematics:

The students had been working on the concepts of whole numbers,

relationships between numbers and the number line of bigger and

smaller numbers. The students previously in the term before looked at

graphing and data. This included a quick look at percentages and half

numbers, but this did not include any detail.

The first section is the SACSA information and the unit description,

followed by outline of the sequence of teaching in relation to the cycle

of learning and assessment. The outline and specific activities planner

is in a table to make it easier to pick up and teach. There are 15

activities in the specific activities planner; this is so that if the students

have the knowledge already the teacher can just continue with the

lesson and if they do not they can spend more time on one activity.

This is also designed this way so if a relief teacher come in they can do

a previous activity and get an understanding of where the students are

up to. The conclusion follows then the resources and appendices.

FRACTIONS

Weeks

Students will be able to represent fractions, whole and part numbers

in pictorial, representational and written forms. Students will be able

to work out smaller, larger and equivalent fractions. Students will be

able to explain when fractions are used in everyday life.

Competencies

NUMBER KC1 – collecting Identity

analysing and Interdependence

organising Thinking

information Communication

KC6 – solving

problems

Students develop their number 2.6 – Represents and compares

sense through exploring and rational numbers in a variety of

analysing how numbers are used ways describing relationships

and represented in their daily among them.

experiences in other Learning

Areas. They continue to refine

their understanding of

relationships between numbers,

place value and proportion

(relating to 2.6).

Outline of Teaching and Learning Activities

Learnin

g

about the than a whole number.

learner 4. Assessing student’s knowledge of equal parts and

dividing numbers equally.

Exploring the with solid materials.

idea 6. Students will make their fraction kit.

Getting the and written forms.

idea

8. Explore larger, smaller and same fractions.

Organise and

9. Using real life problems students find the fraction and

practice

represent them in a pictorial, representational and

written way (assessment)

Apply the

idea

Conclusion

The assessment will include many different aspects; these are included below in a table.

Assessment

Criteria for Assessment strategy Who will Record of

assessm asse assessment

ent ss?

Students show Assessment of the Teacher Students will be

a final final lesson/activity. given a mark of

understanding Through the understanding but it

of fractions. worksheet and is not to be seen by

observation of the the student.

students undertaking

the activity.

Students feel Students In their books but

that they have At the end of each also the teacher

a better week the students write down what the

understanding write in their maths students do not

of the concept. books how they are understand and

feeling about the what they would like

topic, what they have to know.

learnt and what they

would like to learn.

Maths links:

Outcome 2.1 – Poses questions, explores pattern, and collects relevant

data. They record and represent the data, and also use data presented

by other.

Outcome 2.5 – Uses direct measuring strategies to represent,

communicate and record measurements graphically in symbols with

correct units and performs simple operations on measures.

Other Subject links:

Technology: Smart boards

English: writing journal

Art: pictorial form of communicating the askers and mathematical

concepts.

This unit allows the students to explore shapes, fractions and gives

them an opportunity to build their knowledge on fractions. This unit

also allows the students to learn how to represent the fractions in a

written format which they might come across in their lives. This give

students the basic understanding of what it means and how it might

effect them in everyday life.

Resources / Reference List

Books:

Bourne, J 1998, ‘Remedial Maths Series, for students aged 10+

requiring assistance in rational number skills – FRACTIONS’, Ready-Ed

Publications, Greenwood, WA.

Dunmar, B 2000, ‘Exploring Maths, Exploring fractions’, Blake

Education, NSW.

Dunmar, B 1999, ‘Exploring Maths, Number Games & Activities for 0-

10’, Blake Education, NSW.

Machi, J & Tilsley 1989, ‘Number, Space, Measurement – students

support materials: Modules 11 & 12’, Rigby Education, Victoria.

Way, C 2004,’Primary Mathematics – Book E’, R.I.C Publishing.

Websites:

Banfil, J 2006, ‘Fractions – Table on contents’, viewed 10th April 2009,

<http://www.aaamath.com/fra.html>.

Work Sheets:

Rogers, A 2009, ‘EDUC 4151 Workshop 6. Make your own fraction kit

with Bremex square and circles’.

Hood, K 2009, Tool Kit pieces.

A3 paper (1 per group)

Textas

Little packets of M&M’s (30)

Shapes page

Scissors

Mirrors

Paper, both square and circle

Scissors

Shapes page

Paper, square and circle

Fraction chart page

Worksheet

Individual fraction kits

Wide pop sticks or tongue

pressers

Counters

Appendix 1

Appendix 2

Maths Kit

The Maths Tool kit/box is the resources that the students make

throughout their maths lessons. This can be stored in the classroom

and used in their maths lessons. I have see the Tool Kits in pencil

cases, bags and video boxes. I have found for storage in the classroom

video boxes are the best as each student has their own with their

name on it and it can just sit on the shelf until the maths lesson. All of

the things in the fraction kit need to be laminated so they can be used

in years to come and so that they can draw on them.

The pictures below show an example Tool Kit.

Clock faces Ruler

Grid Tanagram

Addition and multiplication chart Money

(blank) Cards

Graphing layout Tape Measure

Times tables Small white board marker and

Protractor cleaner.

This is the contents before the fraction unit. During the fraction unit the following

would be included into the kit:

Equivalent Fraction chart (2, 1 cut up, 1 not)

Grubs

Circle and square fractions (1/2, ¼, 1/8, 1/3, 1/6, 1/12)

Included on the following pages are a copy of the items in the tool kit

(photocopied), the Equivalent Fraction chart and the Square and Circle Fraction

kit.

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