Year Level: 4 Subject: Maths Key concept: Fractions Date: 8/3/2017

and decimals.
Lesson title: Maths Applying fraction understandings to solve Curriculum:
Investigate equivalent fractions used in contexts (ACMNA077).
problems.
Count by quarters halves and thirds, including with mixed numerals.
Locate and represent these fractions on a number line (ACMNA078).
Duration of lesson: 60mins Make connections between fractions and decimal
notation (ACMNA079).

Considerations for diversity (extension/alteration):

Students will work as a class. This groups has been based on ability
level.
(Purpose and learning outcomes)
Aim of the lesson: Students will compare and order fractions both along a number line and represented as a linear
model, area model, words. Digits and real life example.

Resources: Whiteboard and accessories.

Students will need their maths books, pencils, erasers, whiteboards, markers and erasers.

Introduction: (5min)
Introduce myself and set the expectations of the class regarding behaviour. Move everyone to the front of the room.
Teacher Last lesson students looked at representing along a number line halves, quarters, eights, and whole numbers.

Body:
Teacher Write 2 fractions on the board and 3/4. Share with your elbow buddy. What are these called? Choose two people to
share their answer. Ans: Fractions.
Teacher to Students Discuss with your elbow buddy the different between fractions and whole numbers? and Why do you
think we use number lines? They can be used for counting, in different jobs.
Teacher Write a number line on the board with only the zero on it. Get different students up to put the different fractions no
to the number line. RESOURCE use the fractions in the plastic bags. Students will stick these on the number line, in their right
places.
Teacher Let the students complete the activity first before checking the answers. Ask 4 students if they think this is correct or
does it need to be changed. If it is correct revise the different parts of the number line for the students by going through it.
Teacher Now we are going to go outside. (RESOURCE CHALK TO WRITE A NUMBER LINE ON THE CEMENT, 0-1).
Teacher Students will stand in the different parts of the number line and mark it with the chalk and what fraction it
represents.
1) Girls can you stand on the mark.
2) Boys can you stand on the mark.
3) 4C students stand on the mark.
4) Other students stand on the 1/8 mark.
5) All students stand on the whole number.
6) Mrs C students stand on the 7/8 mark.
7) Rest of the students stand on the 4/8 mark.
8) To go back to the classroom in pairs, I will ask you to stand on a fraction. Stand on that fraction and if you are right head
back to class.
Teacher Once back in the class demonstrate to the students an example of how fractions are represented linear model, area
model, words, digits and real life examples.
 Teacher Students In your books, draw a square diagram and 1/8. Teacher will draw this on the board for the students to
copy. The teacher has completed the for you on the board. You will do this until there is 5 mins remaining.
Teacher To leave the room you must tell me one thing about the lesson or fractions: 1) One think I understand really well after
today? 2) I still have questions/ want information about? 3) I am really excited about?

Conclusion:
Revise the lesson on different fractions.
Students pack away and return to their classrooms, stopping at the door to answer one of the questions. Teacher to collect
responses.

Assessment: Formative observations of the students working.

Feedback:

Follow up lesson: Revision for exam and moving onto 1/3.

Reflective comments and future alterations: