Lesson Plan

Day: M T W T F Date: 30/08/17 Time: 11:10-11:50 Year: 5

Learning Area: Maths Topic: Addition and subtraction of fractions
Curriculum content description: (from ACARA)
Investigate strategies to solve problems involving addition and subtraction of fractions with the same
denominator (ACMNA103)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Students have previously learned how to find the lowest term. They have learned
about equivalent fractions (fraction wall).

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
To enable students to apply their knowledge of addition and subtraction of fractions
with the same denominator using a visual aid.

Learning objectives:
On completion of this lesson, students will be able to:
(What will students know and be able to do at the completion of the lesson specific, concise and
attainable objectives)

When presented with fraction arithmetic, the students will be able to visualise fractions as parts
of whole objects and use this skill to solve the problem.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be
required)

Students will need:

Laptops
Maths book
Pencil/pen (red and blue/black)
Calculator

The teacher will prepare:

Whole and quarter plate pieces.
Two small tables.
Catering for diversity (detail any adjustments considerations for educational/resource
adjustments)

Are there any students on an Individual Education Plan?

Rares, Jacob

Are any students on a Behaviour Management Plan/Contract?

Rares, Jacob

Any students ESL?

No

Any students with Special Needs or Health Concerns- e.g., EpiPen

Jacob
Timing: Learning Experiences:

2 mins Before Class:

Setup two desks adjacent to one another with a gap in between large enough for a
student to stand.

Setup whole plates and quarter plates on one table, leaving the other empty.

5 mins Start of class:

Call class to attention. Thank attentive students. Warn inattentive students.

Explain that today's first activity will be a bit fun and that everyone will need to be
conscious of their noise level, this is still primarily a learning activity.

15 mins Fractions robot activity:

Ask for volunteers.

Choose a volunteer to be the robot or randomly select a student.

Ask the volunteer to stand in between the two desks.

Explain to the whole class that the volunteer is the fractions robot. The fractions
robots job is to move whole and partial plate pieces from one table to another.
However, it will only follow instructions written as an equation involving fractions.

Explain to the robot that if the instructions say to add (+), it must move the objects
to the empty table. If they involve a minus (-), it must move the objects back to
where they started.

Write the following practice number sentences on the board for the robot to
follow, after it completes each equation.

2
1. 2 + 2
4
3 2
2. 3 4 1 4
1 3 1
3. 1 4 + 2 4 2 4

After the robot has completed the previous instructions, choose a student to be
the new robot. Choosing random names from the name jar, ask students to
contribute to a new set of instructions for the robot to follow.

Repeat this process 2-3 times with different students acting as the robot.
5 mins Fractions quiz introduction:
Ask students to open their maths books and rule a page with numbers 1-15 down
the right-hand side and the days date at the top.

Explain that in a moment I will show them 15 fractions problems to solve. Once I
put them up on the board, they are free to start the quiz.

Explain that I will give them five minutes to complete it and that there will be a
prize for the person/s with the highest score. When they have finished, they are to
put their books face down and sit quietly until the timer finishes.

10 mins Fractions quiz and marking:

When students are ready, display the quiz on the board.

While students are working, patrol the room to make sure they are quiet and on
task. Penalise noisy workers with fines.

After the 5 minutes, ask students to swap their books with the person sitting next
to them and to have a red pen or pencil ready to mark with.
Choosing random students from the class, ask the students for the answers and
write them on the board.

After working through the answers with the students, ask if anyone got them all
correct. Write this number as a fraction on the board.

Ask the students to convert the fraction to the lowest term. Then ask to convert to
decimal and then percentage, writing the answers on the board.

15 mins Online fraction work:

Ask the students to put away their books and to open their laptops in a moment.

Display Studyladder activity on screen (Studyladder>Maths>Fractions>Adding and

subtracting fractions with same denominators 1 and 2). Ask students to navigate
there and work on the two modules silently. If any students finish, they are to work
on Manga High.

5 mins Before the end of class:

Ask students to stop what theyre doing and put away their laptops.

Ask Miss Le to tell us how many students reached a score above 75% on the two
Studyladder modules.
 Write this on the board as a fraction.
Ask the students to convert the fraction to the lowest term. Then ask to convert to
decimal and then percentage, writing the answers on the board.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Fractions Robot activity:

This activity ran mostly smoothly. The students enjoyed participating. The plates were difficult
to see sitting on the table, next time sticking them to the board would be better. The activity
also took a little longer than expected as I forget to keep track of time.

Quiz:
The quiz ran mostly well. Some students could not read the quiz from the projector as it was a
little small. Next time I will make it bigger and more legible. After I asked the kids to swap their
books with the person next to them, the class grew quite loud, as I was not clear that this was
to be a silent transition. However I believe that the quiz wasnt too difficult nor too easy, and it
gave good practice to the students.

Online Studyladder work:

When I tried to transition the class from marking the quiz to working on their online math
program individually, I was not clear in my instructions, which resulted in a lot of students not
knowing what to do. Next time I will write the instruction on the board. Also, when I asked the
class to retrieve their laotio0ps, I didnt think to stagger the amount of students getting up out
of their seats, which resulted in too many of them trying to get their laptops at once.