Date: 28/04/16 (First session) KLA: MATHS (Rotations and mini lesson)

WALT: identify and explore fractions on a Behaviour strategies: Differentiation/Support teachers/TA:

number line with mixed and proper fractions. - Super student chart for positive choices and - Support/refined group: Sophie, Kirstyn, Kyla,
WILF: completed number line activity and small preparedness. Tyreid, Ciaran, Ethan, Malika, Mia, Justin, Blake
tasks completed. - Blake: personal behaviour program, rating for each (Harrison and Ryan: individualised question/activity
TIB: We need to explore and experiment with session and discussion about choices made regarding within the group. Finding half, and then thirds on a
fraction placement to effectively understand it. behaviour. number line.
- Silent count down from 5 with my hand to indicate class - At year level: Tiffany, Cohen, Hayden, Koen, Keely,
volume during you do phase. Faith, Livia, Ava, Lilly, Darek. Extend where needed
(Cohen, Tiffany, Keely)
Checks for learning/Assessment:
- Development of understanding will be demonstrated through discussion and representations in scrap books.
Lesson Sequence
Time Lesson outline Resources
7mins x 3 I DO/Warm up:
- Explain expectations: 20min mini lesson with half the class to explicitly teach
20mins for mini concept of fractions on a number line. Other half of class will be split into three iPad image (signpost maths page 45)
lesson smaller groups (3-4 students in each) to complete a variety of tasks for 7mins each Fraction bingo game
(signpost maths page image on ipad; fraction bingo; maths mentals catch up). Set Maths mentals booklets
1min change over expectation of volume and work level/effort.
- Split groups up and begin magnetic timer for 7mins. After three rotations of groups, Maths scrapbooks
the mini lesson can then split into small group activities.
- WE DO/YOU DO:
- Support group: Collaboratively complete iMaths question 3, ordering fractions IWB with iMaths page 78
(40mins in total) accordingly (focus on whole number placement first, then begin counting up each
segment as a group).
- At year level: Collaboratively complete iMaths question 5, ordering fractions
accordingly, discussing placement and value (more or less than one whole).
Questioning should guide thinking for students to place fractions appropriately.
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