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Mathematical purpose & objective

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a

complete whole (ACMNA058) (SCSA, n.d.)

Students will recognise fractions as being part of a whole, and construct paper

models to enhance their understanding of wholes (1), ½, 1/3, ¼ and 1/5 and their

sizes.

Resources/Materials

Whiteboard/blackboard, coloured paper (strips and/or circles and rectangles), play

dough (preferably 5 different colours), pop-sticks, students’’ maths workbooks

Introduction

Students are sitting on the mat and are drawn to the sentence “A fraction is…” on the

board. Ask students to suggest possible endings to the sentence and write them

around the board. Add to students’ suggestions: “fractions are used when we count a

part of something. They tell us how many parts of a whole there are.”

Explain using visual aids: “For example, we know this is a square,” (draw on board)

“but what if we wanted to know how much this part of the square is?” (shade ¼) “We

use fractions to figure this out.”

Demonstration:

Use 5 different, equally sized balls of play dough (preferably each a different colour).

Break these down differently in front of students – one ball left as a whole (1), one

ball in halves, one in quarters, one in thirds and leave the last ball un touched (for

students to have a go dividing into fifths).

Using the pop-sticks and a piece of paper, stick a “sign” in each different sized play

dough ball, labelling it as either being 1, ½, ¼ and 1/3. Review the different play

dough partitions and their sizes “What do you notice about how the sizes of the play

dough balls change?” and ask children “What do you think fifths would look like?”

“what size do you think the play dough balls will be? Show me with your hands.” a

student volunteer will make it out of the last play dough ball and labelling with the

“1/5” pop-stick.

Students return to their desks and are given coloured strips of paper. Students are

asked to cut each strip into different fractions and glue and label these in their maths

workbooks – strips of 1 whole, halves, thirds, quarters, fifths. (model this process

first)

Advanced students may experiment making other fractions after finishing – eights,

sixths, tenths – or the may chose to represent the same fractions of paper circles

also. Students may also be given one-on-one of group assistance if experiencing

difficulty, with the teacher giving step-by-step instructions.

Teacher makes observations of children’s independent progression throughout the

activity and collect workbooks after completion.

Conclusion/Reflection

Ask certain students to share their work with the rest of the class. “How many

halves/quarters/thirds/fifths make a whole?” “Which fraction is the largest? Which is

the smallest?”

Teacher make note of students who still have difficulty answering these questions.

Lesson 2: What do fractions look like?

Mathematical purpose & objective

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a

complete whole (ACMNA058) (SCSA, n.d.)

Students will create visual representations of fractions and connect them to their

written and symbolic form.

Resources/Materials

Smart board, fraction cards (for grouping), dice, workbooks, fraction bingo cards

Introduction

Children are on the mat and revise previous lesson. “What is a fraction? What is a

half? A quarter? A third? A fifth?”

Watch: https://www.youtube.com/watch?time_continue=8&v=ZLxbPQRIyjw

Pause when the fractions first appear and ask children to name it. Pause when

fractions are expressed in writing and in symbolic form “Has anyone seen fractions

written using numbers before? This is what we are looking at today.” Pause after

description of symbolic representation and repeat/explain to students “the top

number is the number of pieces of the whole you have, and the bottom number is the

number of pieces that make up the whole”. Watch until end and discuss further as a

class/answer student questions.

Write fractions ½, ¼, 1/3, and 1/5 symbolically as a class on the board, asking “how

many pieces do we have? How many pieces in the whole all together?” while writing.

Groups:

Hand fraction cards out to each student (each with a fraction depicted on it).

Students with matching fraction cards form a group and answer the questions: what

fraction does your piece represent? How many of these pieces are needed to make a

whole? What does it look like in symbolic form? First discuss in groups and then

share with the class.

Teacher make observations of students’ collaboration, reasoning and responses.

Children separate from group and are given a dice each. Students roll the dice twice

– the first roll will give a numerator, the second will give the denominator. Children

will write their rolled fraction’s name and symbol, and then draw a picture (teacher

models the process first). Stronger students work independently, weaker students

work in pairs and/or with teacher assistance.

Teachers observe activity and collect workbooks.

Conclusion/Reflection

Hand out fraction bingo cards (consisting of squares with fractions in symbolic form).

Play as a class (weaker students play with a partner, advanced may have various

representation of fractions on their bingo card).

Lesson 3: How do we count fractions?

Mathematical purpose & objective

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a

complete whole (ACMNA058) (SCSA, n.d.)

Students will identify and count fractions on a number line.

Resources/Materials

Smart board, chalk, dice

Introduction

Introduce number lines using the video:

https://www.youtube.com/watch?time_continue=50&v=x8vCnLD2t6M

Start at 28 seconds, immediately pause and compare “whole” strip and 0-1 on the

number line. Start again and stop at 32 seconds to explain the representation of

halves. Ask the students to imagine themselves jumping along the number line in

halves, starting at 0 and draw where they’d land each time on the board. “If you kept

jumping past 1/one whole, where would your next jump land?” “How do we say and

write this number?” “What do you call these numbers with a whole number and a

fraction?”. Pause the video at 37 seconds, 40 seconds and 44 seconds and repeat

for thirds, quarters and fifths.

Precede to 1:01 and complete the 5 quiz questions as a class, pausing at each

question.

Move students outside to chalk-draw number lines on pavement (one in halves,

quarters, sixths, thirds, fifths and tenths). Children will be in mixed ability groups and

rotate through the different number lines. Children take turns rolling the dice, moving

that number of spaces forward on the number line, and counting in their fractional

increments with each jump they take. Advanced students may roll and count

backwards when they reach the end of the number line, whilst weaker students may

start back from the beginning. Challenge: take number off the number line.

The teacher may remain at a set station, observing children’s counting as they pass

through. They may also go between groups observing and assisting where

necessary.

Conclusion/Reflection

“What did you find easy/fun?” “Which fractions did you find hard to count?”. Children play a

game of “Buzz”. Going around in a circle, students skip count by a particular fraction (that

they need practice with); whenever a whole number appears, students say “Buzz” instead of

the number. (Students are not eliminated).

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