LESSON PLAN

Lesson Topic/Focus:

Equivalent Fractions

Date:

11/21/14

AusVELS Domain(s):

Maths

Year level(s):

3 and 4

AusVELS strand (s):

Number and Algebra

Lesson duration:

50 minutes

AusVELS sub-strand(s):

Fractions and Decimals- (ACMNA077)

AusVELS Dimension(s) or
Religious Education
Guideline:
Learning Standard(s)/Outcome(s):
For students to be able to identify fractions and some simple equivalent fractions.
Assessment:

for students to be able to identify how many pieces something is cut into.
Students can then identify how many pieces are coloured in or used, in order to make a fraction.
Students can begin to identify some simple equivalent fractions.

Teaching focus:
A.
(Chosen by Associate Teacher)
make sure students are tuned in and listening.
or

B.

(Your personal choice of skill development)

Behaviour management; make sure I set clear boundaries straight away. If students talk during the
book, ask them if they have made a good choice with who they are sitting next to and if they would like
to make a good choice and move.

Background to the learning:

A.
Teacher (Teacher resources to inform your content knowledge)
check the maths term four folder in t-drive. Print relevant sheets and cut out fraction pieces for the
fraction games.
B.
Student (Identify Students background and current knowledge of topic)
students have been learning about fractions in the past week.

Lesson resources:
- fraction worksheets.
Fraction wall sheet.
10 sided dice.
4x 6 sided dice.
Colouring in materials
interactive whiteboard
poster detailing how to access the student Intranet site to play fractions games.

Lesson content:
A.
Introduction
_10___ mins
make sure I have all students attention. Ask a student to put their hand up and share with the
class what we have been learning in maths this week. Follow up by asking what a fraction is.
Explain that today we are going to be doing 1 out of 4 rotations. Show computer group how to
get onto the maths games that we will be playing. Show students poster detailing how to
access the site, in case they forget. Get some students to come up and play the fraction
game. Get them to talk the class through their thinking and how they know the answer.
B.

Development
____ mins
students are to look up to the board and listen to what activity they are doing next. (what
activity is your group doing?)
tell students what equipment they need. (what do you need?)
send students off group by group. (which group is going to be the quietest to get started?)
settle students.
Monitor students while assisting the worksheet group. (which suffix will be used, 's' or
'es'?)
get students to glue in their worksheets and pack up.

C.

Consolidation, practice, extension

__20_ mins
students are to look up to the board and listen to what activity they are doing next. (what
activity is your group doing?)
tell students what equipment they need. (what do you need?)
send students off group by group. (which group is going to be the quietest to get started?)
settle students.
Monitor students while assisting the worksheet group. (which suffix will be used, 's' or
'es'?)
get students to glue in their worksheets and pack up.
Early Finishers- Extension Activities
get students to write down basic addition and subtraction sums using fractions, e.g. 1/8 +
7/8= 1 whole.

D.

Closure

__10_ mins

Get students to pack up all of their materials and put their maths book in a pile for correction. Students
then get their lunch and sit on the floor to eat.
Post-lesson review and evaluation:
Student achievement:
the students were a little bit hard to settle in the first minute but with a reminder of the appropriate
behaviour they soon settled down. Once settled the students were really engaged in the introduction
and tried to sit nicely and quietly so I would chose them to come up and help demonstrate the
activities. Even the students who struggle to sit quietly on the floor and call out were even participating
and putting their hand up if they wanted to contribute to the class discussion. The groups worked
really well and used their time properly. My small group were good but there was a mistake with the
ability grouping, so some students found it challenging whilst others found it too easy. Students who
found it easy went on with the extension activity, which they found more challenging and therefore,
fun.
Teaching effectiveness:
I believe the lesson went really well and I didn't feel like I lost control of the class. The students really
liked the introduction as they quiet enjoy games. I think this is a good way to get them engaged in the
future, my associate teacher said that the class ran smoothly and the students were very responsive.
This lesson gave me a lot of confidence going into the next lesson. Maths isn't my strongest subjects so
it is a good challenge to strive towards becoming a better maths teacher.