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Lesson plan: Putting fractions in order

13/06/2016

Monday: 10:55 11:40

Curriculum area & Content description


Content
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5
and their multiples to a complete whole (ACMNA058)
Elaboration
locating unit fractions on a number line

Objectives By the end of this lesson, students will be able to:


Order fractions based on their size along a number line from 0-1.
Recognize that the denominator is based on the amount of parts in
the whole.
Work cooperatively in pairs and as a group to match up fractions.

Overall duration (time) 45 minutes

Student prior knowledge Recognise and interpret common uses of halves, quarters and
eighths of shapes and collections (ACMNA033)
Understand the term numerator and denominator
Able to recognize and shade , 1/3, and 1/5.

Materials & Resources 18 cards with written fractions


18 cards with picture fractions
Bag of pegs and/or sticky tape
String or fishing line
30 X Ordering worksheet
Lead pencils
White board
White board markers
WALT and WILF sheet (fill out prior to class and pin on board)
Timer

Introduction (5 10 min)
1. Show students the WALT and WILF sheet pinned on the board:
WALT: How to arrange fractions in order of their size, going
from smallest to biggest.
WILF: Students to be able to write fractions on a line between 0-
1. Good team work and neat writing
2. Draw on the board:
0/2, 1/2, 2/2
0/3, 1/3, 2/3, 3/3
0/4, 1/4, 2/4, 3/4, 4/4
0/5, 1/5, 2/5, 3/5, 4/5, 5/5

3. Draw on the white board 1/2. Asks students to put their hand
up if they understand what the bottom number is called and
what it means. Once they have answered this, ask about the
numerator.
4. Now draw a circle and chose a student to come and
demonstrate how I could show that fraction. (Student should
draw a line down the centre and colour half. If they do not ask
the class for their advice and pick another student).
5. Continue this for 1/3 and 1/4.

Body (20 30 min)


Activity 1:

1. Draw a line on the board from 0 1


2. Ask students why fractions cannot go past 1. Have a class
discussion this idea:
(What would the fraction be if it was a whole? Can it go below
0? Why not? What fraction would represent 0?).
3. Explain to students that you will be handing out cards. There
will be either a picture card or a fraction such as shown on the
board. Students are to find their partners.
*Make sure that students find partners with the same
denominator
4. Hand out the cards and when you say go get students to find
their partners with a 2 minute time restriction. Tell them to sit
on the mat in silence when done (use the point system for
behaviour management).
5. Once all the students have all found their partners OR the 2
minutes up get the students sitting on the floor quietly.
6. Show students the number line from 0-1. Ask them why the
number line only goes to 1?
7. By using fractions written on the white board, go through each
one, starting from 0/2. Get the pair to stand up. Ask where they
think it should go while also asking the class if they agree. Give
them a peg so they can peg it up. Complete this until they are
all on the line (students may require help for harder ones such
as fifths.)

Activity 2
8. While students are still seated on the mat, hold up a copy of the
worksheet. Explain to students that they will be using the
fraction line to help them fill out the worksheet. Summarise
what needs to be done in each section.
9. Use the WALT and WILF worksheet to reinforce the overall goal.
10. Ask students to return to their seat, while choosing the helpers
to hand out a worksheet to everyone.
11. While students start filling it out walk around offering help to
anyone who needs it.
If students finish early hand out the halves, quarters and
eighths worksheet.
12. Once they have completed it they need to glue it into their
workbooks.
Conclusion (5 10 min) 13. Once everyone has glued their work in summarise with the
students what we have done and if there are any further
questions.

* If students have spare time play the fraction game.

Modifications For students at lower levels get them to use the number
line used in the class. They could also just fill out the first 2
or 3 lines of the worksheet.
For students at higher levels, there will be a worksheet with
problems about comparing fractions Halves, quarters and
eighths.
Assessment of student Formative:
Observe students interaction and input into working
learning
cooperatively as a group
This must be closely Observe students understanding of ordering fractions when
related to your putting them onto the number line.
Observe and interact with students when filling out the
objectives. Formative or worksheet
summative? How will the
Summative:
data be used? Look at completed worksheet for correct answers

Evaluation
List some questions that Was the activity engaging?
will scaffold you to reflect What did the students struggle with?
on the effectiveness of What did the students find easy?
the lesson. What would you change?
Were all students participating

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