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13/06/2016
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.
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.
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.
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