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# WEEK 1

## Year 3 Mathematics Program

Specific Learning Experience (50 minutes) Assessment Plan Focus Questions Materials/Resources Teaching &
Learning Goal & Learning
Identify Introduce Fractions of a Whole. Diagnostic  What is a  Whiteboard. Allow less
student’s Assessment fraction?  Study jam video. confident students
Introduction  Identify  How do we  Diagnostic to work on the
current worksheet at their
 Watch fractions video. student’s write assessment
understanding current own pace
http://studyjams.scholastic.com/studyjams fractions? sheet.
of fractions. understanding
/jams/math/fractions/fractions.htm
 What is a  Maths sheet.
By the end of  Review Fraction- Fractions questions. through the  Maths journal Extend fast
numerator?
the lesson  Explain to student’s diagnostic diagnostic  Mental maths
finishers to
What is a fraction problem
students will assessment and fractions worksheet. Work Books.
 Observed denominator? solving cards.
be able to Body:  Fractions bingo.
represent the  Students to complete diagnostic student
assessment individually. participation
unit fractions
 Fractions of a whole sheet. during learning
of a whole
 Mental Maths/problem solving cards. activities
including 1/2, Conclusion
1/4, 1/3, 1/5  Review questions.

(ACMNA058)

## Recognise Fractions of a whole  Used What is a fraction?  Interactive Support: Students

common unit Introduction. strategic What is a whiteboard. are given the
fractions such  Review fractions of a whole concepts- whole class numerator?  MTS sheet opportunity to
pizza example. or individual What is a projected work in pairs.
as halves,
 MTS worksheet on interactive board. questioning denominator? on board. Students can use
thirds,  Observed What is this  24 x fraction mini whiteboards
quarters, Body: student fraction? Bingo for assistance.
fifths and  Fractions Bingo participation sheets.
eighths.  Parts of a whole worksheet. during  Counters Extension:
 Mini whiteboard if needed. learning  48 dice. Fraction problem
activities solving cards.
Represent Conclusion:  Collected  Fractions
common unit Fraction of a whole review questions. and Activity
fractions and reviewed Sheet.
student  Problem
their
work Solving
multiples to samples Cards.
create a Mental Maths books
whole. and workbooks
ACMNA058)

## Recognise Fractions of a set  Used What is a fraction?  Interactive Support: Students

common unit Introduction: strategic What is a whiteboard. work on mat with
fractions of a  Review fractions of a whole. whole class numerator?  24 parts of a teacher.
set such as  Demonstrate and explain fractions of a or individual What is a set
set. questioning denominator? worksheet. Extension:
halves, thirds,  What do we need  24 Challenge
 Give examples. Observed
quarters, student to know before we extension problem solving
fifths and Body: participation find a fraction of sheets. cards.
eighths. Extension: Students to work on fractions of a during the set.  Fraction
set sheet. learning wheel.
Represent Support: Students who need further support activities  Mini
common unit working on the mat with teacher. Fractions of a  Recorded whiteboard.
whole questions. student Parts of a whole
fractions and
Challenge problem solving cards. progress on support worksheet
their a checklist
multiples to Conclusion:  Collected
create a Parts of a set interactive questions. and
whole. https://www.education.com/exercise/fractions- reviewed
parts-of-a-set/ student
work
samples
WEEK 2- Fractions
Specific Learning Learning Experience (50 minutes) Assessment Plan Focus Materials/Resources Teaching & Learning
Students will EQUIVALENT FRACTIONS  Used strategic What is a  Equivalent  Enrichment: Have
be able to whole class or fraction? fraction cookie students come up
Introduction: individual What is a sort. with real life
generate
 Review Fractions of a whole and questioning denominator/  Equivalent scenarios of where
equivalent  Recorded numerator?
fractions of a set. fraction chart. they would need to
fractions. student progress
 https://www.youtube.com/ How do we find  Primary Maths p. know equivalent
on a checklist equivalent
 watch?v=vKXqzpz-G0s 90 fractions. Students
Represent  Explain equivalent fractions on fractions.  Mental Maths can work in pairs
common unit board. Use the correctness of game. to brainstorm
the Equivalent Fractions
fractions and  Test learning: Imagine that you’re ideas.
worksheet to determine
their multiples at a birthday party and your
to create a favorite cake is being served.
students' understanding  Support: Some
Would you rather have 2/10 of students who
whole.
the cake or 1/5 of the cake? struggle with basic
(ACMNA058)  Students to model examples. multiplication facts
(ACMNA057) may have difficulty
(ACMNA056) Body: generating more
 Equivalent fractions cookie sort in equivalent
partners. fractions. These
 Equivalent fraction chart. students could use
 Equivalent fractions- primary a multiplication
maths. chart when coming
 Mental Maths. up with equivalent
fractions
Conclusion Working in pairs.
 Equivalent fraction game. How
many fifths do you need to make
using fractions chart.
Students will see FRACTIONS ON A NUMBER  Used strategic How do we Interactive Extension: Fraction on
fractions as LINE whole class or divide whiteboard. a number line
something into challenge cards.
Introduction.
numbers on a  Review students understanding individual parts that we 24 x Fractions on a
number line. of fractions. questioning cant touch? number line Support: Students to
Activate students knowledge: we know  Observed How could we 24x Shelley gray word use their fractions bar
that we can divide any whole into parts. student represent one problems chart to help solve
Students will participation hour?
But what if we want to divide something Extension cards. problems.
represent during learning Represent the
into parts that we can’t touch? What Sticky notes.
fractions on a activities cross country
about dividing one hour into parts? How
number line. could we represent one hour  Collected and track?
reviewed What do these
student work pieces
Students will use Body:
samples represent?
a number line to  Model and Identify fractions on a
solve basic number line sheet.
problems  Shelley gray teaching word
involving problems.

Represent Conclusion:
Giant number line- sticky note fraction
common unit
activity.
fractions and
their multiples
to create a
whole
(ACMNA058)
Students will COMPARING FRACTIONS  Used strategic Determine a rule Whiteboard.  Enrichment: Use mixed
be able to Introduction: whole class or when comparing Compare fractions denominators to
individual fractions with same denominator.
compare  Introduce fractions comparisons compare fractions, and
questioning the same Extension sheet.
fractions with on the board. have your students use
 Recorded denominator.
the same  if the denominator is the same, a number line or
student progress
the larger numerator, or top drawing to show this
denominators. on a checklist
number, is the greater fraction. visually.
 Collected and
Represent  Explain that using a number line reviewed  Support: Put students
and drawing are two different student work in small groups, and
common unit ways that can help determine samples to
fractions and direct them to use their
fraction comparison. check
dry erase boards to
their multiples understanding.
 Teach greater then, smaller then draw number lines and
to create a use drawings to make
whole. signs.
their comparative
Body: statements. Have them
(ACMNA058) focus on the visuals
 Direct students to work with a partner to
complete the word problems on the Same rather than the
Denominator Partner Problems numbers and number
worksheet. statements.

##  Compare fractions with same

denominator extension sheet.
Conclusion:
Partners to volunteer their answers to
class.

To solve and ADDING FRACTIONS  Student self What do you Fractions powerpoint. Extension: Students
subtract Introduction: reflection of notice about the Fractions sheet- teach begin subtracting
fractions with  Demonstrate adding fractions understanding numerator of starter. fractions with same
with same denominator. on worksheet. the answer? Fractions extension- denominator.
the same
 Fractions powerpoint and  Reviewed primary maths.
denominator student work
examples slides 5-10. What do you Support: Allow
samples to notice about the students who are
(ACMNA059)
(ACMNA055) Body: check finding the concept of
 Adding fractions: Primary maths.  Used strategic denominator of fractions challenging to
 Extension activity. whole class or the answer? use concrete materials
 Mental Maths. individual to help them with the
questioning Why does the questions..
Conclusion: numerator
Correct first worksheet as a class. change, but the
Smiley face- I can do this. Straight face- im denominator
getting there. does not?
Sad face- I need some help to indicate
their understanding.
Collect.
To explore FRACTIONS AND DECIMALS
tenths as Introduction:
fractions and Introduce fractions and decimals.
in decimal  Explain that fractions and decimals are
notation. different names for the same value.

 Body:
To explore
hundredths as Fractions and decimals- Primary maths.
fractions and  MTS extension.
in decimal
 Mental Maths test.
notation.
 Conclusion.
(ACMNA058)

(ACMNA057)
(ACMNA056)
(ACMNA055)