Year Level: 4

Mathematics Semester: 2

Fractions & Decimals Duration: 21 lessons

Content Content Descriptor(s)

Content Descriptor(s) Content Elaboration(s)
Strand(s) Reference Number
 exploring the relationship between families of fractions (halves,
Number and Investigate equivalent fractions used in contexts (ACMNA077)
quarters and eighths or thirds and sixths) by folding a series of
Place Value
paper strips to construct a fraction wall

Number and Count by quarters halves and thirds, including (ACMNA078)  converting mixed numbers to improper fractions and vice versa
Place Value with mixed numerals. Locate and represent these
fractions on a number line  investigating the use of fractions and sharing as a way of
managing Country: for example taking no more than half the
eggs from a nest to protect future bird populations

Number and Recognise that the place value system can be (ACMNA079)  using division by 10 to extend the place-value system
Place Value extended to tenths and hundredths. Make
connections between fractions  using knowledge of fractions to establish equivalences between
and decimal notation fractions and decimal notation

General Capabilities embedded within this unit include…

LIT NUM ICT CCT EU PSC IC

Last modified: 30-Oct-19

 Cross-curriculum Priorities embedded within this unit include…

ATSI ASIA SUST

ASSESSMENT FOR

DESCRIPTOR
(Reference #)

CAPABILITY
TEACHING STRATEGIES & LEARNING OPPORTUNITIES LEARNING INTENTIONS LEARNING

CONTENT
List the types of teaching strategies and learning (ratio of ASSESSMENT OF
opportunities students will engage with to meet the above At the completion of this learning opportunity 1 formative for 1 LEARNING
content descriptors. students should be able to ... summative including AS
learning strategies.

Exploring the relationship between families of LIT (ACMN

Students will be able to understand the Formative
NUM A077)
fractions (halves, quarters and eighths or thirds ‘families of fractions’... Assessment
ICT (ACMN
and sixths) by folding a series of paper strips to CCT A078) Halves, quarters, eighths, thirds and sixths Children share
their findings with
construct a fraction wall
the class via the
Model and represent fractions on smartboard Brennex square
findings. Each child
using ½, ¼, 1/3, 1/5 and then multiples of each.
to present one of
Provide students with a piece of brennex paper their findings.
and ask them to fold it into equivalent fractions,
recording this on the paper. Discuss importance of
equal sizes for each fraction.

Provide students with a number line to 50. Ask LIT

(ACMN Students will be able to record fractions in
NUM
them to divide it into halves, quarters, eighths, A077) both written and numerical form
CCT
(ACMN
fifths. Ask if they can divide it into thirds.
A078)
Students to show ability to record fractions
correctly using both written form and numerical
form.

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Students to complete frieze paper activity: Use
frieze paper to show your fractions beginning from
a whole through to eighths. Order your fractions
and present it on a poster. Ask students to
determine relationships/patterns that they can
see. Ask students to see if they can determine if ½
is the same as any other fraction?

Students are given a box of smarties and split the

LIT (ACMN Students will be able to understand the links
smarties into colour groups to work out the NUM A077) with equivalent fractions
CCT
fraction. Discuss importance of equivalent
fractions if students were to share their smarties
with someone else? 2 people? 3 people? How
many would each person get? How many would
each person get of each colour?

Worded problems:
LIT (ACMN Students will be able to understand the
Michael had a birthday cake for his birthday. He NUM A077) different fractions that can make-up one
had cut it to feed 10 people. Using paper, make CCT (ACMN whole.
models of Michael’s cake and show all the A078)
different ways the cake could be cut to make sure
everyone receives the same sized piece.

Peter needs to make birthday invitations for his 12

guests. If he has 2 pieces of paper (A4 size) how
could he cut the paper to make sure they are all
the same size?
 You may need to use a ruler to measure
 You may cut the paper

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Create a fraction wall with halves, fourths, eighths.
LIT (ACMN Students will be able to understand how
Label all the parts of the fractions along the wall
NUM A077) fractions fit onto a number wall in their
(1/4, 2/4, 3/4, 4/4). Do the same with thirds and
CCT (ACMN corresponding ‘families’.
sixths and then fifths and tenths.
A078)

Provide students with a collection of 12

LIT (ACMN Students will be able to understand the
counters/blocks. Ask them to divide them into
NUM A077) relationship with fractions from a group of
halves and record how many they have. Then ask
CCT (ACMN 12
them to divide them into thirds and record how
A078)
many they have. Which is larger?

Students to record their understanding of

half/quarters/thirds on a number line.

Students to draw their understanding of 2 whole

shapes. Divide into quarters. Ask students to
record how many quarters they have. Indicate that
the denominator stays as 4, while the numerator
changes – ask students if they can record this using
whole numbers (eg 2 wholes).

Students to repeat above process using 2 1/2, 3

etc.

Provide students in groups a deck of cards. Each

LIT (ACMN Students to be able to identify numerators
card is worth its face value (face cards are worth
NUM A077) and denominators and how they relate to
10). Students to pick up one card – the numerator,
CCT (ACMN each other
then another as the denominator – they need to
A078)
represent this by drawing it. If an improper
fraction, they will need to change this to whole
numbers.

Provide groups of students from the class with a

LIT (ACMN Students will be able to organise fractions
bucket of counters. Ask them to imagine that the
NUM A077) groups by division
counters are all coins and it is their job to divide
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them amongst themselves. How will they do this to CCT
make it fair? How many will each person get?
What fraction of the whole is that?

Do the same activity as above, but instead of coins,

LIT (ACMN Students will be able to organise fractions
the students need to imagine that it is food. They
NUM A077) groups by division
are in charge of providing food for the world – who
CCT
will get what? What will they do if there isn’t
enough to share between all the people in all the
countries? How will they decide who misses out?
(link with Aboriginal Education in only taking what
is needed)

Show students 1/10th on fraction wall. Introduce

LIT (ACMN Students will develop and understanding of
the idea of alternative way of measuring this as 0.1
NUM A077) the fraction with the corresponding
– students to create a number line/fraction line in
CCT (ACMN decimal
their books to show that 0.1, 0.2 etc is the same as
A078)
1/10th 2/10ths etc.
(ACMN
A079)

Introduce the decimal point as a separator

LIT (ACMN Students will develop and understanding of
between whole numbers and parts of numbers
NUM A077) the fraction with the corresponding
(fractions of numbers)
CCT (ACMN decimal
A078)
Provide students with a 1m strip of frieze paper. (ACMN
Students to divide into tenths, indicating on their A079)
paper that tenths and 0.1 are the same. Introduce
idea that -.5 = 5/10 = ½

Introduce the idea of tenths, hundredths,

LIT (ACMN Students will be able to understand the
thousandths. Students to play the online game:
NUM A077) relationships between tenths, hundredths
ICT (ACMN and thousandths
CCT A078)

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 (ACMN
A079)

Summative
Assessment: Unit
Test

* Add other rows as needed.

Last modified: 30-Oct-19