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Mathematics Assessment 2

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Harbridge

Grade/Class/Year:
Students:
Curriculum Area/s:
Mathematics

5
24

Students represent, compare and order unit


fractions, and decimal fractions, and represent
them on a number line.

Lesson Plan
Susan

Date:
17/05/2016
Time/Duration
1 Hour 10 Min
Strand/ Sub Strand:
Fractions and Decimals
Compare and order common unit fractions
and locate and represent them on a number
line (VCMNA187)
Investigate strategies to solve problems
involving addition and subtraction of fractions
with the same denominator (VCMNA188)
Cross curricula
Statistics and Probability
Chance
List outcomes of chance experiments involving
equally likely outcomes and represent
probabilities of those outcomes using fractions
(VCMSP203)

Prior Knowledge/Learning
Students are beginning to understand addition and subtraction of common denominator
fractions.
Students should be familiar with a number line. Have an understanding of equal fractions, half,
quarter, thirds, fifths and conversion of basic fractions to decimals. Students should have a
basic understanding of equivalent decimals example: is equivalent to 0.5.
Students should be able to recognize different methods to make a fraction or decimal using
such things as arrays, number lines and circles (pizza shapes) and LAB.
Where to next?
Learning Intentions/ outcomes:
Students represent, compare, add and order unit fractions, and represent them on a number line.

Success Criteria Indicators:


Students ability to convert fractions and place correctly on number lines.
Students ability to use a range of different methods to assist in their learning.
Key Vocabulary/ Metalanguage:
Equivalent, whole, half, addition fraction, thirds, tenths, thousandths, number line, hundredths,
quarters and place value.

Mathematics Assessment 2
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Harbridge

Lesson Plan
Susan

Group Structure:
First grouping: Table groups to complete introduction activity/ this task is interactive and
engaging and gives the teacher an insight into the students prior knowledge.
Second grouping: Whole class discussion on the activity, strategies used, answers and
discussion of misconceptions of whole numbers and zero in relation to fractions and decimals.
Teacher then introduces the activity for the lesson presenting learning intentions, giving clear
instructions and answering any questions students have.
Third grouping: Students working in groups to complete the activity according to the
curriculum. The teacher moves around the classroom encouraging students to expand,
elaborate, enquire and explore different ways to answer the question. To become critical
thinkers.
Final grouping: Students come back as a whole group to reflect and share their learning
experience. How they used their first activity to assist them in their last activity. Sharing the
methods and resources they used and why. What was successful and what difficulties they
faced.
The groups are chosen according to how well they will work together, their abilities and
understanding of how to use the resources available.
Inclusive Practice:
Understanding individual students known knowledge, needs and adjust lessons accordingly.
Three areas the teacher needs to consider are:
Content: The teacher relates the activity to the curriculum and ensures the students are learning at
their capabilities. This may mean the teacher starts off at a lower level for some students or higher for
others. The teacher will look at the materials and students understanding of them and how to use them.
Instruction: When explaining the activity the teacher explain the activities as a whole and

makes groups depending on the students levels and understanding. The instruction needs to be
clear, explicit and modelled This can be achieved by scaffolding the learning according to
students abilities.
Environment: The teacher needs to make sure the classroom and activities are interactive and
engaging and the materials used are relevant for the tasks and the students know how to use them.

How? Lesson Sequence


Warm-up/Engage:

Mathematics Assessment 2
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Harbridge

Lesson Plan
Susan

The teacher will have a number line from 0-20 on the wall and as the students arrive there will
be an envelope with an addition of a fraction with a common denominator. The students will
work with their table group to find the answer and then where to place the answer on the
number line. (appendix 1) Each table will have a multiplication table and a calculator as a
resource for students to use if needed.
One person from each group will discuss:
Their fraction sum using correct terminology and how they solved it?
Discuss with the class where they have placed their answer and why?

10 min
Whole Class Experience/Explain:
The teacher demonstrates and explains how to make a fraction number line as the students are
going to make their own fraction number line up to and including sixteenths. The teacher uses
the interactive whiteboard to show a number line and how it works ("Fraction Number Line",
2016)
The teacher also explains the game Fraction War (2016). Retrieved 19 May 2016). A card
game for groups of four. Each group shares 52 fraction cards. They then turn the fraction over
and the student with the HIGHEST fraction wins. The students will use their fraction number
lines as a guide.(appendix 2)
Students with a higher level of understanding will have decimal and fraction cards.
Students with a low understanding will have basic fractions such as: 1/3 1 whole.

10 Min
Explore/ Main Content: Independent or Group Activities:
Students make their own fraction number line using their grid math book.
Students then come and collect their fraction cards or mixed cards and start their game
The teacher takes a small focus group and uses the interactive whiteboard fraction number line
to assist with their understanding. When the teacher feels they have an understanding they are
given a pack of basic fraction cards.
The teacher roams the room watching how the students interact, understand and use their
number line and correct terminology.
If students are doing well decimal cards are added or the winner is the student with the
SMALLEST fraction.
Those that already have the mixed cards the teacher will enquire about how they know
whether the decimal is larger/smaller than the fraction.

Mathematics Assessment 2
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Lesson Plan
Susan

The teacher will ask questions such as:


How do you know you have the largest fraction?
Who has the smallest?
What decimal does that fraction represent?
What resources have you used?
45 min
Reflection/Evaluate/ Elaborate:
At the end of the lesson students all come together with their Decimat. The teacher will choose
select students from all abilities to explain something that they learnt. Collaborate /discuss the
purpose of the activity.
5 min
Resources
Materials/Resources and Equipment:
Calculators
Envelopes for fractions sums
Fraction addition sums
Blank number line sheets
Interactive whiteboard
Pencils
Cards
Grid books
Multiplication table
Self Reflection of the Lesson
Did students have enough known knowledge to complete the task?
Were they given enough time?
Was I able to help all groups/ were students matched correctly?
Were the instructions clear?
Was the lesson inclusive for all students and their abilities?

Mathematics Assessment 2
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Lesson Plan
Susan

Appendix 1

Mathematics Assessment 2
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Lesson Plan
Susan

Blank number lines for students to place their fraction on.

6/8 +1/8=

2/6+2/6=

1/5+3/5=

5/9+3/9=

4/8+2/8=

1/6+1/6=

7/8+1/8=

2/10+5/10=

4/5+2/5=
An example of the cards that will be in the envelopes.

Appendix 2
Create decks of 52 fraction cards -- a different fraction on every card. Arrange students into
groups of four. Deal the cards, face down, one card at a time until all students have a pile of 13
fraction cards. Students turn over the top cards in their piles in unison. The student with the
largest fraction wins the four cards in play. If a student runs out of cards, s/he is out of the game.
The player with the most cards at the end of the game is the winner. Alternate game: The student
with the smallest fraction wins the cards in play. - See more at:
http://www.educationworld.com/a_lesson/dailylp/dailylp/dailylp139.shtml#sthash.IOxXjm0W.dp
uf

Mathematics Assessment 2
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Lesson Plan
Susan

References

Fraction Card Games. (2016). Educationworld.com. Retrieved 20 May 2016, from


http://www.educationworld.com/a_lesson/dailylp/dailylp/dailylp139.shtml

Fraction Number Line. (2016). Mathsisfun.com. Retrieved 19 May 2016, from


http://www.mathsisfun.com/numbers/fraction-number-line.html

(2016). Retrieved 19 May 2016, from http://worksheetpage.com/popular-blanknumber-line-worksheet/degree-7-best-photos-of-blank-number-line-1-10-num

Level 5 - Victorian Curriculum. (2016). Victoriancurriculum.vcaa.vic.edu.au. Retrieved 19 May


2016, from http://victoriancurriculum.vcaa.vic.edu.au/level5?layout=1&d=M

Mathematics Assessment 2
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30308438
Harbridge

Lesson Plan
Susan

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