Lesson Plan

Day: M T W T F Date: 9th October 2018 Time: 11: 10 – 12: 10 pm Year: 6

Learning Area: Maths and Physical Education Topic: Fractions on a number line

Australian Curriculum Content Description:

• Investigate everyday situations that use integers. Locate and represent these numbers on a number line
(ACMNA124).
• Compare fractions with related denominators and locate and represent them on a number line
(ACMNA125).
• Practise specialised movement skills and apply them in a variety of movement sequences and situations
(ACPMP061).

Cross-
Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement
curriculum Sustainability
and cultures with Asia
priorities:

Critical and
General Ethical Personal and
Literacy Numeracy ICT creative Intercultural understanding
capabilities: behaviour social capability
thinking

Students’ prior knowledge and experience: The students have been exploring common fractions and how
to simplify fractions. They have had a previous few lessons regarding placing fractions on a number line.

Teaching purpose: The purpose of this lesson is to explore how you can relate measurement in sport to
fractions on a number line, and ordering them from 0 – 50. The students will put fractions into the authentic
context of throwing a vortex across a field and seeing what fraction of the way they could throw.

Learning objectives: On completion of this lesson, Assessment:

students will be able to:
1. Student participation in the physical
1. Understand: Recognise the throwing of the education vortex throwing, and the jobs of
vortex’s in relation to a fraction. the reading the measurement, writing down
2. Apply: Implement previous fraction the results.
knowledge to simplify your fraction. 2. Teacher marking of the students simplifying
3. Analyse: Compare the classes different their fractions.
fractions and begin placing them on a 3. Teacher observation through a Kahoot Quiz
number line. of each students understanding of the
activities.

Preparation and Resources: The teacher will need to provide 3 vortexes, 3 cones and measuring tape, a
notebook and pen. The students will also need a piece of small coloured card to write their simplified
fraction on to place on the number line. They will need their whiteboards and calculators to work out their
fractions.

Catering for diversity: The students will all be working as a class to simplify fractions and everyone is more
or less at the same pace. However, the teacher will be floating around the classroom assisting those who
need it.

Timing Learning experiences

Introduction:
* Teacher introduces students to the lesson *
11: 10 am Teacher Statement:
 “Good morning D3, I hope we all had a great holidays and are fresh and ready to start Term 4. This morning we
will be going out to the oval to throw vortexes and we will measure our distance out of 50 metres. “Can I have
three volunteers to get the equipment, hands up”.

• Take the students down to the oval to throw vortexes. Record the results and head back up to the
classroom. (Allow for 15 minutes).

Sequence of learning experiences:

Activity 1:
11: 25 am Teacher Statement:
“Now that we have each of our measurements we are going to work towards simplifying the fractions into their
mot simple form. We do this by dividing the denominator and the numerator by the same number”.

• Allow for students to attempt this. You may need to go through a few examples of the board and work
with some students to find their simplified fraction”.

Formative Assessment: (Questioning):

1. How did you get your fraction into its simplest form?

Activity 2:
11: 40 am Teacher Statement:
“Once you have simplified your fraction, come and place in on the board where you think it would go between 0
and 1”.
- Give the students time to order their fractions.
- Have a class discussion comparing the different fractions and their right place in the line.

Formative Assessment: (Questioning):

1. Why did you put your fraction their?
2. Is your fraction bigger or less than a half?
3. How could you make it easier to arrange the fractions? [same denominator].

12: 00 pm
Lesson conclusion:
Teacher Statement:
“To finish off the lesson for today we are going to do a Kahoot Quiz addressing how well you can order fractions.
Each groups need to get an iPad, enter the table number as the team name and enter all your names”.
Kahoot Quiz: https://play.kahoot.it/#/k/0b70493e-2238-4798-aba0-68404f26a49c
12: 10 pm

End of lesson: