Our Lady of the Way Primary School

2014 Mathematics Program

GRADE 4 Fractions and Decimals
Stage: 2 Grade: 4 Term: 2 Week: 6-7
TOPIC:
FRACTIONS and DECIMALS
STRAND:
SUBSTRAND/
OUTCOME:
Focus Strand
Number and Algebra: Fractions and Decimals 1 & 2
MA2-7NA represents, models and compares commonly used
fractions and decimals.
Working Mathematically
MA2-1WM uses appropriate terminology to describe, and symbols to
represent, mathematical ideas.
MA2-2WM selects and uses appropriate mental or written strategies,
or technology, to solve problems.
MA2-3WM checks the accuracy of a statement and explains the
reasoning used.
Contributing Content
Number and Algebra: Whole Number 1
MA2-4NA applies place value to order, read
and represent numbers of up to five
digits.

MATHEMATICAL
LANGUAGE
whole, part, equal parts, half, quarter, eighth, third sixth, fifth, tenth, hundredth, one-sixth, one-tenth,
one-hundredth, fraction, numerator, denominator, whole number, number line, is equal to, equivalent
fractions.
Fractions are used in different ways: to describe equal parts of a whole; to describe equal parts of a collection
of objects; to denote numbers (eg is midway between 0 and 1 on the number line); and as operators related
to division (eg dividing a number in half).
WARM UPS
10 minutes
Number Busting ( Monday, Wednesday, Friday) : What is the number marked on the number line?
Number bust this number. 0 ________o_________________1 (approx. 1/4) Mark other fractions on
the number line. Show in a variety of ways on a square given.
(Tuesday and Thursday) Grab a handful of counters what fractions can you make? (may have left overs?)
Then revise own number goal times table or counting goal.
OPEN ENDED
RICH TASKS TO
EXPLORE
35 minutes
(Differentiated
according to ability)
Task 1
What is a fraction? Students record their ideas
and thinking?
Share ideas with group.

Students given fractional equipment.
Students investigate fractions with this equipment
and record their findings.
Share ideas with group.
Task 2
Students given an orange Cuisenaire rod. This
represents one whole. Students use the other
Cuisenaire rods to determine their fractional
value.
If the brown Cuisenaire rod is one whole, what
statements can you make now?
Task 3
Students create a fractional wall chart.
Write statements about equivalent fractions using
the chart.
Task 4
A pizza was cut into ten equal size slices. Three
people ate the whole pizza but each person had a
different number of slices. Use fractions to
describe the possible number of slices eaten by
Key Ideas & Indicators
name fractions up to
one whole,
eg
interpret the
denominator as the
number of equal parts
a whole has been
divided into
interpret
the numerator as the
number of equal
fractional parts, eg
means 3 equal parts
of 8
model, compare and
represent fractions
with denominators of
2, 4 and 8; 3 and 6; and
5, 10
identify and describe
'mixed numerals' as
having a whole-number
part and a fractional
part
Differentiation
Day 1
Students given a
variety of the
fractional shapes
to investigate.


Day 2
Students use
another colour
Cuisenaire rod as
a value of one
whole.
For lower start
with red, then
crimson.


Day 4
There are 2 pizzas
cut into equal parts,
shared with 3 people.
Our Lady of the Way Primary School
2014 Mathematics Program

GRADE 4 Fractions and Decimals
each of the three people.
Task 5
Flag Design investigation
See p.68 Investigations, Tasks and Rubrics to
Teach and Assess Mathematics by P.Lilburn
and A. Ciurak.
Task 6
Read the story One Hundred Hungry Ants by
Elinor J.Pinczes or watch You Tube clip - ART @
Montlieu - One Hundred Hungry Ants
http://www.youtube.com/watch?v=9TJMgNx0qq0
or watch You Tube clip - One Hundred Hungry
Ants
http://www.youtube.com/watch?v=OojY7vRiKeg
Discuss what fraction of 100 did the ants break
into each time?
Could they have broken into any other fraction?

If you wrote the story, how many ants would you
start with and what fractions would you break
them into?


* model, compare and
represent the
equivalence of
fractions with related
denominators by
redividing the whole,
using concrete
materials, diagrams.

Fractions are used in
different ways: to describe
equal parts of a whole; to
describe equal parts of a
collection of objects and as
operators related to division
(eg dividing a number in
half).


How would you slice
it? How much would
they receive each?

Day 5
Lower look at
Hungry Flag. What
fraction is each
colour?
Upper -Create own
criteria for designing
a flag.

Day 6
Lower have 10
ants.

Upper What
number of ants
would give you the
largest choice of
fractions to break
into?



REFLECTION
15 minutes
REFLECTION 1
When looking for fractions, what criteria did you use to select a fractional piece?
REFLECTION 2
How many different combinations could you find? Could you use a green rod? Why? Why
not?
REFLECTION 3
What can see when looking at the fractional wall? When making it, what did you have to
be aware of?
What fractions are equivalent?
REFLECTION 4
Could you use other fractions besides having the denominator tenths?
REFLECTION 5
What did you need to do first before you could colour the flag? Could you have a
different design and still fit the criteria?
REFLECTION 6
What connection can you see with fractions and division?
RESOURCES
Fractional Kits, Counters, Cuisenaire rods, coloured paper, scissors, glue.
Flag Design activity sheet p.68 Investigations, Tasks and Rubrics to Teach and Assess Mathematics
by P.Lilburn and A. Ciurak.
Story book One Hundred Hungry Ants by Elinor J.Pinczes
Our Lady of the Way Primary School
2014 Mathematics Program

GRADE 4 Fractions and Decimals
LEARNING
INTENTION
AND SUCCESS
CRITERIA

Learning Intent :
Discover more about Fractions.

Success Criteria
* Use equipment to discover more about fractions.
* Prove what I know.



Learning Intent :
Discover more about Fractions.
Success Criteria
* Use equipment to discover more about fractions.
* Prove what I know.
* Show a variety of equivalent fractions.

Learning Intent :
Discover more about Fractions.
Success Criteria
* Use equipment to discover more about fractions.
* Prove what I know.
* Show a variety of equivalent fractions.
* Show a number of possibilities.

ASSESSMENT
Observation during investigation and reflection.
Recording of different fractions and possibilities in their books.
Elementary Basic Sound High Excellent

Models and describes a
half and a quarter of a
whole object with some
teacher assistance.





Models, compares and
represents the fraction of
a half and quarters.


Models,
compares and
represents
fractions
independently
eg halves,
quarters and
eighths; fifths
and tenths.
Models,
compares
and
represents a
variety of
more
complex
fractions eg
halves,
quarters
and eighths;
thirds,
sixths,
twelfths;
fifths,
tenths and
hundredths
with some
numbers.
Models,
compares,
represents and
demonstrates an
understanding
of equivalence
of various
fractions using a
variety of
numbers.