22 views

Uploaded by api-351706635

- 5th Grade March Newsletter
- EDEL 433 Whole Group Lesson Reflection (Fractions)
- Student Academic Support Plan - 5th
- Jan20-24
- fractions lesson plan
- g4maalcc106
- 3 10 newsletter
- fraction lesson plan
- Jan13-17
- lesson d (march 16) - fractions and decimals
- tutoring reflection for 3111
- 2015 december newsletter
- lp 4 math 3 11
- raft website
- Fraction Man
- wfed 495c-2 assignment 9 lesson plan 1 math
- Detailed Lesson Plan in Mathematics III - Copy
- Adding Similar Fractions Lesson PLan
- 5 2 simplifying fractions
- 4 q4 line plots

You are on page 1of 3

DURATION: 10 minutes DATE: 24/03/17

CURRICULUM AREAS: Mathematics/ Fractions and Decimals

SUBSTRAND: Fractions and Decimals

PRE-SERVICE TEACHER: Hayley Pretty

CURRICULUM LINKS

Grade 2- Recognize and interpret common uses of halves, quarters and eighths of shapes and collections. (VCMNA110)

Grade 3- Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (VCMNA136)'

LEARNING INTENTION

To recognise common unit fractions such as halves, thirds, quarters and fifths.

To represent common unit fractions and their multiples to create a whole.

To apply knowledge and understanding of fractions to a real-world context.

SUCCESS CRITERIA

Students will be able to identify and represent common unit fractions and relate them back to common shapes.

Students will understand that 4/4 and 8/8 make a whole and all fractions are made up of equal parts.

GROUP STRUCTURE:

Whole class introduction/pre-test to ascertain which group students belong in

Students split into lower-middle and middle-high groups for mini lessons

Students will work as a group to discuss fractions and uses and proceed to represent them with common shapes.

They will complete a worksheet and play a game.

Regroup as a whole if time permits to reflect on/consolidate learnings

DIFFERENTIATION:

-Laura and I will ascertain what level the students learning is currently at in terms of fractions and decimals. I.e.. If they can

identify tenths in a whole. From there we will split the students into two groups; the first will consist of students who will

benefit from revisiting fractions, the other will consist of students who are confident with fractions and ready to be introduced

to decimals. They will be split according to ability and confidence.

-Students will be given the opportunity to talk with peers or us if necessary, or may work on their own if they prefer.

-Encourage the more capable students to assist those less confident.

The grade two curriculum statement was included for differentiation for students who are at the lower level and require support

as they revisit the basics in fractions in order to prepare them for decimals.

If students are finding it too easy, ask them to draw a picture that portrays 2/10s for example. Extend their thinking.

ANTICIPATED PROCEDURE KEY QUESTIONS AND MANAGEMENT

INTRODUCTION Tuning in (Approx. 2 mins CONSIDERATIONS

+ quick explanation of what were doing) INTRODUCTION

Laura and I will introduce the topic, letting the students know Today we are going to be talking about fractions and

that we will be looking at how split numbers into fraction and how they relate to us everyday. We will represent

decimals. them in a variety of ways and model halves, quarters,

Give students a fraction strip thirds, fifths and eighths.

A given area can be divided up in different ways to

give the same number of equal parts.

Have them split it into 10 equal sections, and label what they Discuss how in the previous activity of the fraction

are called. tenths bar, we were partitioning a unit into tenths

Students who are able to correctly label the pieces as tenths which results in ten equal parts. When a shape for

(or 1/10 and tell us theyre tenths) will be in Lauras group and example is divided into a fraction, each part is equal.

those who cannot will be with myself. Need to have 20 fractions strips printed

Make sure splitting into ten/ labelling doesnt drag on

For Students in Middle-High Group (approx. 3 minutes)

INTRODUCTION past 30secs

Dont use words like can/cant, take up written

Revisit where students might see fractions in everyday labelling and allocate groups to Laura and myself by

life and why they think they are useful to have an calling out names

understanding of them. Write a list.

PROCEDURE (approx. 3 minutes)

Review what students know about fractions by

Have a pie chart cut up into 5 equal pieces spread out.

drawing a circle on the board (paper) and dividing it

into four equal pieces. Shade in one of the pieces and Ask the students what each piece represents in a

ask if anyone knows what fraction that represents. fraction. Next have 2/5 on one side and 3/5 on the

other and ask how the fraction for each side. Explain

Write in the correct answer of and ask students if

that although there are 2 on one side and 3 on the

they remember what the top and bottom number are

other they are part of a whole. Briefly discuss that

called. They should say numerator and denominator.

whilst fractions are whole numbers, decimals are

The number ABOVE the line (numerator) tells how

those numbers in between.

many parts we have. The number BELOW the line

Hand out a worksheet where they write what fraction

(denominator) tells how many equal parts

of each shape is shaded to determine their

the whole is divided into.

understanding.

Have posters to show students as to establish the

Collect sheets back and go through the answers, if

connection between fractions and the real world and

any students were unsure go step by step of how to

to show how the different fractions can all be

reach the answer.

represented in different things. (a orange is still a

if its represented in a different fruit )

If time permits-

As it is a group of 10 roughly, divide into 5 and play

a game to test knowledge.

-Team A will draw 2 detailed pictures that involve a

CLOSURE Reflection (approx. 2 mins) fraction shaded on both. Team B have to work

If time permits, regroup and have students say what they have together to figure out what the picture is, and what

learnt about fractions, and the highest fraction they can fraction of it is shaded.

represent. Encourage them to ask questions if they still do not - Teams then swap around if time permits.

understand something.

RESOURCES: ASSESSMENT AND MONITORING:

Fractions Strips Observe students as they complete the worksheet and assess if they

Pie chart understand, proceed to go through the worksheet.

Fraction Posters During the game monitor everyone is confident enough to

Paper participate. If anyone appears to be confused give another example

Pencil of how we could work it out.

Pens If students are finding it too easy, ask them to draw a picture that

portrays 2/10s for example. Extend their thinking.

MENTOR FEEDBACK:

Group feedback at the end of the presentation:

- 5th Grade March NewsletterUploaded bysstoube
- EDEL 433 Whole Group Lesson Reflection (Fractions)Uploaded bybrownb52
- Student Academic Support Plan - 5thUploaded byjackiereid_rti
- Jan20-24Uploaded bymahlstadtsvrcek
- fractions lesson planUploaded byapi-245841600
- g4maalcc106Uploaded byapi-234983083
- 3 10 newsletterUploaded byapi-219598427
- fraction lesson planUploaded byapi-287228623
- Jan13-17Uploaded bymahlstadtsvrcek
- lesson d (march 16) - fractions and decimalsUploaded byapi-242345831
- tutoring reflection for 3111Uploaded byapi-294407944
- 2015 december newsletterUploaded byapi-296931775
- lp 4 math 3 11Uploaded byapi-204991298
- raft websiteUploaded byapi-282417659
- Fraction ManUploaded byCori B
- wfed 495c-2 assignment 9 lesson plan 1 mathUploaded byapi-313600771
- Detailed Lesson Plan in Mathematics III - CopyUploaded byshaira
- Adding Similar Fractions Lesson PLanUploaded byWillie Domacena
- 5 2 simplifying fractionsUploaded byapi-325053822
- 4 q4 line plotsUploaded byapi-235131396
- microteach ivUploaded byapi-354221213
- edu 355 lesson plan 2Uploaded byapi-315876192
- A_1004020607375.pdfUploaded byAshmeet Kaur
- maths lesson sequence fractionsUploaded byapi-375683452
- maths unit of workUploaded byapi-381742436
- 3 q3 equivalent fractionsUploaded byapi-248799070
- teaching math- tech newsletterUploaded byapi-309763734
- et 449- final projectUploaded byapi-328904785
- mod 2 task 1Uploaded byapi-416620578
- josie parry math lesson-- 9Uploaded byapi-373521238

- Grade 10 Trigonometry InUploaded byDev Maan
- 2002 Chapter CountdownUploaded byसंदीप तारा
- MWC - CRA Economic Incentive Agreement Dated 2015-03-02Uploaded byIlde Brando Leoncito Adarlo
- Calculus TextbookUploaded byMason Liang
- HVAC Pulley MathUploaded byWilliam Greco
- mathematics lesson plan 16 6 16Uploaded byapi-318806007
- 07SD _2_fjsdf sdfsdfjfUploaded byJason West
- Demo Math Games and Activities With Cards and Dice GradesUploaded byfrancoisedonzeau1310
- Math_ Breaking It Down_ the Key to Solving Math ProblemsUploaded byFerrer Benedick
- FC020 Week 3 Tutorial QuestionsUploaded bympm1981
- Solution Set for Mathematics Proficiency 2Uploaded byJen Canlas
- math quiz to g6Uploaded byapi-339611548
- CIVIL SERVICE EXAMINATION MATHEMATICS FINAL COACHING 2017.docUploaded byDennis Nabor Muñoz, RN,RM
- MathChallenge2013IndividualFinals2ndYearCatAUploaded byDex Valdez
- Mathematics Concepts and CalculationUploaded byNoemi Manaois Rosario
- A Review of AlgebraUploaded byRaspywolf
- Projectile_in_air.pdfUploaded byamit77999
- Indeterminate FormsUploaded byGabriel Dave Alamo
- NCERT-Class-10-Mathematics.pdfUploaded byArnab Gangopadhyay
- McGraw-Hill_39_s_Math_Grade_7.pdfUploaded byChibuzo Ajibola
- calculadora ti30xaUploaded byoswaldor3
- 9MathUploaded bysarvodyaseo
- Oxford GCSE Maths for OCR sample Teacher Guide materialUploaded byOxford University Press Children and Schools
- IGCSE Mathematics 2016 SyllabusUploaded byZahir Sher
- Assignment 2 Pe 1Uploaded byVishal Gupta
- 201_2018_2_b (3)Uploaded byBrandon Coopsamy
- Lecture Note 1Uploaded byManqoba Muntu Masuku
- Sol Mat HaeusslerUploaded bym1228m1228
- 2007NtCdUploaded byhodgeheg9991234
- Assembly Language Prelim Reviewer 2017Uploaded byKristoff Avila