Fractions, bit by bit

Grade Level:

4

Subject:

Math

Start Date:

End Date:

Goal Summary:

By the end of this sequence, students will recognise and name fractions from a range of representations, including written, symbolic and concrete. Students will begin to compare fraction sizes and equivalent fractions.

Standards Met:

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Essential Questions:

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Understandings:

ACARA- Mathematics: Number and Algebra

Year 3: Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058)

Year 4: Investigate equivalent fractions used in contexts (ACMNA077)

Content Goals:

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Skill Goals:

By the end of this sequence

Branden will:
- recognise and name fractions in different contexts, from different representations.
- create fraction units symbolically, with concrete materials, and using words.
- investigate equivalent fractions using pictorial representations and fraction strips.

Caitlyn:
- recognise and name fractions in different contexts, from different representations.
- create fraction units symbolically, with concrete materials, and using words.

Olivia:
- recognise and name fractions in different contexts, from different representations.
- create fraction units with concrete materials.

Michael:
- recognise and name fractions in different contexts, from different representations.
- create fraction units symbolically, with concrete materials, and using words.
- investigate equivalent fractions using pictorial representations and fraction strips.

Other Information:

Specific Adjustments

Branden: Provide Branden with extension tasks, including work-sheets on fractions, fraction strips and equivalents questions. If additional time, classroom teacher suggested division questions. Provide Branden with all materials to avoid disrupted learning.

Caitlyn: Caitlyn will require explicit and clear instructions, one task at a time. Provide ongoing verbal feedback, and encourage self-correction. She will make mistakes due to distractions or task avoidance. Provide Caitlyn with 2 options for extension activity, giving choice, to ensure she stays on task and continues to work.

Olivia: Olivia requires 1-1 explicit instruction with concrete materials. Show Olivia a fraction with rods/paper/pipe-cleaner, and clearly name the fraction. Ask Olivia to repeat the demonstration. Show her another representation, and repeat with her demonstrating the fraction and naming the fraction after physical and verbal prompts. Provide her with pictorial representations, and ask her to verbally name. Demonstrate symbolic representation, and explicitly guide through symbolic representation.

Behaviour Management

Put all student names on board and suggest some reward for good choices, correct learning behaviours. Tick beside names, with verbal acknowledgement for quiet, productive attitude.

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Reflection:

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