Lesson Plan Melissa Gibson

Learning Area: 34H Classroom Small group sizes: 4-6 Topic: Fractions Year Level: 3/4 Class size: 24 Lesson length: 40mins plus intro and plenary

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Curriculum connections VELS Level 3 At Level 3, students develop fraction notation and compare simple common fractions such as 3/4 > 2/3 using physical models. Australian Curriculum Year 3 Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (ACMNA058). Australian Curriculum Year 4 Investigate equivalent fractions used in contexts (ACMNA077) Learner considerations This class is a composite Year 3 and 4 class: eight Year 3 and sixteen Year 4 students. There is a wide range of levels in the class, so allowance needs to be made for children who need extra help and explanations, and others who may need extension activities. A pre-assessment was done so the childrens current knowledge of fractions could be evaluated. They were then grouped according to their learning needs. A group of 7 children did well until they got to equivalent fractions and decimals. This group will focus on developing their understanding of basic fractions. Then we will move onto more difficult concepts of equivalent fractions, and worded problems. This sequence of two lessons is developed for a group of 7 children who need to focus on developing their understanding of basic fractions. Intended Learning Outcomes (Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) Develop students understanding of fractions and compare simple fractions. Introduce equivalent fractions. Start to compare fractions and their relative size. Check students are familiar with terms one quarter, one fourth, one fifth, equivalent, numerator, denominator. This is a sequence of two lessons. Link to developmental area/s All areas of Child Development have implications for learning and are important considerations when designing LMPs and lesson plans. For this sequence of lessons I will specifically address two areas: cognitive development and language development. Of course manners and interpersonal skills (Social and Emotional Development) will also be relevant during class, group discussion and cooperative work. Lev Vygotsky developed the theory of a socially formed mind and that childrens learning occurs with the zone of proximal development (ZPD). Scaffolding, reciprocal teaching and cooperative learning are inspired by Vygotsky. Scaffolding is the encouragement and guidance given to a student by someone more knowledgeable to enable them to become more competent in a learning task or skill. As the person becomes more confident and progresses the scaffolding is raised to the next level(s) then removed once the student can work independently. This occurs in the ZPD. The children have been given a pre assessment and are grouped so they are learning within their ZPD. The lessons use scaffolding with the use of physical models to help in visualization of fractions. The lesson does
GIBSON Melissa s238545 ETP410, ETP 420 1 Semester 1 2012

not move to the next level before children have a solid understanding of the current concept. The teacher actively seeks evidence, encourages students to be more specific (convince me). The teacher shows students what to do and/or how to do it (modelling) and works interactively with students in-the-moment on a task to jointly achieve a solution (collaborating). During whole class share time at the end of a lesson the teacher asks the class to recount what was learnt, and to share their strategies (reflecting/reviewing). Relevant fraction vocabulary is incorporated into the discussion and students understanding of these words is checked. Explanations are given to students regarding the terminology. (Language Development)

Preparation/Resources Fraction cakes x 2 (structured materials) Coloured paper circles in 6 different colours (unstructured materials) scissors, pencils and glue Strips of paper (fractions strips) Fractions Board Game Worded Problem sheet Worksheets Wordsearch and Oblong Fractions if extension activities needed. Behaviour Management Remind class at the start (and during if necessary) each activity what the correct voice level should be (quiet discussion voice, partner voice or no voice!). Make sure children raise hands when they want to answer a question, no calling out and no hands up while someone else is talking. Ordered moving from carpet area to desks. Move in groups rather than all at once.

GIBSON Melissa

s238545

ETP410, 420 2

Semester 1 2012

Lesson Structure We will begin the class with all children on the carpet for an introduction and a discussion of the students understanding of fractions (focus). Can anyone explain what a fraction is? Does anyone know what a denominator is? A numerator? Can anyone explain what equivalent means? Children then move to their maths groups. This lesson sequence is for a group of 4-6 as outlined above and will focus on basic fraction concepts using physical models. Lesson 1 1. Fraction cakes. Children try different combinations of segments of fractions cakes (manipulatives). Whole, halves, quarters, eighths. Compare different combinations, ie two quarters equal one half, two haves equal one whole. (10 mins) Paper circles. Each child has four circles, each a different colour: - the yellow one remains whole - red is folded and cut into halves - green is folded and cut into quarters - blue is folded and cut into eighths We will try different combinations of segments to make an assortment of fractions. Compare and look at equivalent fractions. Paste one eighth, one quarter (two eighths), half (two quarters/four eighths), three quarters (six eighths), and a whole (and its equivalents) into work books. Have each student cut a new circle into halves. Have each student add one half and begin to record the counting sequence. Repeat with quarters. This should raise the concept of equivalent fractions. Discuss whether students can see a pattern. Can they predict the next number in the counting sequence would be? (20mins) 3. 6. Introduce the Fractions Board game, play one simple game. Additional worksheet (Word Search) if time is left. (10 mins)

2.

Finish up by asking the class to tidy their desks and return to the floor. Plenary: Group Leaders will recap their lessons, providing answers to questions based on the days learning and sharing their work with others. Can anyone suggest some new words to be added to the Word Board? Any questions?

GIBSON Melissa

s238545

ETP410, ETP 420 3

Semester 1 2012

Lesson 2 (after introductory discussion as above) 1. Review what we learnt in the last lesson look at paper circles in childrens workbooks and discuss equivalent fractions. (5 mins) Try some ordering of fractions (as a group) using physical models (circles as above, but maybe move to thirds and fifths) (10 mins) Worksheet (individual work). Have students complete the following patterns by putting the next five numbers in the sequence. 4, 4 , 5, 5 , 6 3 2/3, 4, 4 1/3, 4 2/3, 5 2 4/5, 3, 3 1/5, 3 2/5, 3 3/5 Use physical models if necessary (cut circles or pizza slices) to work out answers. (5-10 mins) Introduce linear models. Folding paper strips into halves, quarters and eighths. Activity 3 worksheet: Folding paper strips into halves, quarters and eighths

2.

2.

4.

(15 mins)

5.

If there is time, discuss real life situations. Eg: the number of children in the group is the denominator. The number with blonde hair is the numerator. Try some worded problems as a group (see worksheet Fraction Word Problems). (5 mins)

Finish up by asking the class to tidy their desks and return to the floor. Plenary: As Lesson 1 (above) Assessment/Checking for Understanding Observe students and note common errors and ease that each student is completing the tasks. Take note of questions asked at the end of each step of the lesson sequence. Collect samples of individual worksheets and evaluate students understanding. Ask students to recount their learning during reflection time. Reflection on Development Add a reflection or evaluation of the lesson, identifying how the lesson supported the development of the students in the class. Indicate how successfully this lesson addresses the selected developmental area/s.

References About.com Mathematics (http://math.about.com/od/worksheets/a/fractions.htm) Australian Curriculum. Retrieved May 4th 2012 from http://www.australiancurriculum.edu.au. Australian Curriculum, Assessment and Reporting Authority DEECD: Mathematics Developmental Continuum P-10. Retrieved May 4th 2012 from http://www.education.vic.gov.au/studentlearning/teachingresources/maths/mathscontinuum/number/def ault.htm Victorian Government Fractions Lesson Plans. Retrieved May 4th 2012 from http://www.bbc.co.uk/schools/teachers/ks2_lessonplans/maths/fractions.shtml BBC Schools Fractions Worksheets. Retrieved May 4th 2012 from http://teachingimage.com/fractions-worksheets.php Nelson Maths. Building Mental Strategies Year 4 For Victoria. Retrieved May 4th 2012 from http://math.about.com/od/worksheets/a/fractions.htm Scaffolding Practices for Effective Numeracy Teachers, retrieved 27 May 2012 from http://www.education.vic.gov.au/studentlearning/teachingresources/maths/support.htm DEECD 2012
GIBSON Melissa s238545 ETP410, 420 4 Semester 1 2012
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VELS Level 3 (Years 3 and 4). Retrieved May 4th 2012 from http://vels.vcaa.vic.edu.au/vels/level3.html. State Government Victoria

Processes of Assessment: Can they recall prior knowledge learnt earlier? Questioning and Answering throughout the lesson Discussions between talk partners Sticking to / beating the timer? Checking answers given on whiteboards Responses to questions when prompted Keenness to provide an answer when encouraged to Discussions based on a question Work done from worksheet Strategies used to answer a problem Plenary responseEvaluation:

Diagnostic: In the beginning of class the students were assessed through their prior knowledge. Formative: Throughout the lesson I will be checking for understanding when the students are completing their assignment. Asking them questions about their understanding of equivalent fractions. Summative: The teacher will use the outcomes of the students independent practice of equivalent fractions Reflection: 1. Did my anticipatory set grab my students attention? 2. Did my students have any prior knowledge of the equivalent fractions? 3. Did I allow enough time for the students to complete their assignment? 4. Do my students understand why equivalent fractions are important to learn about?

GIBSON Melissa

s238545

ETP410, ETP 420 5

Semester 1 2012

Activity 3: Folding paper strips into halves, quarters and eighths

Students need 3 long strips of white paper of equal length for folding (e.g. slice A3 paper into long strips). An extra strip of the same length, but a different colour and not folded, is to be used as a reference one and kept on hand for the students to see. Guide students through folding the strips and discuss renaming fractions to link with their previous experiences of renaming whole numbers. Also introduce the more common phrase equivalent fractions. Use some of the strips to make a poster or wall display for future reference; marking the fold lines with texta if necessary. This is the start of a fraction wall, but the process of folding is just as important as the final product.

Step 1: Instructions for halves and quarters Take a strip and fold it so it is half as long as the blue strip I am holding. Hold it up to show me. Now take another strip and fold into halves and then fold your halves in half. Open up and check there are 3 fold lines and 4 parts. Now show me a strip which is 1 quarter of the length of the blue strip. Show me a strip which is 2 quarters of the length of the blue strip. Now show me a strip which is 3 quarters of the length of the blue strip. Show me a strip which is 4 quarters of the length of the blue strip.

Questions to ask students: Before you open up your strip, how many fold lines do you think you will see? How many parts do you think you will see when you open? Have we made a strip this long before? If so, what did we call it?

After this we can: write: /4 = /2 and say 2 quarters is equal to a half say 2 quarters is the same as 1 half say 2 quarters and 1 half are equivalent fractions 2 1 say we have renamed /4 as /2
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Step 2: Extend to eighths Take a new strip of paper and fold it into quarters. Hold it up to show me. Now fold your quarters in half. Open up and check there are 7 fold lines and 8 parts. Now show me a strip which is 1 eighth of the length of the blue strip. Show me a strip which is 2 eighths of the length of the blue strip, etc.

Questions to ask students: Before you open up your strip, how many fold lines do you think you will see? How many parts do you think you will see when you open? [Keep asking: Have we made a strip this long before? If so, what did we call it?]

GIBSON Melissa

s238545

ETP410, 420 6

Semester 1 2012

Step 3: Practice renaming and ordering Write a list of fractions on the board that represent the lengths of the strips they folded (relative to the blue strip - the whole/one).
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/2 /2 /4 /4 /4 /4 /8 /8 /8 /8 /8 /8 /8 /8
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Ask students to choose a fraction that they can rename (eg. /4 could be renamed as 1, /8 as /4, etc). Students now group the fractions on the list into groups with the same value (ie equivalent). Now choose a fraction (e.g. /4) and ask students to find a fraction from the list which is smaller than it. As 1 2 well as the obvious answers (e.g. /4 and /4) encourage students to choose fractions with different 1 1 denominators (e.g. /8 and /2). Now choose a different fraction and ask students to choose a fraction from the list that is larger than it. Finally put the fractions in order.
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GIBSON Melissa

s238545

ETP410, ETP 420 7

Semester 1 2012