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# Mathematics Term Planner

Topic: Fractions

Term: 4, 2014
Weeks

## Year Level: 2/3

YEAR 2

Key Ideas:
The definition of
the numerator and
the denominator
Benchmarking
Residual thinking
Gap Thinking
Improper fractions
relationships
Partitioning
Equivalence
Fraction as a part
whole
Fraction as division
Fraction as operator
Fraction as measure
Fraction as ratio

Strategies
1. Residual thinking
2. Gap thinking

YEAR 3

Key Understandings:
Sets can be divided into parts. These parts can each be given a fractional name
Information in a problem can often be shown using a picture or diagram, which can
be used to understand and solve the problem
A whole can be divided into equal sized parts in different ways. Equal sized parts of a
whole can have the same area but not necessarily the same shape
A fraction describes the division of a whole into equal parts. A unit fraction names
one of the equal parts of the whole. The denominator in a fraction tells how many
equal parts the whole is divided into. The numerator tells how many equal parts are
indicated.
A fraction describes the division of a whole (collection) into equal parts. A unit fraction
names one of the equal parts. The denominator in a fraction tells how many equal
parts the whole is divided into. The numerator tells how many equal parts are
indicated
A whole can be divided into equal parts in different ways
A fraction can be used to describe equal parts of a whole
A fraction can be used to describe parts of a group
The same fraction can be named in different ways
Objects can be used to solve problems about fractions of a group
Using words, pictures or symbols are ways to explain or justify

AusVELS:

## Recognise and interpret common uses of halves, quarters

and eighths of shapes and collections
Model and Represent unit fractions including 1/2, 1/4, 1/3,
1/5
Investigate equivalent fractions used in contexts

Mathematical Language:
Fraction
Part
Whole
Equal Parts
Unequal Parts
Set
Group
Collection
Share
Sharing
Divide
Dividing
Halves
Half
Quarters
Quarter
Eighths
Eighth

Compare
Divide
Halves
Thirds
Quarters
Fifths
Sixths
Eighths
Tenths
Twelfths
Fraction
Numerator
Denominator
Equivalent

Key Skills:
Key Skills:
Recognise that a quarter is part of a
Count by halves
whole
Find half, quarter, fifths and tenths of a group
Recognise that a quarter is one of four
of objects e.g. find a fifth of 20
equal parts of a whole
find half, quarter, fifths of an object e.g. find a
Find half and quarter of a group of items
fifth of the cake
Find half and quarter of an item or object Recognise and show a half, a quarter, a fifth,
a tenth of a group of objects
Recognise and show 1/2 and 1/4 of an
object or 1/2 and 1/4 of a group of objects Find multiple fractional groups of an object or
group of objects e.g. find 3/4 of 8 smarties,
Given a quarter can then find the whole
find 2/5 of a piece of ribbon
(single item and group of objects)

## Use related multiplication facts and skip

Find one quarter, two quarters, three
counting when sharing objects e.g. a quarter
quarters and four quarters of an object or
of 20 is 5 because I know 4 fives are 20, or 4,
group
8, 12, 16, 20 - that is 5
Recognise that two quarters and one half

## Recognise equivalence incroporating halves,

are equivalent
quarters, tenths and fifths e.g. using paper
Recognise that two halves and four
folding, fraction walls and number lines
quarters are the same as a whole

## Given a fraction, then find a whole (single

Find halves and quarters of regular
item and group of objects)
shapes e.g. squares, circles, rectangles
Add and subtract simple fractions with the
Recognise that 1 whole divided into 3
same denominator using concrete materials
equal pieces is 1/3, 1/3, 1/3

## Read decimal numbers including tenths and

Model and solve simple multiplication and
hundredths
division problems e.g. share six biscuits

## Write and resolve word problems using four

with a friend (half of a collection
operations, decimals, money and
measurement in real life situations
Record decimal computations using tens
frames and number lines
Session
1

Learning intention

## Students will identify

their prior knowledge of
Fractions

Tool time
Partner thinking

Activities

manner.

## Students will identify and

show a fraction of a whole
Students will associate the
model, symbol and words
used to describe a
fractional part of a whole

## Students will identify and

show a fraction of a whole
Students will associate the
model, symbol and words
used to describe a
fractional part of a whole

## Students will identify and

show a fraction of a whole
Students will associate the
model, symbol and words
used to describe a
fractional part of a whole

## Students will identify and

show fractions of a
collection.
Students will associate the
model, symbol and words
used to describe a
fractional part of a set

## Fraction flash cards, with

examples and non
examples. Fractions up to
fifths.

hardest fractions and go over how
you fold the squares to show this.

## Fraction flash cards, with

examples and non
examples. Fractions up to
fifths.

hardest fractions and go over how
you fold the squares to show this.

## Students create a Fraction Book showing; a

whole, 1/2, 1/3, 1/4, 1/5, 1/6, 1/7, 1/8, 1/9, and
1/10 divided out of a kindergarten square.

Book

## Go over which fractions were

difficult to fold the paper into. Go
over how to fold the difficult
fractions on the kindergarten
square.
Fraction flash cards, with
examples and non
examples. Fractions up to
fifths.

hardest fractions and go over how
you fold the squares to show this.

Book

## Go over which fractions were

difficult to fold the paper into. Go
over how to fold the difficult
fractions on the kindergarten
square.
Fraction flash cards with
part of a whole square,
and set models on them.
Students identifying what
each fraction is showing

## Students will go through as a

class, part by part, a worksheet
identifying how many of each
colour smarties are in a bag.

## Students will go through as a class, part by

part, a worksheet identifying how many of each
colour smarties are in a bag.

## Students will identify and

show fractions of a
collection.
Students will associate the
model, symbol and words
used to describe a
fractional part of a set

## Students will identify and

show fractions of a
collection.
Students will associate the
model, symbol and words
used to describe a
fractional part of a set

## Fraction flash cards with

part of a whole square,
and set models on them.
Students identifying what
each fraction is showing

## Draw different set model examples

on the board. Discussing with the
children what each picture shows,
reemphasising the whole'

## Students will sit in a circle with 24 counters in

front of them, and get the students to show 1/2,
1/3, 2/3, 1/4, 2/4, 3/4, 1/6, 2/6, 3/6, 4/6, 5/6, 1/8,
2/8, 3/8, 4/8, 5/8, 6/8, 7/8. Ask after the
students have separated into the fraction, how
many make up that fraction.

## Fraction flash cards with

part of a whole square,
and set models on them.
Students identifying what
each fraction is showing

## Students will sit in a circle with 24

counters in front of them, and get
the students to show 1/6, 5/6, 1/8,
5/8. Ask after the students have
separated into the fraction, how
many make up that fraction.

## Revision worksheet, looking at all the

things that we have covered in this unit.
From division of the shapes into different
segments, and division of set models.

## Students will be able to

identify an equivalent
fraction

## Fraction flash cards with

part of a whole square,
and set models on them.
Students identifying what
each fraction is showing.
word for this i.e. 2/4=1/2

## Students will sit in a circle with 24

counters in front of them, and get
the students to show 2/4, 1/2, 3/4,
6/8. Ask after the students have
separated into the fraction, how
many make up that fraction. Then

## Students will sit in a circle with 24 counters in

front of them, and get the students to show 2/4,
1/2, 3/4, 6/8. Ask after the students have
separated into the fraction, how many make up
that fraction. Then ask what we now know.

## Students will identify and

show fractions of a
collection.

## Fraction flash cards with

set models on them.
Students identifying if this
is part (1/2, 1/3, 1/4, 1/8)
of a whole, what is the
other part?

## Students will sit in a circle with 24

counters in front of them, and get
the students to have 5 counters in
front of them. Ask students if this is
1/2, 1/4 of the whole, how many
counters am I missing? Mix this up
with a variation on the fraction.
Use halves, thirds, quarters,
sixths, and eighths.

## Students will sit in a circle with 24 counters in

front of them, and get the students to have 5
counters in front of them. Ask students if this is
1/2, 1/4 of the whole, how many counters am I
missing? Mix this up with a variation on the
fraction. Use halves, thirds, quarters, sixths,
and eighths.

## Students will identify and

show fractions of a set

10

## Students will identify and

show fractions of a
collection.
Students will identify and
show fractions of a set

## Fraction flash cards with

set models on them.
Students identifying if this
is part (1/2, 1/3, 1/4, 1/8)
of a whole, what is the
other part?

## Students will sit in a circle with 24

counters in front of them, and get
the students to have 5 counters in
front of them. Ask students if this is
1/2, 1/4 of the whole, how many
counters am I missing? Mix this up
with a variation on the fraction.
Use halves, thirds, quarters,
sixths, and eighths.

## Students will complete a worksheet with

part of the whole missing, the student has
to identify how many counters are missing
from the set.