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Maths: Fractions 45m
3 groupsGroup 1 With Mr Lane Paper folding and fractions. Group
will need to meet in the open area. Given paper strips, the
group will need to follow the instructions to develop Half,
Quarter and Eithers knowledge, in order to attempt
developing benchmarks for fractions.
This fractional ruler will be created and developed in the
maths books of student, as a way to begin developing
fractional knowledge. These fraction bars can then be
developed into number lines, before moving towards
decimals and percentage.
As an extension activity, student are able to continue to
work through the other instructions to develop 3rds, 5ths
and tenths.
Group 2 ICT Sheppard software using the fraction splat
game, students are able to begin to recognise area models
of half, thirds and quarters.
The second part of this activity is to work between different
numerators with these same original denominators.
This game can be done in both relaxed mode and a timed
occurrence.
Group 3 students who are beginning to develop their
knowledge of equivalent fractions are given a work sheet,
which begins with introducing students to a fractional wall,
and some preparation statements.
From there, students are promoted to work between a range
of numerators and denominators to develop awareness of
equivalent fractions. This is designed to show that a fraction
is able to be represented in many ways.
Students who have difficulty with this should be provided
with area models to work alongside with, or the fractional
wall on the alternate side.
Extension activity is
fraction trains. Use
cuisine rods to build
fraction trains. These
trains involve playing
around with two
fractions as a whole.
Before breaking off into
Maths Groups, may
need to do a quick
refresh of the basics of
fractions, and use both
a number line, an area
model and a collection.
RE: 45m
Close the Beatitudes Students are given last chance to
develop their own beatitudes. Mount these on card and
present them.
What is a personal
attribute? What makes
this personal and an
attribute?
Characteristic? What
does that mean?
Difference between a
skill and a
characteristic? This then
leads into our SEL
program.