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This lesson plan is for a mathematics class teaching equivalent fractions. The learning objectives are for students to identify simple equivalent fractions, find any equivalent fraction, and use equivalence to order fractions. The main activities involve students using shape cards and overlays to explore equivalent fractions and identify patterns. Students will then demonstrate their findings and be assessed on finding equivalent fractions. There is also an optional consolidation activity having students find classmates with equivalent fractions.
This lesson plan is for a mathematics class teaching equivalent fractions. The learning objectives are for students to identify simple equivalent fractions, find any equivalent fraction, and use equivalence to order fractions. The main activities involve students using shape cards and overlays to explore equivalent fractions and identify patterns. Students will then demonstrate their findings and be assessed on finding equivalent fractions. There is also an optional consolidation activity having students find classmates with equivalent fractions.
This lesson plan is for a mathematics class teaching equivalent fractions. The learning objectives are for students to identify simple equivalent fractions, find any equivalent fraction, and use equivalence to order fractions. The main activities involve students using shape cards and overlays to explore equivalent fractions and identify patterns. Students will then demonstrate their findings and be assessed on finding equivalent fractions. There is also an optional consolidation activity having students find classmates with equivalent fractions.
Go back to the learning objectives - thumbs up, down or half way for each one. Graphic Org P! "#$% &enn 'iagram %adder (riangles )eflections %* +trongly visual and kinaesthetic task ,raction wall in pack as an aid to seeing e-uivalent fractions and e.plaining findings Peer support in mi.ed groups *( ,raction cards are differentiated /colour coded - green to orange0 1.tension task on board /lv20 Starter Activity (3 minutes): Pupils to stick on name tags. !ell activity" - odd one out. Give time to t#in$ and %air, then &iscuss as class. 34an you make any of them the odd one out56 )eminder of what a fraction means /numerator 7denominator0, e.amples if necessary. 'o t#roug# learning objectives( /#ould normally show 8big picture here to give conte.t and show how to progress0 Lesson Title: Equivalent Fractions Learning Objectives: All: Identify simple equivalent fractions (level 3) Most: Find any equivalent fraction (Level 4 / 5) Some: se equivalence to put fractions in order (Level 5) Resources: !#9 presentation, mini white boards, online stopwatch +hape cards and Overlays Pupil record sheet ,raction match cards !4( !#9 (e.t 9ooks *rtefacts edia *udio &ideo 4lass: ;ear < /mi.ed ability0 +ubject: athematics 'ate: = rd 'ec >?@? (eacher: Mr N.Drayang R)*L)+,-.) ,OOLS (raffic %ights (he %adder (riangles ind aps #ebs &*" &7"7* * " +trategy %inks to: ,unctional +kills 7 P%(+ 7 %iteracy 7 Aumeracy 7 4itiBenship 7 !4(*4 (hinking +kills 7 Cuestioning +kills 7 Gender !ssues 7 +tudent Grouping 7 Dse of %+* (iming E mins F mins > mins /ain Learning Activities: /ain activity 0: (Pu%ils in %airs but sharing ideas as a table.0 Dsing pack of shape cards and overlays: 3Pick a card and use the overlays to find out what fraction is shaded - can you use more than one overlay to make a different fraction5 $ow many different fractions can you make5 #hat do you notice about them56 3)ecord your results for each card - is there a pattern 7 rule that you can spot5 %ook at your fraction walls - how do these help50 /)1tension tas$ %ut on boar& here for pupils who grasp this part -uickly.0 /ini %lenary - #hat have we found out5 Pupils up to the front to demonstrate findings 2uic$ assessment - /on mini whiteboards0 3Dsing your rule, can you find three e-uivalent fractions for =7E 5 #hat about >72 56 /!f necessary - look at e.tension task with some groups.0 Activity 2: /!f time allows0 +onsoli&ation activity: Pupils all pick a fraction card and find someone else in the room who has an e-uivalent fraction to theirs. (imer on board - @ minute. +top when everyone has found their group. *sk each group for a different e-uivalent fraction which isnt on their cards. Possible %robing 2uestions Gack says 3#hatever you do to the top you do to the bottom6 - so can ! add one to the top and one to the bottom5 !s the new fraction e-uivalent5 #hat do we mean when we say 8e-uivalent5 $ow can ! work out which is bigger without a fraction wall5 #hat different overlays would we need if we wanted to have >F as the denominator5