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Unit Title: FRACTIONS Band: Primary Years Standard: 2

Year Level: Term: 2 Length of Unit: 2 Week:

3/4/5 Weeks

Unit/topic outcome description

Students will be able to represent fractions, whole and part numbers
in pictorial, representational and written forms. Students will be able
to work out smaller, larger and equivalent fractions. Students will be
able to explain when fractions are used in everyday life.

Strand Key Essential Learning

NUMBER KC1 – collecting Identity
analysing and Interdependence
organising Thinking
information Communication
KC6 – solving

Key ideas SACSA outcomes (verbatim)

Students develop their number 2.6 – Represents and compares
sense through exploring and rational numbers in a variety of
analysing how numbers are used ways describing relationships
and represented in their daily among them.
experiences in other Learning 3.6 – represents and analyses
Areas. They continue to refine relationships amongst number
their understanding of concepts and uses these to make
relationships between numbers, sense of, and represent the world.
place value and proportion.
Criteria for Assessment strategy Who will Record of
assessment ass assessment
Students show a Assessment of the final Teacher Students will be
final lesson/activity. Through given a mark of
understanding of the worksheet and understanding but it
observation of the students is not to be seen by
undertaking the activity. the student.
Students feel that At the end of each week Students In their books but
they have a the students write in their also the teacher
better maths books how they are write down what the
understanding of
feeling about the topic, students do not
the concept.
what they have learnt and understand and what
what they would like to they would like to
learn. know.
Mathematic Unit Planner – Specific Activities
Unit 2.6 – Represents and compares rational numbers in a variety of ways describing relationships among
outcome(s) them.
Year 4 Class 30 students Length of 2 weeks or 10 lessons (200 minutes)
level size Unit

Specific objectives Activity Teaching points Class Resources

Finding out about 1.1
the learner Class Discussion • This activity is run by In a circle on
1. Questioning the Students discuss whether there can the students and the the floor.
students on be less than a whole number. They teacher is a
whether there can need to provide an argument and facilitator for the
be less than a real life examples of where they discussion.
whole number. have seen it. Students can also
choose to demonstrate their point.
2. Assessing 2.1
student’s Equal parts activity • If this activity is not In the students A3 paper (1
knowledge of equal Students will work in groups to come done correctly the table groups at per group)
parts and dividing up with a definition of equal parts. lessons can not their desks. Textas
numbers equally. The group presents their definition continue as the
on an A3 piece of paper which is students do not
then displayed around the room. understand equal
and will not be able
2.2 to do fractions.
Dividing numbers At desks, not Little packets
Students are given a little packet of • M&M’s food handling touch other of M&M’s (30)
M&M’s they then divide the packet and hygiene need to peoples M&M’s
into groups (of 3, 4 and 5). They be done.
need to write their answers and • Get the students to
whether the answers are equal or represent their
not. findings in different
Exploring the idea 3.1
3. Exploring shapes, Irregular Shapes • This activity is also Students work Shapes page
fractions through Students cut out the page of linking with individually at Scissors
folding and working different shapes (hearts, stars, odd symmetry. their desks. Mirrors
with solid materials. shapes, ect) (Appendix 1) and • Allow the students to
explore which ones can be divided explore freely and
equally by folding the shapes and don’t interrupt.
drawing the mirror lines.

3.2 Students work Paper, both

Regular shapes • This is a lead in individually but square and
Students explore with circles and activity to the share their circle
squares and they have to work out making of the ideas with their Scissors
how many pieces that they can fraction kits. desk groups.
make that are equal. They can fold, • This activity is so
draw or cut out these pieces and that the students
record them. build up their
Whole class
3.3 discussion, on Smart board
Class understanding the floor near
After exploring the whole class will • Allow for discussion, the smart
discuss what they found and show it if a group has board or at
on the smart board. Each group will something wrong desks.
present one thing back to the class. allow opportunity for
others to correct

4. Students will 4.1

make their fraction Fraction Kits (shapes) • Activity is so Individual at Paper, square
kit. Students fold paper, both circle and students have desks and circle
square, into halves, quarters, learning aids they Scissors
eighths, thirds and sixths. can work with. Fraction chart
This kit is to be placed in each child’s
maths tool kit. Information, a list of
what is in it and photos of a maths
kits are in Appendix 2.
Getting the idea 5.1
5. How to represent Record Halves and Quarters • This is just a quick Individually to Worksheet
fractions in pictorial, Worksheet, the students use their activity to check the complete task Individual
representational and fraction kits to decide what is a half students then groups to fraction kits
written form. and a quarter. Appendix 3. understanding. go through
Should only take 5 answers.
5.2 minutes.
Numerator and Denominator Fractions
Teach shows and discusses with the worksheet
students what numerator and (p60)
denominators are and how they
work. Students complete the
Fractions sheet.

Comparing Fractions • Fractions
Students discuss whether fractions worksheet
can be compared (larger and (p61)
smaller) just like whole numbers.
Teacher shows how, students
complete worksheet.

Organise and 6.1

practice Adding Fractions
6. Explore larger, Students use their fraction kits with • Encourage students Pair work Fraction kits
smaller and same the person next to them to solve to find an answer.
fractions. some equations.
¼ +2/4 from the board. Adding and
Come together as a class to see if Individual work subtracting
anyone is having any issues. worksheet
Students then work individually on
‘Adding and Subtracting Fractions Class Bingo Bingo cards
Students record their pair answers in • Encourage the use of
their book to play a game of bingo. their fractions kits. Sheets
• The teachers aim is Individually at (Building up
WORKING WITH FRACTIONS not to interferer with desks fractions,
Students will work individually to the students while Equivalent
complete the following worksheets, they are completing fractions,
Building up Fractions, Equivalent the task. Matching
Fractions and Matching Fractions But if they ask for help fractions
(Appendix 6). ask open ended
The students can use their fraction questions to guide their
kits to complete the answers. thinking. Whole class
Fraction kits
Word fraction activities Groups OR ‘Story
Students use their fraction kits to try individually Problem Work
and answer sentence questions sheet’
given by the teacher. Students then
can work in groups or individually to
find the answers ‘fractions in story
problem’ worksheets.

Apply the idea 7.1

7. Using real life Class Activity
problems students Fractions of time: ¼ ½
find the fraction and
represent them in a
pictorial, The students work as a whole class • The aim of the Whole class
representational and to work out the fraction of their class teacher is get the activity with
written way. that are eating an apple that day. students think about the students
Students then need to represent that what fraction would working on the Equivalent
somehow in their books. be used. floor fractions
EXTENSION: Equivalent fractions sheet
worksheet (with teacher)

7.2 • Explain to the Students work Name code

Name Code activity students the letters individually sheets
Student complete the Name Code and get them to then in pairs. Blank A4
sheet (Appendix 5) and if they have write the fraction in paper
time they can make up their own the book.
code and sentence.
• This is an
assessment task to
check their
7.3 understanding. Individually at
Final Assessment task desks
Test: The students will be asked to Students
write the answer in their book. • maths books
Write on board: Draw ¾.... et List of
A3 paper (1 per group) Shapes page
Textas Paper, square and circle
Little packets of M&M’s (30) Fraction chart page
Shapes page Worksheet
Scissors Individual fraction kits
Mirrors Wide pop sticks or tongue
Paper, both square and circle pressers
Scissors Counters
Appendix 1

Cut out Fold Draw mirror lines