Lesson Focus

To partition collections of
objects into halves, quarters
and eighths.

Learning Area Maths

Strand Number and Algebra
Content Descriptor Fractions
and Decimals ACMNA033

Year Level

Implementation Date

18-11-2015
Duration
Approx 45 mins

Prior knowledge of learners (What do they already know?)

Students - Specific accommodations

Ana ESL: Speak clearly, and clarify understanding of

complex vocabulary.
Ryder Short term working memory: Two step
instructions.
Ella, Luke, Kairyn, Azekial Focus and behaviour:
Encourage on-task focus, and positive behaviour.

Halves, quarters, eighths

Maths language: Partitioning, equal/not equal, parts,
whole

Group students into mixed abilities.

Lesson objective/s

Students to be able to correctly partition collections into halves, quarters and eighths.
Students to be able to correctly solve simple number problems involving halves, quarters and eighths.

Evidence of learning

Students demonstrate their ability to correctly partition collections into halves, quarters and eighths.
Students demonstrate their ability to correctly solve simple number problems involving halves, quarters and
eighths.

Resources

Whiteboard, marker, duster

Unifix cubes x 16
Butchers paper
Jelly beans
Paper plates
Table worksheets
Students pencils, rubbers

Preparation

Open carpet area move tables back

Jelly bean bags (numbered) and plates

Lesson
Introduction

Introducing
the topic

Engagement
of the
learners

Expectations
Everyone sitting down quietly; legs crossed, hands in lap, and eyes on me.
Remember to put your hand up if you have something to say.
Activate prior knowledge
On Monday, we worked with halves, quarters and eighths of shapes.
Today, we are going to show halves, quarters and eighths by using collections of objects.
Write halves, quarters, eighths on the whiteboard.

Lesson Body

Delivering
the content
through
specific
strategies

1. Students sitting in a circle on the carpet.

Using Unifix cubes and butcher paper, discuss and demonstrate halves, quarters and eighths of
collections.
To partition this collection of Unifix cubes into halves, how many equal groups would I need to
make?
Write number of equal groups required, on board next to fraction name.
Write fraction sentence Half of 8 is 4. on whiteboard.
What about quarters? How many equal groups would I need to make?
What about eighths? How many equal groups would I need to make?
Recap details on whiteboard.
2. Jelly bean activity
I am going to put you into groups, and show you where you will be sitting (as per list, if
there is an odd number of students, team up with a student)
When I finish speaking, you will come and get one paper plate and jelly beans per pair
group, and 2 worksheets. 1 worksheet each
You will sit at the tables and wait for everyone to finish.

As we are partitioning the jelly beans, I want you to complete the worksheet with the
facts you have discovered. Demo example on board.

Jelly bean bag 1

When I give you the thumbs up, open bag 1, and place the jelly beans on your plate.
Hands on heads.
Count them, and partition into halves. Hands on heads when you have finished.
Write your fraction sentence on the worksheet. Hands on heads when you have finished.
Discuss findings.

Partition into quarters, then write your fraction sentence on the worksheet. Hands on
heads when you have finished.

Partition into eighths, then write your fraction sentence on the worksheet. Hands on
heads when you have finished.

Repeat steps with Jelly bean bag 2 and 3

3. Extension
Ask students to form groups of four.
Combine all your jelly beans together.

Count them, and partition into halves. Hands on heads when you have finished.
Write your fraction sentence on the worksheet. Hands on heads when you have finished.
Discuss findings.

Partition into quarters, then write your fraction sentence on the worksheet. Hands on
heads when you have finished.

Partition into eighths, then write your fraction sentence on the worksheet. Hands on
heads when you have finished.

4. Display simple number problem/s on the whiteboard, read to class.

You are to work as a team to find the answer.
Write your fraction sentence on the worksheet. Hands on heads when you have finished.

Lesson
Conclusion

Concluding
activities
Summarizing
the lesson

Groups of 4
(Pairs)

Formative assessment
Students complete worksheet to:
Demonstrate their ability to correctly partition collections into halves, quarters and eighths.
Demonstrate their ability to correctly solve simple number problems involving halves, quarters
and eighths.

Azekial
William Jayden

Kobi Ruby
Ryder

Maddie
Daniel

Jayla
Mitchell

Cooper
Makayla

Callum
Mia A

Summer
Kiana

Sienna Luke
Zoe

Ella William
Mackenzie

Iliana
Mia R

Kade
Ana

Johnathon
Ruby

Jayden
ME

Luke
Kairyn

Evaluation / Reflection

The students were engaged from the very beginning, and engaged well throughout the whole lesson. They
waited patiently, and in excited anticipation, until all students were seated on the carpet, and ready for the
lesson. They could barely wait to find out how the jelly beans were going to be included in our maths lesson.

During Activity 1, students eagerly volunteered to come to the front of the class so that they could show and
explain how to partition the unifix cubes in a variety of fractions. The discussion provided evidence that
students were familiar with terminology and the necessary steps to partition objects into fractions.

The transition worked well considering the excitement of using jelly beans for maths!!! It was important to
work through the activities at the same pace so that all students had the opportunity to count and partition the
jelly beans.

Unfortunately, Activities 1 and 2 took longer than expected, and therefore we werent able to work through
Activities 3 and 4. Ms K did advise me that Activity 4 would be covered during Numeracy Groups the following
week.

The completed students worksheets showed their understanding of todays lesson.

At the conclusion of the lesson, the students were instructed that they were able to eat the jelly beans once
they had partitioned the jelly beans into quarters, and handed all left over jelly beans to me. Students happily
thanked me for a great lesson.