MATHEMATICS UNIT OVERVIEW ST.

JAMES VERMONT
GRADE: 3 TEACHER/S: C. Pascoe TOPIC: Fractions TERM: 3 WEEKS: 4-7
The AC- Content The Victorian Curriculum- Proficiencies Strand
Strand Understanding – Fractions name equal parts of a whole
Number & The parts of a fraction are called denominator and numerator: denominators tell how many parts the whole is divided into and
numerators tell how many parts we are using; the larger the denominator the smaller the part
Algebra Fluency – Write fractions given the numerator and the denominator
Measurement & Order and compare fractions with related denominators
Geometry State fractional equivalence
Statistics & Represent fractions and mixed numbers
Probability Count by fractional parts using whole numbers
Compare fractions of a collection
Problem Solving - Formulate and model authentic situations using number properties to continue number patterns
Reasoning - Generalising from number properties
Year Level AC
Content Descriptions VC Achievement Standards
Level 2:
Recognise and interpret common uses of halves, quarters and eighths of shapes and collections(VCMNA110)
Level 3:
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (VCMNA136)
Level 4:
Investigate equivalent fractions used in contexts(VCMNA157)
Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (VCMNA158)
Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation
(VCMNA159)
Level 5:
Compare and order common unit fractions and locate and represent them on a number line (VCMNA187)
Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (VCMNA188)
RESOURCES
Fraction cards, strips of paper, fraction discs, pizza board game, collections of objects.
www.oswego.org (fraction flags)
http://www.topmarks.co.uk/Search.aspx?q=fraction%20flags
http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/10/m3_10_00_x.swf
http://www.mathplayground.com/Fraction_bars.html (Fraction wall)
Mathletics, Rainforest Maths, Nelson Maths, Targeting Maths, Top Ten Resources
https://drive.google.com/open?id=1XNqkvCDihPyD7luF832TB56H4_y978JW
All other resources are noted/link throughout the unit

MATHEMATICAL LANGUAGE
shared equally, half, quarter, third, fifth, sixth, eighth, tenth, whole, fraction, equal parts, divide into, partition, whole, numerator, denominator,
vinculum, smallest, largest, greater than, less than, equivalent, decimal, fractions of ten, tenths

Essential questions
Can students find and represent fractional parts of an object?
1. Can students compare and order simple common fractions?
2. Can students find the fractional part of collections of objects: eg: 1/3 of 12 strawberries?
3. Can students place fractions on an open number line?
4. Can students use benchmarking to compare the size of a fraction with another fraction?
5. Can students explain the meaning of numerator and denominator?
Key Knowledge and Skills -Overall Learning Intention/s
Students will know…
• That fractions are ways of representing parts of a whole object or a collection.
• How to show simple fractions using an object (1/2, 1/3, ¼, ⅕)
• How to compare fractions to describe bigger, smaller, the same, etc.
• That some fractions are similar/equivalency. Eg: one half is the same as two quarters.
• Identify the fractions of an object that has already been divided (eg: into halves or quarters).
• Demonstrate and explain a fraction of a group of objects (eg: 1/3 of 12 strawberries)
• That in English, the term ‘one third’ is used (order is numerator/denominator) but that in other languages this concept may be expressed as ‘three parts, one of them’
(order: denominator, numerator), as in Japanese

Students will be able to….

1. Describe simple fractions
2. Identify simple fractions
3. Create and represent fractions
4. Order and compare fractions (benchmarking)
5. Know number triad relationships – linking the number name to the collection to the symbol
6. Be able to partition fractions - eg: recognizing that fractions can be broken up in a number of ways: ¾ is the same as ½ + ¼
7. Find fractions that are the same value (eg: one half and two quarters)
8. Find the fraction of a number

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ASSESSMENT:

PRE ASSESSMENT… Pre-assessment task (online- Josh)

POST ASSESSMENT…Post-assessment task (same as pre-assessment) AND essential assessment

Key Tool Time Whole Class Focus Independent Learning Independent Learning - Share Time
Understandi Short game/task Set the context of session Students learn through a task Extension Focus questions
ng Develop fluency in mental Pose problem/open-ended task/model or demonstrate a Individually, in pairs or groups Link to key
Aims for computation concept Opportunity for teacher to rove, support, assess understandings
students to Tie together ideas
understand

Session One Hundred 1. What do we know about fractions? Making and Describing Fractions Extension/VIT: Emphasise the
One (Primary Maths 3, 38) (10 min) Bus stop activity: encourage students to Extension group gets together as concept of
Play this game in Put up a piece of butcher’s paper and write identify- whole, ½ halves, ¼ a group investigates the equal parts of a
Learning pairs. ‘fractions’ in the middle. Get students to quarters/fourths and ⅕ fifths: words, equivalent fractions for a selectedwhole. Have
Intention: Each player takes a describe to you what they think fractions are, diagrams, fractions, even any questions fraction e.g. 1/12 students
I know that turn to roll the dice. If tell you any fractions they know, where you or wonderings. Create a poster about other compare their
a fraction a 4 is rolled, it can can find them, or draw a picture of them. For Provide students with 2 images from the fractions that are equal to 1/12 sizes.
names an be used as 40 or 4. example, shopping (1/2 off), recipes, windows Unit Fractions Posters in the Emphasise that
equal part After 5 rolls, the in a classroom, parts of a netball court, balls in resources. the more equal
of a whole. numbers are totalled our sport tub, kids in a class, petrol tank, clock VIT parts
and the player face, books in a series, money. Students come together as a group something is
closest to, but below, As a class, watch this video which explains
100 is the winner.
and investigates the equivalent cut into, the
fractions as being part of a whole: fractions for a selected fraction smaller the part
Assessm Discuss the http://www.coolmath4kids.com/math- will be.
strategies used to e.g. 1/16
ent help/fractions/what-are-fractions In their books,
Strategy: add the numbers. Create a poster! students record
Groups return to their first station and the meaning of a
discuss their poster. fraction
Share posters: Encourage the students and then provide
to identify any fractions that have been an example.
placed on the wrong poster and to
explain the reasoning behind their ideas

Success Criteria:
I can share all that I know about
fractions
from my own experiences and prior
knowledge

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Session One Hundred Making and Describing Fractions Think Board Extension/VIT: As a class, play
Two (Primary Maths 3, 38) (template in folder) a game now of
Play this same game http://studyjams.scholastic.com/studyjams/jam Number triads involve linking a visual Open ended - Choose a fraction to ‘I Have, Who
Learning from the last session s/math/fractions/fractions.htm representation of the fraction to its name represent that you believe will Has’:
Intention: but this time begin Discuss with students and representation using the symbols. challenge you.
I with 100 and numerator/denominator and vinculum Half e.g. 8ths, 16ths etc. Students are
understan subtract the values. Paper folding to show halves, quarters, thirds. ½ each given a
d the parts Place coloured water into a clear plastic cup Diagram card that has a
of a and demonstrate how this is a full cup of A ‘real life’ story about this fraction fraction on it. It
fraction water, i.e. it is a whole (1). Now divide this (eg: I had to put half a cup of sugar into also has a
are called water into half by placing half of the water into my cake mixture). different fraction
the a second cup to show halves. Place the water written as a
denominat back into one cup and then divide between Focus Group symbol. One
or and three cups to show thirds, in four cups to show Work with students to create a think student reads
numerator. quarters and five cups to show fifths. board to represent quarters out the picture
The http://splash.abc.net.au/home#!/media/211927 they have on
denominat 7/what-is-a-quarter- their card (eg: I
or tells Success Criteria: have one
how many Number Triads *I can match my drawing to its fraction quarter) and
parts the Next, ask students to come up to the board. *I can explain that bottom number of my then a clue for
whole is Give them a fraction and ask them to show fraction shows how many parts there are the next student
divided this fraction to you (eg: ¼ - they draw a in total (the whole) (eg: who has
into and rectangle, divide it into four equal parts, and I can explain that the top number of my three quarters).
the then shade in one of those parts). Discuss the fraction shows how many parts of the
numerator need for equal size parts when we divide total/whole I have Play as a class
tells how shapes for fractions. Talk about how many I can write fractions in words until you get
many parts equal a whole- 4/4= 1 I can create a story that explains my back to the
parts we Discuss ‘ths’. fraction starting person.
are using. Model using a think board.
The line is
called the
vinculum.

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Session Half It! Making a Fraction Wall Fraction Wall Extension/VIT: Fraction Wall
Three (Top Ten Resources) http://www.visnos.com/demos/fraction-wall (Teach Starter online template) Have students
Working in like ability OR Students complete the fraction wall and Students create their fraction wall share their
Learning pairs, one student Whole answer the questions. on coloured paper using the paper responses to the
Intention: pulls out a playing Halves folding technique. questions on the
I can card. The students Quarters- half of a half Supported: BLM- halves,
order, then race to call out Eighths Cut and paste already labelled fraction Add extended fractions to your quarters,
describe half of the number. Thirds sheet fraction wall e.g. 12ths, 15th, wholes.
and The first to call out Sixths 16ths, etc. Can they find
compare wins. Ninths Success Criteria: equivalent
fractions Fifths fractions?
using a Tenths I can create a fraction wall to show the
fraction Sevenths connection between different fractions
wall. Discuss the strategies used to make these
fractions can look at my fraction wall to identify
Discuss the relationships between the various fractions that have the same value
fractions
http://splash.abc.net.au/home#!/media/127101
2/which-fraction-is-larger-

Session Multiplication Quiz Using our Fractions Wall Fractions Wall Activities grid Extension/VIT: Students share
Four up to x10 http://splash.abc.net.au/home#!/media/1271 Success Criteria: one of the
Paper based or 012/which-fraction-is-larger- I can refer to my fraction wall to locate Fractions Wall Activities grid Fraction
Learning electronic fractions that have the same value Choice Board
Intention: https://www.timest Introduce to the students the notion of different The extended activities grid has activities that
I can ables.com/speed- fractions representing the same amount using Early Finishers/ LAB Time- open ended questions that require they
order, test/ a fraction wall. Refer to fraction wall display in Making an online Fraction Wall deeper thinking. completed:
describe room. http://www.visnos.com/demos/fractio (Open-ended Maths Activities, Peter - the purpose of
Sullivan and Pat Lilbum, p23-26) this activity
and n-wall
compare Use the Rainforest Maths program on the IWB was…
the to bring up a fraction wall. With the students, Extension- - the thing I
amounts discuss how some fractions describe the same Making a fraction wall with decimals on learnt from this
of fractions amount. Show them physically on the Fraction the visnos website activity is…
using a Wall how ½ takes up the same amount of - I was doing
fraction space as 2/4. Ask them if there are any other this activity to
wall. fractions they can find that also represent this practise…
amount. Repeat for different fractions - something
Talk about equivalent fractions as being interesting I
fractions that represent the same amount. noticed while I

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was completing
my activity was
that…

Session Half Bingo Fractions on a number line Counting by Fractions Extension/VIT: Fractions
Five (Top Ten Resources) Show students using apples :cut into quarters (Nelson Student Bk, 109) Bingo
Students rule up a (3x), bring out pieces at a time Students look for the pattern on each Number line up to 3
3x3 grid and write 9 Have a piece of rope/string. Get students to number line and fill in the missing Number lines with mixed numbers
Learning answers to half of stand at either end holding the two ends of the numbers. Further: include decimals,
Intention: numbers up to 20. rope. One pegs a ‘0’, while the other pegs a ‘1’ improper fractions and
I can use Teacher rolls a 20- at the other end. percentages.
my sided dice. Students USE THE APPLES IN CONJUNCTION
knowledge with half of that Discuss with the students what we know about
of number is one step fractions: that they describe a part of a whole Early finishers: VIT:
benchmar closer to Bingo. – an amount. Fractions Choice board Student 1 -
king to Variation: quarters Students choose an activity from the Monkey worded problem.
compare up to 60 or Get students to peg different fractions on the Fractions Choice Board to demonstrate Student 2 -
the size of number line. Get them to use their their understanding. Monkey worded problem.
a fraction understanding of benchmarking to do so, Student 3 -
with verbalising their strategies as they determine Create a number line up to 3 with
another where the fraction should be placed. Leave Sofia. Discuss the connection between
fraction. the fractions pegged to the number line for mixed numbers and improper
tomorrow’s activity. fractions.

Make a fraction you know on a number line.

Can you make a pattern of fractions on your
number line?
Mark some fractions that are larger or smaller
than another.
Session Applying Fractions Counting by fractions on a number line Locating Fractions on a Number Line Extension/VIT: Fractions
Six Begin the lesson by drawing an open number (Nelson, Building Mental Strategies, 18) Adding and Subtracting Fractions bingo
Display the problem line on the whiteboard. Label one end ‘0’ and https://www.youtube.com/watch?v
Learning on the IWB. Discuss the other end ‘10’. Use benchmarking to fill in Students to complete task sheet. Once =EJjnEau6aeI
Intention: with the students the all the numbers between 0 and 10. Next, mark finished they can apply this knowledge to Students to create 6 equations (3
I can use information we have in fractions of halves in between each number ordering a range of fractions on a of each) in a partners book to
my been given, and (eg: 1, ½, 2, 2 ½, etc). Practise counting by number line. solve.
knowledge what we still need to halves with the students. Success Criteria:
of work out. - I can look at the denominator to see Adding and Subtracting Fractions
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benchmar Fractions on a number line what fractional amount I am counting Start with a whole e.g. ¼ + ¾ =
king to 1/3 of a class by 4/4 or 1
compare ordered lunch for Get two students to stand up again holding the - I can use my fraction wall to help me
the size of Food Day. How number line with the fractions still pegged to it. 2. Adding and Subtracting
a fraction many students might This time, have some fractions to practise Fractions with different
with be in the class, and equivalent fractions. For example, 3/6, 2/8, denominators
another how many ordered etc. Peg them to the same cards they Early finishers: https://www.youtube.com/watch?v
fraction lunch? How many represent. Talk about equivalent fractions as Fractions Choice board. =ZhWtNmNLhfw
didn’t? What are the being fractions that represent the same Students choose an activity from the
matching fractions? amount. Fractions Choice Board to demonstrate VIT:
their understanding. Tool time - Fraction darts game
http://www.ciese.org/math/activities/f
ractiondarts/FractionDartsWorksheet
Game.html
Students complete Ordering
fractions p. 98 Nelson Year 4.

Session Applying Fractions M&Ms

Seven On the board, draw a Greater than less than Extension/VIT:
strip of chocolate What do the symbols mean Display the M&Ms fractions activity on Students complete the M&M
Mon week that has 10 the whiteboard. activity but are to also calculate
6 squares/pieces. Ask http://www.math-play.com/math-magician- Go through each step with the students, the percentage and decimal for
the students: compare-fractions-game/math-magician- explain that they have to complete it in each colour.
Learning “if I ate one square compare-fractions_html5.html their books, using the document on the Read questions aloud and show on
Intention: of chocolate, what board as a template. IWB.
fraction of the
chocolate bar would Success criteria:
that be? I can identify fractions of groups
What fraction of the I can represent each colour M&M as
chocolate bar would fractions
be left? I can explain how I know that one
Colour in 4/10 and fraction is smaller/larger than another
repeat the activity. I can eat all of my m&ms

Session Fractions and Time Equivalent Fractions Game Equivalent Fractions Complete Capable task including Equivalent
Eight Supported: Fraction strips (Nelson Year
(10 practical tips for making fractions come alive the traffic light challenge at the fractions are...
Ask the students and make sense - Doug Clarke) 2, p.93 bottom.
Tuesday how we use fractions https://www.youtube.com/watch?v=cFDP_bbf At- Targeting Math Year 3,p. 112
week 6 with time. W7s Capable- Year 4 both p 114 ) Polygon activity- Problem Solving
Learning
Intention: Have a picture of a Play this game as a class. Match the fraction to the decimal
I recognise clock face. How can Have a fraction wall printed on A3 paper. As a To complete – and percentage.

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that we divide it into class, begin the game by naming the fractions Fractions Choice board.
different fractions? Where is - whole, halves, thirds, quarters, etc. Students choose an activity from the
fractions half past? What do Fractions Choice Board to demonstrate
can you know about Have two dice. One is labelled 1, 2, 2, 3, 3, 4. their understanding.
represent quarter past and It is the numerator. The other has /2, /3, /4, /6,
the same quarter to? /8, /12. It is the denominator. Roll both dice to VIT:
amount. make a fraction. Discuss the different fractions Equivalent fractions task:
Practise telling the we could colour in to describe the same value https://drive.google.com/open?id=1_0
time using the clock (eg: if you rolled a 1 and a /2, you could colour CnJUi4b8hqnsGEsy2Z0Qy97PnHgxj
face to make in 1/2, 2/4, 3/6, etc). These are called P
fractions. Draw a line equivalent fractions. Continue with the game
down from the 12 to until as many fractions are coloured in as Mitch and Amelia - Polygon problem
the 6 to make half, possible. As you play, write fractions on the solving activity. Match the fraction to
then the 3 to the 9 to board and their equivalent fractions. the decimal and percentage.
make quarters. Equivalent fractions are fractions which Sofia -
have the same value, even though they
may be written differently.
Next watch the video to reinforce
understanding
https://www.youtube.com/watch?v=cFDP_bbf
W7s

Session Multiplication Quiz Number line with Equivalent fractions Equivalent Fraction Rotations
Nine up to x10
Thursday Paper based or Create the same number line from session 6 Dominos game VIT:
week 6 electronic but this time with the equivalent fraction cards. Complete the equivalent fractions
Learning https://www.timest Have students describe why the fractions are Equivalent fraction card game (can be quiz. Students must show their
Intention: ables.com/speed- equivalent. played as snap or the memory game) working out. Can you solve the
I recognise test/
equations using another strategy?
that Focus group- Supported
different Fractions of a set Share their working out with one
fractions Watch the fractions of a set video to another.
can introduce the activity Read questions aloud.
represent https://www.youtube.com/watch?v=0Nw
the same GkPWofxc
amount. Using the video below as the activity, Ordering fractions p. 98 Nelson
have students use counters or draw in Year 4
their books the hatchimals and group
them according to the questions in the
video. Go slowly with this activity
ensuring students are understanding

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each step.
https://www.youtube.com/watch?v=nQU
gBAsW2KA

Students then create their own fractions

of a set problem for a peer to solve.

Success Criteria:
I can identify fractions that are equivalent
I can use my learning assets to work well
within my group
I can explain to a partner how to find out
if two fractions are equivelent
Session Moved to next week as Josh is on PD Jess’ group (lower) Cassie’s group & VIT-
Ten Counting fractions along a number line (mixed numbers) Students get into
Discuss as a year level the purpose of today’s even teams, starting at 0 counting
Streamed groups, along with the expectations and Using the pizza templates revisit lesson by eighths around your team for 1
group learning assets that we want the students to 6 of counting fractions. Cut the pizza into minute. The team that gets to the
use. quarters, show how the 4 pieces make a highest number wins.
whole and then how to continue the
counting. ¼, ½, 3/4 , 1, 1 ¼ 1 ½ etc Independent -
Polygon fractions task cards and
Next have students make a fraction they shapes
know on a number line.
Can you make a pattern of fractions on
your number line? Draw up in Maths
book
Write any observations you have in this
document

Josh’s group (middle)

Session Applying Fractions
Ten Tell students that
Monday you picked up a
week 7 handful of counters
Learning and found that ¼ of
Intention: them were red. Ask
I can use them to say how
fractions many counters you
Ordering fractions with mixed numbers,
greater than, less than and equal to
Resources:
https://www.youtube.com/watch?v=nQUgB Fractions of Collections Place Ben’s game on the screen
AsW2KA Students complete the Mathletics for students to solve
fractions of a collection task 1,2 and https://nrich.maths.org/bensga
Watch the link above and complete Activity Test- ability designed. me
1 from the link (can replace markers with
counters and use the whiteboard as the Focus group: Students to complete Q.5 Students are then to share their
sharing sheet) sharing sheet strategies in small groups of 3.
https://fractionbars.com/SampleLessons/Fr https://fractionbars.com/SampleLessons/

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with a might have picked acSetsLesson11Grades3to4.pdf FracSetsLesson11Grades3to4.pdf Ext task - Mitchell, Luke, Ryan
group of up. Invite students to and Tom to solve polygon task.
objects. show using pictures. Read/ place on the IWB worded questions Success Criteria:
Eg: half of Demonstrate the from Q.4 for them to solve in their books. Have I can share a group of objects amongst VIT:
10, a strategy of using students explain to a partner how they solved people to show a fraction Complete Ben’s Game problem
quarter of division to find a it. One child to model as the teacher for each I can identify fractions within different solving task.
20, etc. fraction of a number question. collections Ensure students are explaining and
(1/5 of 25 = 25 ÷ 5 = I can identify half within a collection reflecting on their strategies
5) Discuss other ways it could be done I can identify quarters within a collection
mentally without using a sharing sheet or I can identify thirds within a collection
drawing pictures I can identify fifths within a collection

Ask pairs of students to investigate if ½ of 10

is more or less than ¼ of 16. They may use
counters to assist.

Session Subtract from up to Improper Fractions Improper Fractions Improper fractions to mixed
Eleven 20 Number line roll numbers (Nelson 4 p. 96)
Use: cards (1 to 6 or use the link to explain Improper Fractions Supported group-
1 to 9) or one six- and Mixed numbers 3P - ‘One quarter of a group (collection) Mixed and Improper fractions
sided or ten-sided https://www.mathsisfun.com/improper- Click here to display on IWB Students
Learning die. You also need a fractions.html can work on the floor. Write a sentence at Extension/VIT
Intention: number line 0 to 20 the end that clearly explains the properties of - Finish they worded problem and
I can and a token for each Complete examples on the board to assist in ‘quarter’ of a collection (e.g. ‘Quarters’ are ensure they have put all of their
convert an player. Two players. understanding (use diagrams) shown when a collection is broken into four working out for each section.
groups that are the same).
improper Both players start at 2
fraction 10. Shuffle the cards Watch the clip to reinforce understanding Introduce Mathletics designed
into a and choose one (or https://www.youtube.com/watch?v=ggYdPef3 At (Teacher Group) Place the students booklet (tasks taken from Yr 4 & 5)
roll a die). • On the Nuk into groups of five. Please ensure mitchell, Conor and
mixed
first turn add the Provide each student with an improper Amelia have completed their
number
number rolled to fraction card (face down) and a reflection of the decimal,
move your token. On whiteboard marker. percentage, fraction task.
your second turn Explain to the students that, when the
Students are to write a series of 5 improper
subtract. The winner game starts, they must convert their
fractions and explain to a partner why they are
is the first to go over improper fraction to a mixed numeral and
improper.
20 or back to 0. then write the mixed numeral on the
back of their card.
The group must then arrange
themselves into a line, from the smallest
mixed
numeral to the largest. The group that
can correctly arrange themselves first
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are the winners.
Time the students to see how quickly
they can perform this task. Redistribute
the cards and repeat the game. See if
the students can beat their previous
time.

Independent-
Pair activity
Allow the students to use the improper
fractions cards to play a game of
‘Highest Card’. Each student draws one
card from the pile. They must then
convert their improper fraction to a mixed
numeral. The student with the
highest mixed numeral of the two wins
the pair. The student with the most
pairs at the end of the game is the
winner.

Success Criteria:
I can identify that when the numerator is
larger than the denominator it must be
an improper fraction.
I can convert an improper fraction to a
mixed number
*I can use diagrams to count up the parts
of each whole and find the remainder
*I can divide the numerator by the
denominator to find the whole number
*I can write the remainder on top of the
original denominator to create a mixed
number

Session Mixed Numbers Mixed Numbers Extension -

Twelve Revise over what we learnt yesterday about (Nelson 4 p.97)
Success Criteria
Improper fractions and mixed numbers. Supported- pizza activity with cardboard I can convert an improper fraction to a
Watch clip again to assist in understanding. mixed number
Learning https://www.youtube.com/watch?v=ggYdP Middle- ordering fractions and mixed *I can use diagrams to count up the parts
of each whole and find the remainder
Intention: ef3Nuk numbers on a number line
*I can divide the numerator by the
I can (unit 9 Ordering Fractions Nelson Middle denominator to find the whole number

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convert a low- p. 19) *I can write the remainder on top of the
mixed original denominator to create a mixed
number
number Middle standard- p. 20 VIT:
into an 1. Adding and Subtracting Fractions
improper Middle upper p.20+21 https://www.youtube.com/watch?v=EJjnE
fraction au6aeI
Success Criteria: Students to create 6 equations (3 of each)
I can order mixed numbers on a number in a partners book to solve.
line Adding and Subtracting Fractions
I can identify that when the numerator is Start with a whole e.g. ¼ + ¾ = 4/4 or 1
larger than the denominator it must be 2.
Adding and Subtracting Fractions with
an improper fraction. different denominators
https://www.youtube.com/watch?v=ZhWt
NmNLhfw

Session Ordering Fractions Post – assessment

Thirteen Draw three pizzas on the board: one cut in
halves, the other in thirds and the last in
Learning quarters. Complete essential assessment fractions
Intention: Ask students to look carefully to see that the
to largest piece is a ½ and the smallest is ¼.
compare Discuss how looking at pictures can help
and order decide which fractions are bigger or smaller.
fractions Explain how looking at number lines can also
on a help. If the number is further to the right then it
number is larger. Invite students to look at examples.
line How could we draw these fractions? Look at
wholes versus parts of a whole.
Discuss comparing equal wholes.

Play the following ordering fractions game

http://www.ciese.org/math/activities/fractio
ndarts/FractionDartsWorksheetGame.html

Unit evaluation: What worked well Unit evaluation: What didn’t work well

https://www.youtube.com/watch?v=H_bNxoknPeo

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