Fractions

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

organi
sation
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
ways.
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
knowledge.
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
first.

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
page
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.
Make sheets Paper (A4)
 Students will work in pairs to make In pairs – the
each other work sheets. Students • It is about the person sitting
create simple fractions using circles, students knowing how next to them
squares and rectangles. They shade they make and
in a fraction of the shape and record represent a fraction
the answers on a different page. and put that meaning
They then swap sheets with a across on paper
partner and the other person
answers it.
Wide pop
5.3 Individual work sticks or
Fraction Kits (Grubs) at desks tongue
Students make the fraction grubs. • Teacher has a copy pressers
of what the students
do up on the smart
board
Organise and 6.1
practice Grubs Explore • Demonstrate how to Individual Students
6. Explore larger, Students explore using the grubs. find equivalent work, then individual
smaller and same They will explore how they work and fractions using the demonstration, grubs
fractions. how they could help the students. By grubs. then individual Smart board
finding and exploring equivalent • Give students time to work
fractions. explore.

6.2
Counters • Encourage the Individual work Counters
Students are given 20 counters of students to represent around 20 per
different counters. They are to work the figures in child (of 5
out how many are each colour. They different ways. different
are to represent this is a pictorial • Explain and colours but
and written way. The students order demonstrate large different
the fractions from smallest to and small fraction amounts of
biggest using the sheet (Appendix ordering on the each colour)
4). The students then find an board, but using Grubs
equivalent fraction using their grubs. different fractions.
Apply the idea 7.1
7. Using real life Class Activity • The aim of the Whole class Smart Board
problems students The students work as a whole class teacher is get the activity with
find the fraction and to work out the fraction of their class students think about the students
represent them in a that are eating an apple that day. what fraction would working on the
pictorial, With the teachers help the students be used. floor in front of
representational and use the “Maxs Toolbox” to display • Allow the students to the smart
written way. the pictures of if each student eats use the smart board. board.
an apple.

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
understanding.
 Individually at Sheets
desks (Building up
7.3 • Encourage the use of fractions,
Final Assessment task their fractions kits. Equivalent
Students will work individually to • The teachers aim is fractions,
complete the following worksheets, not to interferer with Matching
Building up Fractions, Equivalent the students while fractions
Fractions and Matching Fractions they are completing
(Appendix 6). the task. Students
The students can use their fraction • But if they ask for maths tool
kits to complete the answers. help ask open ended boxes

questions to guide (fractions)

their thinking.
 Introduction
Context of Unit:
This unit is based around a Year 4 class, although were I would teach it
is in a Year 4/5 class, as this is where I help in a school. This class is set
up in Year 4’s in their own area, which makes it easier to teach
mathematics in. The school is in a farming area situated on Lake
Albert, it is a small school with only 250 students from R to Year 12.
The class has many students from a farming or fishing back ground.
The students a mostly Anglo-Australian with a few Aboriginal students
in it.
There are a few students in the class which need special help as they
have learning difficulties, but these students participate in most
lessons with the rest of the class and do one on one work three times a
week. These students have their own mathematics booklets they go on
with. But the students with learning difficulties are encouraged to join
in the class based activity, the unit allows for group and class work as
well as hands on activities for these students.
The students in the class use their Maths Tool Kits in their mathematics
lessons as it allows them to complete the activities. These Tool Kits are
the students individual kits, they put them together throughout the
year when they have completed concepts, the kits are then taken
through their schooling until they are no longer required.

Previous Mathematics:
The students had been working on the concepts of whole numbers,
relationships between numbers and the number line of bigger and
smaller numbers. The students previously in the term before looked at
graphing and data. This included a quick look at percentages and half
numbers, but this did not include any detail.

Layout of the Unit:

The first section is the SACSA information and the unit description,
followed by outline of the sequence of teaching in relation to the cycle
of learning and assessment. The outline and specific activities planner
is in a table to make it easier to pick up and teach. There are 15
activities in the specific activities planner; this is so that if the students
have the knowledge already the teacher can just continue with the
lesson and if they do not they can spend more time on one activity.
This is also designed this way so if a relief teacher come in they can do
a previous activity and get an understanding of where the students are
up to. The conclusion follows then the resources and appendices.
 FRACTIONS

Unit Title: FRACTIONS Band: Primary Years Standard: 2

Year Level: 4 Term: 2 Length of Unit: 2 Week: 2 to 4

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

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

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
Areas. They continue to refine
their understanding of
relationships between numbers,
place value and proportion
(relating to 2.6).
 Outline of Teaching and Learning Activities

Cycle of Sequence of core teaching events

Learnin
g

Finding out 3. Questioning the students on whether there can be less

about the than a whole number.
learner 4. Assessing student’s knowledge of equal parts and
dividing numbers equally.

5. Exploring shapes, fractions through folding and working

Exploring the with solid materials.
idea 6. Students will make their fraction kit.

7. How to represent fractions in pictorial, representational

Getting the and written forms.
idea
8. Explore larger, smaller and same fractions.

Organise and
9. Using real life problems students find the fraction and
practice
represent them in a pictorial, representational and
written way (assessment)
Apply the
idea
 Conclusion
The assessment will include many different aspects; these are included below in a table.
Assessment
Criteria for Assessment strategy Who will Record of
assessm asse assessment
ent ss?
Students show Assessment of the Teacher Students will be
a final final lesson/activity. given a mark of
understanding Through the understanding but it
of fractions. worksheet and is not to be seen by
observation of the the student.
students undertaking
the activity.
Students feel Students In their books but
that they have At the end of each also the teacher
a better week the students write down what the
understanding write in their maths students do not
of the concept. books how they are understand and
feeling about the what they would like
topic, what they have to know.
learnt and what they
would like to learn.

Cross Curricular Links

Maths links:
Outcome 2.1 – Poses questions, explores pattern, and collects relevant
data. They record and represent the data, and also use data presented
by other.
Outcome 2.5 – Uses direct measuring strategies to represent,
communicate and record measurements graphically in symbols with
correct units and performs simple operations on measures.
Other Subject links:
Technology: Smart boards
English: writing journal
Art: pictorial form of communicating the askers and mathematical
concepts.

Benefits of the Unit:

This unit allows the students to explore shapes, fractions and gives
them an opportunity to build their knowledge on fractions. This unit
also allows the students to learn how to represent the fractions in a
written format which they might come across in their lives. This give
students the basic understanding of what it means and how it might
effect them in everyday life.
 Resources / Reference List
Books:
Bourne, J 1998, ‘Remedial Maths Series, for students aged 10+
requiring assistance in rational number skills – FRACTIONS’, Ready-Ed
Publications, Greenwood, WA.
Dunmar, B 2000, ‘Exploring Maths, Exploring fractions’, Blake
Education, NSW.
Dunmar, B 1999, ‘Exploring Maths, Number Games & Activities for 0-
10’, Blake Education, NSW.
Machi, J & Tilsley 1989, ‘Number, Space, Measurement – students
support materials: Modules 11 & 12’, Rigby Education, Victoria.
Way, C 2004,’Primary Mathematics – Book E’, R.I.C Publishing.

Websites:
Banfil, J 2006, ‘Fractions – Table on contents’, viewed 10th April 2009,
<http://www.aaamath.com/fra.html>.

Work Sheets:
Rogers, A 2009, ‘EDUC 4151 Workshop 6. Make your own fraction kit
with Bremex square and circles’.
Hood, K 2009, Tool Kit pieces.

Teaching Resources needed to teach Unit:

A3 paper (1 per group)
Textas
Little packets of M&M’s (30)
Shapes page
Scissors
Mirrors
Paper, both square and circle
Scissors
Shapes page
Paper, square and circle
Fraction chart page
Worksheet
Individual fraction kits
Wide pop sticks or tongue
pressers
Counters
 Appendix 1

Cut out Fold Draw mirror lines

 Appendix 2
Maths Kit
The Maths Tool kit/box is the resources that the students make
throughout their maths lessons. This can be stored in the classroom
and used in their maths lessons. I have see the Tool Kits in pencil
cases, bags and video boxes. I have found for storage in the classroom
video boxes are the best as each student has their own with their
name on it and it can just sit on the shelf until the maths lesson. All of
the things in the fraction kit need to be laminated so they can be used
in years to come and so that they can draw on them.
The pictures below show an example Tool Kit.

The Contents includes:

Clock faces Ruler
Grid Tanagram
Addition and multiplication chart Money
(blank) Cards
Graphing layout Tape Measure
Times tables Small white board marker and
Protractor cleaner.
This is the contents before the fraction unit. During the fraction unit the following
would be included into the kit:
Equivalent Fraction chart (2, 1 cut up, 1 not)
Grubs
Circle and square fractions (1/2, ¼, 1/8, 1/3, 1/6, 1/12)

Included on the following pages are a copy of the items in the tool kit
(photocopied), the Equivalent Fraction chart and the Square and Circle Fraction
kit.