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# Lesson 4

## Equivalent Fractions Revision

LEARNING AREA: Maths

Year Level: 5

## Date: 27th October,

2014
YEAR LEVEL STATEMENT:
The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an
integral part of mathematics content across the three content strands: Number and
Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies
reinforce the significance of working mathematically within the content and describe
how the content is explored or developed. They provide the language to build in the
developmental aspects of the learning of mathematics.
At this year level:
Understanding includes making connections between representations of numbers, using
fractions to represent probabilities, comparing and ordering fractions and decimals and
representing them in various ways, describing transformations and identifying line and
rotational symmetry
Fluency includes choosing appropriate units of measurement for calculation of perimeter
and area, using estimation to check the reasonableness of answers to calculations and
using instruments to measure angles
Problem Solving includes formulating and solving authentic problems using whole
numbers and measurements and creating financial plans
Reasoning includes investigating strategies to perform calculations efficiently,
continuing patterns involving fractions and decimals, interpreting results of chance
experiments, posing appropriate questions for data investigations and interpreting data
sets

ACHIEVEMENT STANDARD:
____________________________________________________________________________________

By the end of Year 5, students solve simple problems involving the four operations using
a range of strategies. They check the reasonableness of answers using estimation and
rounding. Students identify and describe factors and multiples. They explain plans for
simple budgets. Students connect three-dimensional objects with their two-dimensional
representations. They describe transformations of two-dimensional shapes and identify
line and rotational symmetry. Students compare and interpret different data sets.
Students order decimals and unit fractions and locate them on number lines. They add
and subtract fractions with the same denominator. Students continue patterns by adding
and subtracting fractions and decimals. They find unknown quantities in number
sentences. They use appropriate units of measurement for length, area, volume,
capacity and mass, and calculate perimeter and area of rectangles. They convert
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Lesson 4
between 12 and 24 hour time. Students use a grid reference system to locate
landmarks. They measure and construct different angles. Students list outcomes of
chance experiments with equally likely outcomes and assign probabilities between 0 and
1. Students pose questions to gather data, and construct data displays appropriate for
the data.

Learning Intention:

## We are revising our knowledge of equivalent fractions.

Success Criteria:

## I can find equivalent fractions using my number wall.

I can make equivalent fractions by multiplying

Content Descriptor:
Fractions and Decimals
ACMNA102: Compare and order common unit fractions and locate and
represent them on a number line.
Learning Objectives:
By the end of this lesson, students will have the knowledge, skills and
understanding to:

## Use hands-on resources to understand equivalent fractions.

Multiply to create equivalent fractions.

## Students have investigated equivalent fractions in Year 4.

Students have knowledge of number walls from their prior maths lesson.

Resources:

## Number Wall on Projector

Handmade class set of number walls with sliding spacer (as seen at the

## bottom of the document)

Maths Textbook: Page 24
Whiteboard
Wrap-up Questions and Pirate Box
Individual whiteboards
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Lesson 4

Classroom Arrangement:

Assigned seating.

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Lesson 4

Lesson Procedure:
Time
10
minutes

Time
30
minutes

## Lesson Introduction and Motivation

Remind students of the expectations for the
lesson and that there will be points
given for students who show positive
behaviour.
Refresh the students memories by referring
them to the number wall on the board.
Quiz the students by asking them to
find an equivalent fraction for 1/3, 4/8
and 4/10 and ask students to write
answer on their individual whiteboard.
Hand out the class set of number walls with
the sliders before moving onto
multiplying to create equivalent
fractions. Ask students to fold their
arms once they have received their
number walls.
Quiz students on some multiplication
questions and ask them to answer on
their whiteboards. When multiplying, do
the same to the numerator and
denominator.
Demonstrate with the number wall how the
students can find the answer.
Main Content and Procedure
Direct students to open their Maths text
book to page 24 and place their hands
on their head once they have done so.
Go through questions 3, 6 and 7 as a class to
clarify what the students are to do.
Allow students to start once the
intentions are clear. Refer the early
finishers to the to-do list.
Extension: For boys who finish first refer
them to the pirate box questions on the
board. They will understand the process
and the Pirate will be chosen to collect
the treasure (their answers)
Marking: Once all boys finish, ask the boys
to swap books and go around the room

Teaching Approaches
and Resources
Whiteboard
Projector
Individual whiteboards

Teaching Resources
Individual number walls
Maths Textbook

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Lesson 4

Time
5
minutes

## to answer the questions.

Finish Early? If we wrap up all of the
content with time to spare. Give the boys
the matching pizzas worksheet to complete.
Conclusion
Select a Pirate to collect the Pirate Box
Questions.
Ask 2 students to collect the number walls.

Teaching Resources
Individual number walls
Wrap up question sheet
and box.

Differentiation of Learning

Inclusion
o Walk around the classroom, monitor students progress and provide
assistance.
o Allow for peer assistance
Disruptions
o During this lesson boys may potentially be called to go to sporting
photos. To cater for this I will have a poster with the clear intentions
and steps to follow in the lesson. This will also be a guide for boys
who come back during class and are unsure of what to do.

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