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Maths Lesson Plan

By: Isabella Hands and Breanna Sykes

Year level:
Level 4
Lesson Focus:
Investigate equivalent fractions used in contexts
Lesson Duration:
45 minutes
Learning Outcomes:
Students will identify, explore and create equivalent fractions.
Links to the Victorian Curriculum (VCAA):
Investigate equivalent fractions used in contexts (VCMNA157) (Victorian Curriculum and
Assessment Authority, 2016)
Students Prior Learning:
We can assess the students prior learning through the tuning in activity, as we can identify the
strategies students are using to answer the question. This is why we have made the question
open-ended, as there will be more than one acceptable answer. Therefore, allowing the
students to showcase what they are capable of. Students in Level 3 are expected to learn and
then be able to: Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their
multiples to a complete whole (VCMNA136). You will also need to consider if it will be
necessary to refresh the students memory on the terminology that will be used within the
lesson, such as common denominator or equivalent fraction. As they will have learnt it before
but may need to go over it again.
Teaching and Learning Preparation:

Devices- computer, tablet or a projector. Teachers can project the activity on the smart
board and the students can draw the grid up, which means they do not need all devices
to complete the activity. Also make sure the students set up the device with the
learning object open, so that once you have finished explaining the activity they can
begin straight away.

Paper, coloured pencils/markers and ruler (if students are drawing their own grids)

Design your own park (Level 4, 5 and 6):

http://www.scootle.edu.au/ec/viewing/L121/index.html

Students maths book: use to show workings out and demonstrate their
understandings.

Teaching and Learning plan:

Lesson Phase
Orientation /Introduction

How will you motivate and

explain the learning

add to give what might those two fractions be?

that all of the students know the question).

learning experiences.

Ask a student to state the question (further ensuring

students know what the question is).

not give them any directions or suggestions on how
to do it. You want to know what the students can do
and work it out for themselves so you can assess their
prior learning (Sullivan & Lilburn, 2004).

Refresh students on terms that will be used

throughout the lesson, such as equivalent fractions
and common dominator.

Teaching strategies/

Learning Activities

strengths.

Open ended questioning.

students be engaged in to

Authentic choice- choose what the last fractions will

outcomes?
How will you cater for a

be.

Intrinsic motivation.

diversity of learning needs?

How will you manage

transitions between various

lesson phases/activities?

fractions, and common denominators.

summative assessment

this lesson?

a park instead as that is aimed at Level 3 and 4

which may help them refine and revise their skills.

Students need to show their working out/thinking on

a separate piece of paper, whilst designing the park.

They will record the steps they took when solving

the problems within the game as evidence of their
thinking and to prove that they understand.

The game will give students the confidence to take

risks and have a go as they progress to the next step,
if they can identify a common denominator for two
fractions.

They will be intrinsically motivated to complete the

task as they will get their own individual park to
print off and share with the class, and will be excited
to be working with a game in Maths.

The game allows them to make their own choice in

how they will finish designing the park, after they
have answered the questions requiring them to
identify common denominators.

Conclusion /Closure

lesson and share one of the parks they designed.

They can explain the fractions they used and the

How will you capture the

main ideas of the lesson?

What kinds of questions

class.
This helps the students identify different strategies
they can use by listening to what their peers have
achieved and how.

Also consider:

improve in or what the class as a whole may need to

students learned?

focus on.

How will you include the

form of reflection.

student voice in
assessment?

Ask students to give thumbs up, down or to the side

in order to visually gauge how they felt about the
lesson.

References:

Education Services Australia Ltd. (2013, September 20). Design your own park. Retrieved
May 1, 2016, from Scootle: http://www.scootle.edu.au/ec/viewing/L121/index.html
Sullivan, P., & Lilburn, P. (2004). Open-Ended Maths Activites (Second Edition ed.). Soth
Melbourne, Victoria, Australia: Oxford University Press.
Victorian Curriculum and Assessment Authority. (2016). Level 4 Mathematics. Retrieved
May 1, 2016, from Victorian Curriculum:
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCMNA1
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