Thursday 26th

Numeracy

Lesson duration: 1.5

Class/group: 2,
Stage: 1&2
hours
3, 4
Prior knowledge
Resources:
Year 2
Fluency identifying and modelling common fractions
Counting
Calculators
Workbooks
Pencils
Place value tenths, hundredths, thousandths
Explicit modelling/instruction Team groupings
Ordering decimal numbers
Whiteboards
Whiteboard markers/erasers
MAB magnets
MAB blocks
Dice
Maths Journal activity
Cut and paste activity
Partner question/ answer
Maths Activities
Fraction/decimal worksheet
Tangram puzzles/ Decimal UNO
Bingo/Calculator Challenge
Laptops
Math games
Syllabus strand/sub strand
Syllabus content description/outcome
Fractions and decimals
Year 2: Recognise and interpret common uses of
halves, quarters and eighths of shapes and
Unit/lesson title: Fractions and Decimals

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Thursday 26th

Time

Numeracy

Content/learning experiences

collections (ACMNA033)
Recognising that sets of objects can be
partitioned in different ways to demonstrate
fractions
Relating the number of parts to the size of a
fraction
Identifying numbers using MAB models
Year 3: Model and represent unit fractions including
1/2, 1/4, 1/3, 1/5 and their multiples to a
complete whole (ACMNA058)
Locating unit fractions on a number line
Recognising that in English the term one third is
used
Year 4: Recognise that the place value system can be
extended to tenths and hundredths. Make
connections between fractions and decimal
notation (ACMNA079)
Using knowledge of fractions to establish
equivalences between fractions and decimal
notation
Teaching
Class
Assessment
strategies
organisation
techniques

Introduction
10 min

Students will be instructed to gather the

materials they need for their counting fluency
task prior on entering the classroom, this way
they should be prepared and ready to begin

Individual work

Independent

Recording
progress/
development

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Thursday 26th

Numeracy

straight away.
Students will spend 5 10 minutes
practicing and developing their number
fluency when counting forwards or
backwards using their number goal.
Students will self-correct their answers,
they can swap with a partner as well as
recite their counting to me as I make my
way around the classroom.

15 min

Body
After completing the fluency task students will
be instructed to place their work away and find
a seat on the floor.
Today we are learning to identify decimal
numbers/fractions in number sequences
and patterns.
We have looked a lot at decimals this
past week identifying and ordering
along number lines
In our small teams that we worked with
when we made the riddles we are going
to work together to establish our place
value numbers, fractions, number
sequences, number patterns and mixed

Explicit
Instruction

Whole class on
the floor/ spaced
in groups around
the classroom I
need to be able
to see you

Questioning

Discussion

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Thursday 26th

fractions.
Together as a team you will take turns to
write down the answer to the question
remembering to pay close attention to
the numbers place value what column
does it fall under?

25 min

30 min

Students will work in small groups answering

and assisting one another as they practice and
demonstrate their knowledge and a range of
skills that have been revisited and developed
throughout the week. We will self-correct as we
go, providing feedback for common
misunderstandings.
Once students have demonstrated a sound
understanding of their place value numbers
and fractions we will follow with a cut and
paste activity where students will consolidate
what they have just been working on, this time
working in pairs.
- Retrieve any possible distractions whiteboards and markers
I will model how the activity will work,
demonstrating what it will look like in their
workbook as well as what it should look and
sound like when working with their partner.
During this time I will work with the grade

Numeracy

Group work

Group work

Depth of
responses
Providing
feedback

Partner work

Modelling

Whole class
Observation
Questions by
students

Peer/ group work

Group work in an
area of their
preference (e.g.
floor, table,

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Thursday 26th

twos (Tom, Sam, Mat and Ashton together

we will work closely with MAB blocks and
throwing the dice activity.

10 min

Once students have successfully completed

the activity they will work in their small groups
on targeted math activities where they will
continue to practise, develop and extend their
mathematical knowledge and skills.

Before they break away into their groups,

I will explain the activities, as there will
be a couple of new ones and check for
Discussion/
understanding before sending them
Consolidation
away.
task

During this time I will make my way

around the classroom working closely
with small groups and assisting those
who need help.

Numeracy

couch etc)

Observation

Whole class
Depth of
responses

Conclusion
Pack up/ Maths tiggy
If time is limited we will have a class discussion
about what they found good and what might
still need work on.

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