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Language: whole, equal parts, half, quarter, eighth, third, sixth, twelfth, fifth, tenth, hundredth, thousandth, one-thousandth, fraction, numerator, denominator, mixed numeral, whole

number, number line, proper fraction, improper fraction, decimal, decimal point, digit, place value, decimal places.

Outcomes: Indicators:

MA3-1WM describes and represents mathematical situations in a variety of To identify, explore, and order common unit fractions.

ways using mathematical terminology and some conventions To apply knowledge and understanding of fractions to a real-world context.

MA3-3WM gives a valid reason for supporting one possible solution over To visually represent common unit fractions using area models.

another To identify and compare the value of fractions by reducing fractions to their lowest terms,

MA3-7NA compares, orders and calculates with fractions, decimals and and identifying equivalent fractions.

percentages To locate and represent fractions on a number line.

Activities Modifications/Extensions Resources Assessment

Focus: Unit fractions. - More capable students will be encouraged to Fact file Collect and mark student

- Discuss the definition of a unit fraction and go through some examples. Use these choose their own fraction for the fact file worksheet fact file worksheets.

unit fractions to recap the terms numerator/denominator, and how to represent a worksheet.

fraction using an area model. - Struggling students may pair up with early Whiteboard

- Ask students can you suggest any real-life applications of unit fractions? Brainstorm finishers or more capable students to complete

answers on whiteboard. the fact file worksheet.

- Teacher gives each student a unit fraction to complete a fact file worksheet, where

they need to identify the numerator and denominator, write down an everyday The Modifications/Extensions column that

application of the given fraction, compare their fraction with the fraction of the accompanies each activity of this Mathematics

person next to them, and draw a visual representation of the fraction using an area Unit on Fractions successfully meets the

model (Zhang et. al., 2015). requirements of Standard 1.5 Differentiate

teaching to meet the specific learning needs of

students across the full range of abilities by

ensuring that the learning needs of both capable

and struggling students are catered for. The

modified/extension activities set ensure that all

students are constantly being mathematically

challenged when completing the set activity.

Focus: Equivalent fractions. - More capable students will be encouraged to Equivalent Teacher checks students

- Each student is given an equivalent fraction card and are to find their fraction show their working out and share their answers fraction have grouped themselves

family those who have a fraction equivalent to theirs. with the class. cards correctly.

- They then sit in a circle and identify which fraction out of the family has been written

in its simplest terms, and this person must sit in the middle of the circle.

- Teacher prompts questions: which strategies did you use to find your equivalent

fraction family members, and which strategies did you use to determine which family

member has the simplest terms fraction?

Focus: Identifying and comparing the value of fractions. - For struggling students, teacher can choose the Corner Formative assessment:

- Place posters in corners around room that say: less than , exactly , between fractions cards they are given. posters teacher will observe as

and 1, exactly 1, more than 1. - Extension: students order themselves in front students choose a poster

- A fraction card is given to each student, students think about the value of their of the classroom, from smallest to largest Fraction to stand by based on their

fraction in terms of which poster it best represents, and they then stand by the poster fraction card, and can then answer the cards given fraction.

(teacher models this task using an extra fraction card). following question in their books: how can

- Once all students have arrived at their poster, teacher poses questions, why do you you determine if a fraction is between 0 and

think your fraction belongs there?, what does your fraction mean?, and can you and between and 1 (a whole)?

prove your thinking?.

Focus: Locating/representing fractions on a number line. - The number line may need to be provided for Whiteboard Summative assessment:

- Teacher makes a connection between the poster activity in previous lesson, and a struggling and/or slow working students. teacher will collect

number line by drawing a number line on the whiteboard, and marking the - The number of fraction cards in a set may need Sets of student books to

benchmarks, 0, , and 1. to be limited for some students, or they may fraction determine if they could

- Teacher discusses with class where the fraction cards from the previous lesson would need to be given fractions with the same cards successfully order the

be located on the number line, and asks students to come up and record when they denominator, to simplify the task. fractions on a number

would belong on the number line. - Extension: students create more fractions to line.

- Students are given a set of fraction cards and will need to draw a number line in their add to the number line, providing reasoning.

books, label the benchmark fractions, and glue the fraction cards in order on the

number line.

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