Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Year 4 Time: 9:45-10:30am Date: 17/06
Students’ Prior Knowledge:
Learning Area: Mathematics
• Students model and represent unit fractions.
Strand/Topic from the Australian Curriculum:
• They recognise the connection between addition and
Year 3 Number and Algebra subtraction and solve problems using efficient
Fractions and decimals strategies for multiplication.
• Model and represent unit fractions including ½, ⅓, ¼, ⅕
and their multiples to a complete whole. • Recognise and interpret common uses of halves,
(ACMMA058) thirds, quarters and fifths of shapes and collections.

(Revision from Year 3 Fractions – Working towards Year 4)

Year 4 Number and Algebra

Fractions and decimals
• Investigate equivalent fractions used in contexts.
(ACMNA077)

• Count by quarters halves and thirds, including with mixed

numerals. Locate and represent these fractions on
a number line.
(ACMNA078)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures

Proficiencies:(Mathematics only) Understanding and Fluency

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Define fractions, and illustrate/write at least three examples of known fractions, in their Mathematics books
(modelling and representing unit fractions and their multiples).
 Solve problems (‘Bingo’) involving unit fractions and their multiples with shapes.
 Work cooperatively, as a pair, in a class game of ‘Fraction Bingo!’

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Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

• Bingo sheets x15 (paired) • Student A* — Dyslexia and Communication Disorder

• Groupings chart (mixed abilities)
• Grouping cards x30 Student A is basically non-verbal, covering his mouth
• Raffle box and mumbling when talking. His reading level is around
• Raffle tokens pre-primary, with his writing basically nothing.
• Tokens (x15 per sleeve) Student A requires one-on-one support, often
• Fraction definition requiring a teacher to scribe for him, however he needs
• Kahoot (x10 questions) to work for it. Thus, he will be placed with Student B
• Student whiteboards x5 for this lesson (A/B Mathematics student) to help scribe
• iPad per pair (same pairing as Bingo) and peer teach him.
• Checklist – anecdotal notes Similar to Student C, I will be positioned nearby, at all
times, to promptly address any concerns or questions.

EXTENSION • Student D* (High-Functioning Autism)

- No extension task required: Whole-class lesson Student D often requires reminders to settle down due
to over-excitement. When disengaged, he may wonder
SUPPORT around the classroom. In this circumstance, Student D
- Extension students are placed with support students is reminded to participate fully in the task, seated close
during Bingo and Kahoot to myself, and be encouraged to provide input during
(Pre-determined) group discussions.
He has been placed with Student E, as to assist her
when needed. She will ensure he stays on task.

• Student F* (Intellectual Disability)

As Student F often requests for clarification on tasks
(struggles with comprehension), she will be seated
near myself/the whiteboard so that, if needed, one-on-
one teaching/support can be provided during this small
group activity. As she needs to be pushed academically
in the classroom, asking her to lead a discussion may
prove worthy in building her communication skills.
Student F is placed with Student G, as Student G
has been displaying a strong degree of support for
Student F, proving that he is capable of and willing to
peer teach.

• Student C* — Dyslexia and Dyscalculia

Student C struggles to read and write. Academically,
she sits around the Year 1 level. Student C may need
assistance with reading high-syllabic words or may
seek regular reassurance when completing the task. To
adequately provide for her learning needs, I will be
positioned in an area that allows me to assist her when
requested or needed. Student C may need to be
pushed academically in this task, and will be
encouraged to work independently for the majority of
the session to develop her academic autonomy.

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LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

A checklist will be used to determine if:

• Students were able to define fractions, and illustrate/write at least three examples of known.

• Students were able to identify that fractions can be represented in different ways, through think-pair-share.

• Students were able to work cooperatively, as a pair, in a class game of ‘Fraction Bingo!’.

• The above lesson objectives were attainable for students, and the manipulatives were relevant. This can be
analysed through assessment.

- An assessment checklist (of the lesson objectives) is attached to this lesson plan.

Teacher self-reflection and self-evaluation:

Notes will be kept on:

• Whether or not questions asked by students, regarding the activities or content, were answered and validated.
Checking for understanding is essential here.

• Whether or not the questions asked of the students were too difficult. This can be analysed by the flow of discussion
– were students confused by the question and unable to develop an answer, was discussion required.

• If the momentum or pace of the lesson was too fast or too slow. Students can become disengaged when the flow is
interrupted or if the pace is too slow/fast. Pay close attention to this.

• If students who completed the task early were given additional activities or tasks, or to even assist less able
students, and if the students who struggled were given additional guidance by their peers or teacher.

• If the students at educational risk were adequately provided for.

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

Mr Nick Magry – Year 4(C) Mentor

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time
WALT – Define fractions.
WALT and WILF pre-
- Write three examples of fractions you know.
written on whiteboard
- Work cooperatively in a game of Bingo!
Whiteboard markers
WILF – Definition of fractions.
- Three accurate examples.
- Sportsmanship and support.

9:45- BRAINSTORM / RECAP

9:55am Motivation and Introduction:

(5mins) 1. Introduce the WALT and WILF.

Remind students that they have visited fractions earlier this year, as well as
last year.
• Briefly brainstorm what they already know: Whiteboard
- What does the word ‘fraction’ mean? Whiteboard marker
- List down three examples of fractions that you know. Definition
- To extend yourself, try to draw these out.
• Think-pair-share

2. Inform students that they have previously looked at fractions in four

different ways:
- Fraction as a written fraction
- Fraction as a shape
- Fraction as a collection
- Fraction as a percentage
• Ask students to brainstorm what each of these four types of fraction
representations would look like. Understanding: Representing unit
fractions.
• Group discussion

3. Count down and ask for feedback

• Wait until 90% of students have their hands raised.
- What do you think each of these representations of fractions look like?

4. Use the answers from students to formulate a graphic for each type
• Wait time * * * increase by 20 seconds

9:55- GROUPING ACTIVITY AND BINGO

10:20am Lesson Steps (Lesson content, structure, strategies & Key Questions):

1. Explain to students that in their iPad pigeon holes there are grouping cards Grouping cards x30
(25mins) with either an image of a fraction (shape) or a written fraction. Pre-determined
• They will then be asked to find their partner with the same colour as them – groupings
e.g. if the shape is coloured in pink, they need to find someone whose written
fraction is written in pink.

2. Send each group individually to retrieve cards to reduce chaos and noise.

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3. Allocate several minutes for students to find their partner and sit down at a
group together.

4. Ask students:
- What is similar about your card and your partner’s card?
• Wait time

5. Re-introduce the term ‘representations’.

6. Ask the class:

- What pair has 3/6 and 2/4?
• Write and draw these fractions on the board.
- What is similar between these two fractions?

7. Introduce the term ‘equivalence’.

Fluency: Recalling multiplication facts.
• Inform students that they will be looking at this term throughout this week,
and it may arise in the next activity – BINGO!
Bingo sheets x15
8. Have student helpers (Student X and Y*) hand one Bingo page to each Tokens x14 each pair
pair, as well as 14 tokens each (plastic sleeves).
- Has everyone placed Bingo before?
- Who has not played Bingo before and needs the rules explained?
• Explain rules accordingly

9. Teacher will ask one student at a time to pick a card from the raffle box, Raffle box
without looking Fractions cards
• This card will show a written fraction
• Place the card on the whiteboard and work through, as a class, how this
fraction might be represented as a shape

10. Work through 5 practice rounds to get used to the game and expectations
Finished tray
11. Once completed, and a pair has won, ask one person from the pair to
Token jar
place their Bingo sheet at the back of the room (finished tray) and the other
person to place the tokens back into the token jar

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CONSOLIDATE UNDERSTANDING THROUGH DISCUSSION

Lesson Closure:(Review lesson objectives with students)
10:20-
1. Ask students to sit back at their desks.
10:30am
• Call each group, based on good behaviour, to retrieve their iPads from their Student iPads
pigeon holes
• Re-state the iPad rules and regulations:
(10mins)
- No opening unless I approve
- Only on the applications that I instruct
- iPads will be confiscated if used inappropriately or against teacher’s word

2. Students will be asked to open the Kahoot application (Safari or Kahoot quiz
downloaded application)
• Sign in using the ‘Game Pin’
• Type in name (no silly names)

3. Inform students that this Kahoot will be a quiz on fractions – what was
learnt today.
• Remind students that the questions have a timer

4. Once the Kahoot has ended, and stars have been given, students are to
close their iPads, pack them away, as well as their Mathematics book, and sit
quietly at their desk to wait for the recess signal

COLLECT EVIDENCE
Transition: (What needs to happen prior to the next lesson?)

1. Collect students’ Mathematics books for assessment.

CHECKLIST
Assessment: (Were the lesson objectives met? How will these be judged?)

- An assessment checklist (of the lesson objectives) is attached to this Checklist attached
Post- lesson plan.
Lesson

School Curriculum and Standards Authority (2014) Western Australian curriculum: Mathematics.
Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/mathematics-v8

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