Good

- Correctly evaluated addition operations involving fractions

- Showed conceptual understanding of such operations and the need to have the
same base denominator to add fractions
- Displayed clear, easy to follow working out showing a strong ability to simply
fractions to their lowest common
- Strong multiplication skills and number facts

Needs improving
- Multiplication operations involving fractions
- You followed the procedure for adding fractions instead of multiply
- No need to find a common multiple for the denominator.
- For multiplying fractions, you can just multiply the numerators, the denominators
then simply using common multiples

Ways to improve
-revise step by step operations involving multiplications fractions and undergo further
practice on examples involving such operations

Warm up
-In pairs students use their previous knowledge to outline each step by step procedure for
both addition operations involving fractions and multiplication operations involving fractions
separately.

Learning intentions
Success Criteria

Body of Lesson
In same pairs, students will create a Venn diagram to compare and contrast the similarities
and differences between both operations.

Following explicit teaching/gradual release model

Teacher correctly displays the step by step process of multiplication operations involving
fractions (I do)
-whole class

We do (if required depending on students ability and confidence in evaluating the given
examples independently. Can be done individually or in groups)
Students take a more active role in the next example

You do
Students complete further questions involve multiplication operations with fractions
Closing activity
-As a class, teacher provides worked solution worksheet, students self-mark their answers
and provide their worksheet with a score and feedback.
Teacher collects worksheets and analyses the student data to assess the learning of the
student.