Year

Topic

Term

Weeks

5/6

Fractions

5&6

Content Strands
Number and Algebra
Measurement and Geometry
Statistics and Probability

Content Descriptions
Grade 4
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)
Grade 5
Compare and order common unit fractions and
locate and represent them on a number line
(ACMNA102)
Investigate strategies to solve problems
involving addition and subtraction of fractions
with the same denominator (ACMNA103)
Grade 6
Compare fractions with related denominators
and locate and represent them on a number line
(ACMNA125)
Solve problems involving addition and
subtraction of fractions with the same or
related denominators (ACMNA126)
Find a simple fraction of a quantity where the
result is a whole number, with and without
digital technologies (ACMNA127)

Learning Intentions
Students will be able to count, compare
and order common unit fractions and
locate them on a numberline. (Grade 5)
Students will be able to compare
fractions with related denominators and
represent them on a numberline. (Grade
6)
Students will be able to solve addition
and subtraction of fractions with the
same denominator. (Grade 5)
Students will be able to solve addition
and subtraction fraction problems with
the same or related denominators.
(Grade 6)
Students will be able to solve problems
where they are asked to find a simple
fraction of a quantity where the result
is a whole number. E.g.
20 x

2
5

=8

1
4

of 16 = 4,

Success Criterion
I can efficiently count, compare
and order common unit fractions.
I can use a numberline to locate
common units of fractions.
I can efficiently compare fractions
with related denominators and
represent them on a numberline.
I can solve addition and
subtraction fraction problems with
the same denominators.
I can solve addition and
subtraction fraction problems with
related denominators.
I can solve problems where the
equation asks for a fraction of a
whole number and the answer is a
whole number.

Lesson Focus

Tool Time

(What do you want the students

A short sharp task relating to fluency in mental

Students work in pairs, small groups or

Student Learning Activity

*What do you now know about...?

to come to understand?)

computation.

individually.

*How is this different/the same?

Problem Solving

Session 1
Fractions revision
Warm-up:
I have, who has..

1.

Present a problem.

2.

Discuss the language.

3.

Decide on strategies

4.

Explore the problem

5.

Share strategies used

6.

Identify Mathematical skills/knowledge

Teacher may need to provide enabling or

extending prompts to enhance student learning.

their maths book.

Explain a whole cake is equal to 1.

Continue to cut the cake into various fractions:

1
.
16

Here are some interactive games that will help

students to recognize parts of a whole.
http://nlvm.usu.edu/en/nav/frames_asid_103_g
_1_t_1.html
http://www.sheppardsoftware.com/mathgames/f
ractions/memory_fractions1.htm

of pieces that make up a whole.

Write the fractions on the board as you go. Once
completed ask the children what is the top number
known as and what is its role? Then ask what is the
bottom number known as and what is its role?
If I was to continue to cut the cake into equal pieces
what would be my next fraction?

Numberline
Warm-up:
Multo
The game uses all of the 100 flash
cards with the basic multiplication
facts 0x0 to 9x9. Players get to

Draw a long numberline on the board from 0 to 1.

This website helps to identify the equivalent

Provide students with cards that have common

fractions on a fraction wall.

fractions written on them and some of the fractions

http://www.mathsisfun.com/numbers/fraction-

from the previous days activity. Have students place

number-line.html

their fractions onto the numberline.

This website helps to explain equivalent

Discuss how do you know where to place your

fractions.

fraction? Passed knowledge, bigger, smaller,

http://www.mathsisfun.com/equivalent_fractions

numerator, denominator. (Students record the

.html

completed numberline in their maths book).

Interactive games to consolidate fractions on a

numberline:

make their own boards by writing

16 different numbers into the

*What did you discover in Maths today?

*Explain to me what you are thinking

I have here? A: A cake

Discuss the various portions, highlighting the number

Equivalent Fractions &

*How did you work it out?

*How would you use this concept again?

Students will need to record the learning into

How would I write this as a number?

Session 2

*When have you used this before?

completing this task?

both, begin the discussion with the question, What do

1
,
8

*When could you use...?

*What advice would you give another student

Using a bought cake either round or rectangular or

1
1
,
,
2
4

Share/Reflection

Ask 3 chn to stand at the front of the class and then

http://www.visualfractions.com/FindGrammy/fin

squares of a 4x4 grid. The aim is

to complete a full row, column,
diagonal, or 4 corners of the
board.

ask

1
3

to bob down. What is the solution and how

did you work it out? Ask six chn to stand at the front
of the class and then ask for a third to bob down.
What is the solution and and how did you work it out?
Ask nine students to stand at the front and have a

1
3

bob down. What is the solution and how did you

dgrammy.html
http://www.visualfractions.com/FindGrampy/find
grampy.html
http://www.mathsisfun.com/numbers/fractionsmatch-frac-line.html
Interactive games to consolidate understanding
of equivalent fractions:
http://mrnussbaum.com/pizza_game/
http://www.funbrain.com/fract/index.html

work it out?
Is there something common that you notice with each
group?
What is happening with each group?
Do you know what this type of fraction is called?
Write each third on the board to demonstrate the
equivalent fractions.
Write the fractions that have been investigated and
have individuals place the fractions onto the
numberline.
Repeat activity using 4 chn then 8 and asking each
time for

3
4

of the group to bob down.

If 16 chn stood at the front, how many chn would bob

down if I asked for three quarters to bob down.
How would you work this out? Add the fractions to
the numberline.

Have students do five equivalent fractions for

each of these examples:

3
,
5
5
8

5
,
7

9
,
12

4
,
6

Activity sheets available in folder:

Equivalent Fractions (Easy)
Equivalent Fractions (Medium)
Equivalent Fractions (Hard)

6
,
10

Session 3
Simplifying Fractions
Warm-up:

Ask the students if they would want to have 2/8 or

Interactive website for simplifying fractions.

4/16 of the cake? Have the students raise their

May be a bit challenging for the low students.

hands to which portion they would rather have of the

http://www.math-play.com/simplifying-fractions-

cake. Ask the students to explain their reasoning

game/simplifying-fractions-game.html

behind choosing which portion they want of the cake.

If you have the rainbow fractions in your maths tub,
take them out and put 2/8 along side 4/16. Ask what
can you see? They should be able to tell you that they
are equal.
Put some examples on the whiteboard such as 2/4,
6/8, 4/12 and explain that we are going to investigate
simplifying fractions. To be able to do this both the
numerator and the denominator have to be divisible
by the same number.. An easy way to do this is to list
all the factors for both the numerator and the
denominator.
E.G. 4/12
Factors for 4= 1, 2, 4
Factors for 12= 1, 2, 3, 4, 6, 12
Now compare the factors and find all the numbers
that each number has in common. 2 and 4 are in both
factors of the numbers. Explain to them that you can
use either number, but to find the fraction in
simplest form, use the biggest common factor.
Now divide each part of the fraction by the common
factor. You must divide the numerator and
denominator by the SAME number. So 4 / 4 = 1 and 12
/ 4 = 3. So now the reduced fraction will be 1/3.
4/12 = 1/3

http://www.math-play.com/baseball-mathsimplifying-fractions/simplifying-fractionsgame.html
This website helps to explain simplifying.
http://www.mathsisfun.com/simplifyingfractions.html
Youtube clip to help explain simplifying.
https://www.youtube.com/watch?
v=ApoOgWRsobw
Activity sheets available in folder:
Simplify fractions (Easy)
Simplify fractions (Medium)
Simplify fractions (Hard)

Count by halves/thirds/quarters

Session 4
Adding fractions with
the same or related

from 3 to 10.

Students need graph paper.

You have shown me that when this
window is the whole, you can write
down and work out lots of fraction

denominator.

= ?/? + ?/? + ?/?

Warm-up:
Around The World

What might the missing numbers

Students sit in a circle and a

starting person is selected. The
starting person stands behind
the student next to him or her.
The teacher holds up a flash

On your graph paper draw a window and

Rectangle Fractions (Lesson 77 -

2/5 +

Maths 300)

answer first moves on to

Look at this array. What do the

students see? (a window)

sitting student says the answer

work backwards.

be?

card. The student to say the

challenge the next person. If a

sums. Now I want to see if you can

first, the students switch spots.

There is a pdf in the

its panes which could help us work out:

Explain how you worked it out to a

colleague.
Discuss method.
Students draw another window on the

multiplication folder on on
Glen 2014 maths- multiplication.

graph paper and work out an addition

(BWFlashcards 0- 12)

problem. Give it to a colleague to work

out.
Students can write all the fraction
sentences they can 'see' in the window, eg:

one half equals three sixths

one third equals two sixths
two thirds plus one sixth equals five sixths
one half plus one third equals five sixths.

Use Maths 300 Software Library to

demonstrate the arrays.
Session 5
Subtracting fractions
with the same or
related denominator.

Count by halves/thirds/quarters

What fractions have a

from 45 to 53

difference of ?

The answer is 3/7. What might

Do students use equivalence for

Warm-up:

the question be?

this
e.g. I know is 6/8 so 7/8 - is

Encourage students to use

subtraction as well as addition

Students can use the graph

paper from yesterday to
visualise the subtraction.
Then students can make up their
own subtraction problem to give
to a colleague to work out.
Encourage the students to use
fractions that have related
denominators.
e.g. 7/9 - 4/6
They need to work out the
answer themselves before they
give it to a colleague