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The
proficiency
strands
Understanding,
Fluency,
Problem
Solving
and
Reasoning
are
an
integral
part
of
mathematics
content
across
the
three
content
strands:
Number
and
Algebra,
Measurement
and
Geometry,
and
Statistics
and
Probability.
The
proficiencies
reinforce
the
significance
of
working
mathematically
within
the
content
and
describe
how
the
content
is
explored
o r
developed.
They
provide
the
language
to
build
in
the
developmental
aspects
o f
the
learning
of
mathematics.
At
this
year
level:
Understanding
includes
connecting
number
representations
w ith
number
sequences,
partitioning
and
combining
numbers
flexibly,
representing
unit
fractions,
using
appropriate
language
to
communicate
times,
and
identifying
environmental
symmetry
Fluency
includes
recalling
multiplication
facts,
using
familiar
metric
units
to
order
and
compare
objects,
identifying
and
describing
outcomes
of
chance
experiments,
interpreting
maps
and
communicating
positions
Problem
Solving
includes
formulating
and
modelling
authentic
situations
involving
planning
methods
of
data
collection
and
representation,
making
models
of
three-dimensional
objects
and
using
number
properties
to
continue
number
patterns
Reasoning
includes
using
generalising
from
number
properties
and
results
of
calculations,
comparing
angles,
creating
and
interpreting
variations
in
the
results
of
data
collections
and
data
displays
Lesson
One
Time
Allocated:
60
mins
Lesson
Title:
Equal
Parts
Curriculum
Links:
Number
and
Algebra
Fractions
and
decimals
Model
and
represent
unit
fractions
including
1/2,
1/4,
1/3,
1/5
and
their
multiples
to
a
complete
whole(ACMNA058)
General
Capabilities
Numeracy
Using
fractions,
decimals,
percentages,
ratios
and
rates
Learning
Objectives
By
the
end
of
this
lesson
students
will
have
the
opportunity
to
demonstrate
their
ability
to:
Identify
the
numerator
and
denominator
Recognise
fractions
as
equal
parts
of
a
whole
Identify
the
importance
of
equal
parts
Resources
The
following
resources
will
be
required:
Playdough
Whiteboard
and
markers
Equal
Parts
Worksheet
Individual
students
work
books
Student
Prior
Knowledge
Prior
to
this
lesson,
students
already
understand:
Recognise
and
interpret
common
uses
of
halves,
quarters
and
eighths
of
shapes
and
collections
Lesson
Procedure
Motivation
and
Lesson
Introduction
Gain
students
attention
Ask
students
what
they
think
a
fraction
is
Get
students
to
open
to
a
new
page
in
their
books,
write
a
date
and
the
title:
FRACTIONS
Write
a
definition
of
a
fraction
on
the
board
and
ask
them
to
write
into
their
books.
o Definition:
A
fraction
shows
parts
of
a
whole.
Write
1/2
on
the
board
and
ask
class
what
the
top
number
and
the
bottom
number
are
called
and
label
the
fraction
on
the
board
with
numerator
and
denominator
Ask
students
to
copy
the
fraction
with
the
labels
into
their
books
Ask
students
if
anybody
can
show
us
what
a
half
of
a
pizza
looks
like.
Get
a
volunteer
to
come
up
and
draw
on
the
board
and
thank
them
and
return
to
seat.
Ask
them
why
it
looks
like
that
Draw
another
pizza
next
to
the
example
with
unequal
parts
and
ask
them
why
this
isnt
half.
Explain
that
when
using
fractions,
it
is
important
that
each
part
is
equal.
Ask
them
to
draw
2
pizzas
one
with
equal
parts
and
one
with
unequal
parts.
Draw
a
tick
and
across
above
each.
Procedure
and
Lesson
Content
Give
each
student
the
Making
Fractions
handout
Explain
the
handout
and
how
the
activity
will
occur:
o First
use
the
table
to
figure
out
what
fraction
you
will
be
making
o Fill
in
the
second
section
of
the
work
sheet
next
to
the
name
o Then
use
play
dough
to
make
the
fraction,
by
making
little
balls
remember
they
must
be
equal
sizes-
all
the
same
size.
For
example
if
you
were
making
the
fraction
2/8,
you
would
make
8
blue
balls
and
then
replace
2
with
some
red
balls.
(Demonstrate
this
on
the
board
or
with
play-dough
to
ensure
they
understand)
o Then
draw
what
your
play-dough
balls
look
like
in
the
next
section
o In
the
next
section,
cut
out
the
pizza
that
shows
the
fraction
you
have
created
and
stick
it
onto
the
circle.
Differentiation
Put
Hearing
Aid
pack
on
for
student
with
Low
hearing.
Ensure
all
students
have
completed
this
by
asking
students
to
look
at
the
front.
As
a
focus
strategy
ask
for
whole
body
listening.
Ask
a
variety
of
students
before
giving
the
answer.
Make
sure
students
understand
the
activity
before
allowing
them
to
start.
Cont.
Ask
if
there
are
any
questions
and
if
they
know
what
they
have
to
do.
Allow
students
to
complete
the
activity
and
walk
around
to
each
table
making
sure
they
are
doing
the
activity
and
help
with
those
who
may
be
confused,
answering
any
questions
Let
students
know
when
they
have
five
minutes
left
Support
students
who
are
likely
to
be
unfocussed
and
ensure
each
student
is
on
task.
Lesson
Conclusion
Ask
students
to
glue
the
handouts
into
their
books
if
they
havent
already
Ask
them
to
put
their
play
dough
back
into
the
bags
and
bring
them
to
the
front,
then
clean
up
any
rubbish
they
find
on
the
floor.
Instruct
them
to
put
their
books
away
Transition
into
next
activity/
lunch
Explain
and
use
the
magic
piece
of
rubbish
strategy
to
ensure
students
clean
up
effectively
(If
it
is
really
messy).
Assessment
Name
Making Fractions
Fraction
1
Whole
1
Halves
Quarters
Thirds
Fifths
__________
Play-dough
Pizza