Lesson Plan Micro Lesson

Day: M T W T F
Year: 3

Date: 28/08/2015

Time: 11:45am

Learning Area: Mathematics Topic: Fractions

Curriculum content description: (from ACARA)
Fractions and decimals; Model and represent unit fractions including: , ,
1/3, 1/5 and their multiples to a complete whole (ACMNA058)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Students have begun learning about fractions, what fractions look like and
how to tell apart big fractions from small fractions.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)

The purpose of this activity is for students to gain a better understanding

about partitioning areas, lengths and collections to create halves, thirds,
quarters and fifths.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)

On completion of this lesson students

will have greater understanding on
fractions and they will have learnt
what fractions look like and how they
can make fractions out of certain
shapes and sizes.

I will know the lesson objectives will

have been achieved by how the
students approach the task and
whether or not they are confident
they can fold a certain fraction on
the circle paper provided. If on
completion of the lesson all students
have folded even fractions on to the
paper I will know the learning
objectives will have been achieved.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)

I will have a list of the fractions that I want the students to fold , , 1/3 &
1/5.
All the students will have an a4 coloured piece of paper, and 4 circle pieces
of paper each. They will also need glue, so they can stick their fractions on
to the coloured paper once they have finished. Students will also need
coloured pencils, because when they have glued their fractions on to the
paper they then need to write 4 facts about fractions on their paper.

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)

For the group lesson my mentor teacher is giving me a handful of students

who she feels need a challenge with fractions. Therefore in terms of
academics, I can have my activity at the same level of difficulty for everyone
in my group. The teacher has given me a group of students who are not as
disruptive as others may be, so I shouldnt have very many disruptions
throughout my group lesson.

Timi
ng:

5min
s

10mi
ns

Learning Experiences:
1. Introduction:

(How will I engage the learners?)

I will begin my lesson by telling the students that we are

going to be doing an activity on fractions. I will ask questions
like can you remember one important thing about fractions?
I will be using questions to keep my students engaged. I will
then hand out the a4 paper and the circles. I have chosen to
use colourful paper because I think that will make my lesson
more interesting and enjoyable for the students.
To save arguments I will be choosing the colours for the
students. I will then explain to the students that we are going
to be folding fractions on to the paper. I will also explain to
students that I want them to attempt the folding on their own.
This is so I can observe what each individual knows about
fractions.

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)

We will start off with an easy fraction, I will ask the

students to fold their piece of paper in to one half. Once they
have completed that, I will ask one student to explain to me
how they got theirs in one half. I will then do the same for
but this time I will ask a different student to explain to me
how they did it and so on.
If I have anyone who might fold the circle incorrectly, I will ask
them to hold it up and get a student to explain to me what
they think might be wrong. I will be doing this because I want
know how much my students know and if they are struggling

then explaining to them what went wrong will assist in

helping them understand. Once the students have folded
their fractions, I will ask them to glue them on their a4 piece
of paper and write what fractions they are.

5min
s

3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)

Once I have completed the main activity I will summarise the

learning by asking the students to write four things they
learnt about fractions from my lesson on their work. It will be
interesting to see if the students learn anything new from my
lesson. If there is still time at the end of my conclusion I will
ask my students to tell me one thing they liked about my
lesson. This will be for my own personal feedback.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

I believe that I may have needed more time for an activity like this, as some
parts were challenging for the students and took a bit more time. To improve
this lesson I would practice the activity that I am preparing beforehand so I
know am aware of any difficulties the students may have, this would have
saved a lot of time because students took a while trying to get 1/3 and 1/5
on to the paper, if I tried the activity myself beforehand I could have come
up with an easier way for the students. Because I started running out of
time, the students didnt get a chance to write the 4 things down that they
learnt, so instead I had to just ask them each to tell me one thing that they
learnt.