Class: 2H

Date: 27th November, 2015

Time: Start: 11:00am

Finish: 11: 45am
(45 minutes)

Key Learning Area: Mathematics

Lesson Topic: Exploring Fractions

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this
lesson):
Prior to understanding fractions, students is familiar with the mathematical concept of multiplying and dividing numbers;
when dividing, Ss knows how share and partition objects successfully into groups. When understanding multiplication,
Ss can familiarise with their 0s to 12s timetables. Ss is familiar with different shapes, also understanding the term symmetrical.
Syllabus Outcome(s):
One or two only. Please note the
syllabus reference number AND
write out in full.
MA1-7NA: Represents and models
halves, quarters and eighths.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of
outcome(s). Quote syllabus numbers. Must be clear,
specific, observable.
Curriculum Content Strands may be used as headings.

Assessment:
Strategies, which will be used to
assess learners attainment of
learning outcomes. Should be
Linked to each learning
Indicator.
By the end of this lesson, the students will:
- Collect and mark worksheets
MA1-6NA: Use a range of mental
Provided for students requiring
strategies and concrete materials
Number (stage 1)
them to identify a collection of
for multiplication and division.
- Be able to recognise and describe a halves of a
Objects whether it is a whole
whole object.
and halves.
Strategy identification Key:
- Recognise equal/unequal parts or groups
- Walk around the students
Demonstration, Group Work,
- Be able to Use the term fair share and unfair share table to Observe their progess.
Discussion, Question, Explanation - Be able to describe equal parts of a whole object or - Check to see whether the

collection of objects.

students are engaged in the

activity.

Any safety issues to be considered:Resources:

- Teacher is to assist and watch
List resources you used in preparing the lesson AND those used in the lesson
student when handling the knife.
Implementation.
- Storybook or Audio: Give me half by Stuart J. Murphy
- Smart board or White board
- Banana, apples, strawberries, Can of choice soda/juice, two clear glass cups, plastic
knife, A4 paper
- 5 Find my halves Laminated shapes
- A3 paper
- Permanent Makers

Lesson Sequence
Lesson Content / Indicators of Timing
Learning (What is Taught):
(mins)
Note key skills, concepts and
Values addressed in each
section.
Link to your Indicators of
Learning.
INTRODUCTION

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T)
will do and what students (Ss) will do.

Introduction to Fractions:
10
Understanding the concepts of minutes
Halves and a whole.
Question:
Can you think of anything that
is a whole that you divided into
pieces?.
The book is read for students as a
a whole class to Recognize the
Concept a halving, fair share
and Un Fair share.

Resources and Organisation:

Prior to the lesson T places the

the banana, apple, can of soda, two clear glass
cups, A4 paper, plastic knife and paper on the
table near the reading area.

- T arranges for all Ss to sit on the floor.

- As T will be standing, T will capture Ss attention
by saying Can you think of anything that is a whole
that you divided into pieces?.
- Demonstration:
After capturing Ss attention, T will be reading the
Storybook Give me half By: Stuart J.Murphy.
- Ss will be able to represent basic fractions
Starting with halves and a whole
- T and Ss will have a discussion together about
the book.

- T can either use the audio on

youtube of the Give me half
https://www.youtube.com/
watch?v=hVaxiJB6Fls or
Hardcopy storybook.

The objects will represent a

Whole. When sliced or divided
into two Equal parts, this will
demonstrate halves.
Question:
T asks Ss problem solving
question: If there was two
people how can I share the
whole banana?

5
minutes
-

Explanation: Discuss with the

Students that it is also a
Symmetrical shape.

T draws the attention to the table and shows Ss

the objects on the table.
Ss are asked to identify the objects
T will demonstrate one example with the objects
e.g. banana.
Then T will select Ss to assist on finding the
Halves of each object.
T ask Ss to think of other things that they can
Split in half. T draw some of the suggestions from
On the smart board.

T sets up the table with the

Objects.
Smartboard or Whiteboard

E.g.

T hands a vocabulary list of words the students

will be learning. Ss paste into their workbooks.
DEVELOPMENT
For Ss to understand that the
piece shapes are
Split already into two equal
Parts.

5
minutes
-

(Explanation/demonstration):
T explains to Ss that they will be doing the
same thing, but on a worksheet. Each will be
provided with a worksheet.
T cuts up the fruit and shares amongst each Ss
to have for morning tea.
Ss works independently.

Worksheets for Ss to split

the objects and things in
Halves.

15
minutes
Activity: Find my halves
(Explanation: make sure you
use the term Symmetrical).

- Team roles
-

T walks around the classroom and observe Ss or

any Students needing further assistance.
T collects the worksheets.
T directs Ss that they will be working on
another activity called Find my halves in
group tables.
T assigns Ss in each group tables a role to be
Either the Leader, Note-taker, Presenter,
Timekeeper and the person collecting the
re-sealable bags.
T explains that there is a instruction card in the
bags to help them understand the activity.
Each Ss work altogether in table groups, but also
following their assigned roles.
As Ss is engaged in their activity the T moves
Around the room supervising and providing
Assistance (Group Work).
For the groups who have already completed the
3 questions in the instruction card. T ask Ss to
draw and identify the shapes.

CLOSURE
Reflect on the learning:

Question: What did you need to 10

Know to understand the
minutes
activity?
-

The Ss are asked to stop what they

are doing.
Ss who was assigned with the Presenter role is
to explain their findings with the whole class.
The child who collected the re-sealable bag is to
Return the activity back to the front.
Ask Ss to reflect on what they needed to know to
do the activity (Question).

Find my halves shapes

Instruction card
Permanent Markers
A3 paper

Question: what new things did

You learn today that you didnt
know before?

As the students what are they new things they

learned (Question).
The Ss are asked to pass their A4 sheets to the
front.
T gives good feedbacks and congratulates
Students on their participation.