Maths PPC ~ Week 6 : 3-6 Senior Planning

Topic: Fractions and Decimals

Lesson One Fraction stories-Solving and creating stories of whole objects
Fluency In pairs, investigate the number of different ways you can make fractions with a particular shape,
and label each part in worded and numbered form.
Create A3 poster or organize and display findings.
Provide a variety of shapes for exploration: kinder squares, circles, rectangles, equilateral and
isosceles triangles.

Learning We are learning to solve fraction stories.

Intention
I can recognise fractions in worded and numeral forms.
Success I can identify the important information in the story.
Criteria I can show my thinking by modelling and /or drawing the problem.
I can explain my thinking to others.
I can name a range of strategies and resources I can use when Im unsure (whiteboard example, LI and SC, fractions display wall,
someone in my group, the teacher).
Vocabulary Vinculum, denominator, numerator, notation, out of, whole, half, halves, third, thirds, quarter, quarters, sixths, eighths, fair, same

Explicit Whole class problems:

Teaching Invite students up to the board to circle the key information in the story.
Ask pairs of students to solve the problem, using unifix and recording on whiteboards/paper, by working through the Success
Criteria.

Select a pair to share their findings (refer to the SC)

1. I have a chocolate bar with eight flavoured segments. 2 segments are raspberry, 4 are bubblegum, 1 is banana and 1 is
orange flavoured.
what fraction of the whole bar is each flavour? (Encourage students to build and organise their own chocolate bars from
unifix.)

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 2. Tim baked a cake and cut it into four equal pieces. He gave 3 pieces to his friends. What fraction of the cake was left for
Tim?

Brainstorm and record a list of objects that are commonly share in everyday life, for later reference (cakes, pizza, chocolate bars,
fruit etc).
Differentiation In pairs, create own fraction stories on A4 paper, using ideas generated by the class. On the back, show workings/drawing of the
model, and the solution.

Swap fraction stories with another pair.

*Differentiate by limiting/extending the fractions to be used in stories, and pairing students by ability.
Reflection Teacher roving and questioning students throughout the session. Pair to Pair discussion after completing each others stories.

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 Lesson Two Fraction stories-Solving and Creating stories using whole objects and collections
Fluency Continue on from previous fluency lesson, encouraging students to investigate fractions using a wider range of shapes (pentagon,
hexagon, trapezoids)
Learning We are learning to solve fraction stories.
Intention
I can recognise fractions in worded and numeral forms.
I can identify the important information in the story.
Success I can show my thinking by modelling and /or drawing the problem.
Criteria I can explain my thinking to others.
I can name a range of strategies and resources I can use when Im unsure (whiteboard example, fractions display wall, someone in
my group, the teacher).
Vocabulary Vinculum, denominator, numerator, notation, out of, whole, half, halves, third, thirds, quarter, quarters, sixths, eighths, fair,
same, collections
Explicit Whole class model:
Teaching Invite students up to the board to circle the key information in the story.
Ask pairs of students to solve the problem, using counters/tiles and recording on whiteboards/paper, by working through the
Success Criteria.

Select a pair to share their findings (refer to the SC)

1. In the classroom there are 15 children. 1/3 like maths. How many children like maths?

2. Sam ate 1/4 of a packet of smarties. There were 20 smarties when he bought the packet. How many smarties did he eat?

Brainstorm and record a list of common collections that could be used in a story (lollies, eggs, children in a class/ on a bus, letters
in names of people/places).

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 Differentiation For students that Work through Fraction fruit then Work through collection stories in pairs(examples in folder), then
arent ready to move have pairs of students create their create own fraction stories on A4 paper. On the back, show
to collections, own collections and questions. workings and the solution.
continue with
fraction stories of Swap fraction stories with another pair.
objects, from
previous lesson. *Further differentiate by limiting/extending the fractions to be
used in stories, and the collection size, and pairing students by
ability.
Reflection Teacher roving and questioning students throughout the session. Pair to Pair discussion after completing each others stories.

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 Lesson Three Visually equivalent fractions-Paper folding
Fluency Fraction loop game
Fraction Bingo: games with 2x 1-6 die, label each fraction in a worded form when colouring.

Learning We are learning to recognise equivalent fractions.

Intention
I can make and label fractions using shapes.
Success I can explain what equivalent means.
Criteria I can identify fractions that are equivalent.
I can write worded or number sentences for equivalent fractions.
I can name a range of strategies and resources I can use when Im unsure (whiteboard example, fractions display wall, someone in
my group, the teacher).
Vocabulary Vinculum, denominator, numerator, notation, out of, whole, half, halves, third, thirds, quarter, quarters, sixths, eighths, fair,
same, equivalent
Explicit Discuss the meaning of equivalent and relate this to the equals symbol
Teaching eg: 10 ones are the equivalent size of 1 ten
or 5+5=10

Ask pairs to vertically fold a kinder square, hatch 1 half and label the halves in words and numbers.
Can you write a worded or number sentence to show equivalence between and whole and halves?
1 whole=2 halves 1/1=2/2 1/1=1/2+1/2
Ask students to fold vertically again to create quarters, and label in words and numbers. Can you write a
worded or number sentences to show equivalence between the whole, halves and quarters?

Pose the question for follow up task.Can you use vertical and horizontal folding to show other ways of
creating equivalent fraction of the same shapes?

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 Differentiation In pairs, create and label equivalent fractions, working through a range of shapes in order of difficulty: squares, circles, equilateral
triangles rectangle, isosceles triangle. Stick in maths books and record equivalence sentences beside.
*Further differentiate by extending the fractions to 3rds, 5ths, 6ths, 8ths, and pairing students by ability.

Reflection Bring books to floor to share findings.

Which fractions are equivalent to 1 whole 1 half 1 quarter 2 quarters etc?

Collate students answers on the board/anchor chart, in number sentences.

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 Lesson Four Visually equivalent fractions-Cuisenaire Rods
Fluency Fraction Bingo from previous lesson.

Fraction wall game, similar to bingo game, use dice to match level of difficulty(1-6 or 1-10), colour in each fraction a different
colour and label eg: 1/2=2/4.
Play until whole board is coloured in, students to work together to fill the board, rather than competing.
Learning We are learning to recognise equivalent fractions.
Intention
I can make and label fractions using shapes.
Success I can explain what equivalent means.
Criteria I can identify fractions that are equivalent.
I can write worded or number sentences to show equivalent fractions.
I can name a range of strategies and resources I can use when Im unsure (whiteboard example, fractions display wall, someone in
my group, the teacher).
Vocabulary Vinculum, denominator, numerator, notation, out of, whole, half, halves, third, thirds, quarter, quarters, sixths, eighths, fair,
same, equivalent
Explicit Briefly recap the meaning of equivalence. What symbol do we use to show equivalence?
Teaching
In pairs, how can you show/make an equivalent fraction, using the brown Cuisinare rod as
the whole? Record your answers in worded/number sentences on whiteboards/paper.
Share with the class.

Teacher to model recording students findings in colour, on large grid paper on the board,
with worded and number sentences beside the diagram.
Differentiation In pairs, continue investigating equivalent fractions using different coloured rods as the whole. Use 1cm grid paper to record
results in colour, and write equivalent sentences beside.

Reflection Regroup and ask students, Is a half always the same size? How many squares is equal to half of the brown rod? How many
squares is half of the pink rod?

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