Appendix 1
LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 2 Time: 11am-12pm Date: 21/5/18 Students’ Prior Knowledge:
- Students have been introduced to halves,
Learning Area: Mathematics– Number and Algebra quarters, sixths and eighths
- Students can identify representations of one
half.
Strand/Topic from the Australian Curriculum
Fractions and Decimals
Recognise and interpret common uses of halves, quarters
and eighths of shapes and collections (ACMNA033)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
creative thinking behaviour Social understanding
✓ competence
✓ competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:, Problem solving, Understanding
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

1. Use their knowledge of fractions in a real-life situation (shopping)
2. Create visual representations of fractions

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Load Fraction Fiddle game  Help to focus Ellie’s attention on the task
 Make and laminate each group’s materials for their during explicit teaching time and
“Shop” activity individual/group working time.
- Order list
- Food items
- Basket

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objectives and Suggestions for Improvement:
Perhaps one of the main improvements I could make to the objectives for the lesson is working on the differentiation
for the various levels in the class and giving a more complex task to the students who are capable. All students took
the task on and used what they knew about fractions to create visual representations in a “real-life” situation that they
experience in their own lives – grocery shopping.
Teacher self-reflection and self-evaluation:
I tried to create a lesson that would cover all areas of this topic for students while giving them a hands-on experience
with the different materials. The amount of preparation and planning I put into this lesson gave me a chance to let go
of some of the anxiety I had felt in previous lessons because I was sure of the task and was optimistic about how the
students would go with it. Using the different types of subject matter (fruit and cakes) I tried to cater for the stronger
students by giving them smaller fractions and having them work out how they would give an order for, say, ¼ of
apples when there is two apples. This gave students a chance to cut fruit in half and investigate different ways to

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complete the task.

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
11am
 Before the class begins, place all of the materials that each
group needs on their desks in front of them. Materials will
include: Shop items (fruit baskets and cakes), list of orders
(fractions + matching food order), and a basket for final
‘orders’.
 Welcome students onto the mat and explain that the WALT http://www.scootle.edu.au/ec/
of the lesson is “using fractions in everyday life.” viewing/L2801/L2801/index.html#

 Students will follow along with the lesson plan through the
class PowerPoint/Weebly.
 Together on the mat, the students and I will play an
interactive game called Fraction Fiddle: Making Cake
Fractions as a class about fractions. The game is based on
using fractions to give customers at a cake shop their correct
order of cakes.
 After this activity, explain that we will do some quick revision
of the fractions we know (halves, quarters, sixths, eighths)
and then go onto a fun activity based on the interactive game
which will be creating our own shops.

Lesson Steps
 Students will each be given a whiteboard and a marker. I will
11:10am start by writing a fraction on the board and having them draw
their own representation of this fraction on their boards.
Explain that their visual representation will not be all the
same and can be in the form of shapes divided into pieces,
different objects with circles surrounding each fraction...

 After each student is finished with the first fraction I will ask
them to face their whiteboards towards me. Finding two to Whiteboards and markers
three different representations of the fractions, I will call
these students up to explain how they represented each
fraction on the board.

 Continue to do this with for ¼, ½, ¾, 1/5, 2/8 and 3/10

 Explain to students that next in today’s lesson we are going

11:20am
to create our own shop! In groups, students will be given a
cake shop or a fruit market. Each desk/group will receive a
list of orders (with Velcro to be placed on final orders) and
together they will use their given materials (cake or fruit) to
make the final order (match the order with the fraction of
cake or fruit requested) then place them in the basket to be
sent out to their customers.
Activity materials: basket, food
 Call up a student to help to model the activity (Cohen or cards, order list
11:25am Carla if they would like to volunteer so that a smooth

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representation of the activity can be modelled). Model the

activity: Take the Velcro order statement from the sheet,
place it on the correct piece/fraction of food (cake or fruit).
Then place that ‘order’ into the basket.

 Put the students into groups for the “Fraction shop” activity
loosely based on ability. Ask the first two groups to stand,
first placing their whiteboards in a neat pile on the desk and
then finding a desk to work at. Then ask the remaining Pre-planned groups
groups to do the same.

Groups:
Skye, Brodie, Hayley, Maya CAKE
Bella, Ellie, Eva, Izzy FRUIT
Lawrence, Cohen, Carla, Chloe FRUIT
Keelie, Hudson, Taylan, CAKE
Rebecca Millie
Casey, Shiloh, Jordi, Mia, CAKE
HunterRubi

- Each student will receive baskets of fruit/cakes per table

(laminated and stuck together with Velcro), and a separate
order list per group. They must as a team of ‘workers’ each
use their food items to fulfil the order for example:

If someone orders 1/8 of a cake, they must pull the whole

cake apart and take one eighth ready to put in the order
basket. If someone orders ¼ of a basket of apples and there
are four apples per basket, students will place one apple in
the container.

 Before placing each order in the container, students must

stick the order request onto the final product (i.e. the 1 apple
from the bag will have the written order stuck onto it)

 (If time allows swap the cake group with the fruit group after
they have finished)
11:45am
 Walk around the room assisting students and using
appropriate questioning to assess objectives and student
understanding/participation.

Lesson Closure:(Review lesson objectives with students)

 Bring students back to the front mat to review what they

have learnt in this lesson.

 Choose one group’s basket to go through with the class.

Pick out a ‘final order’ and read out the original order to
make sure they match. Read the order out loud and ask the
class how they think this person worked out the correct
amount.
Index cards for Exit Ticket
 Give students a post-it note or index card and explain that to

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wrap up the lesson I will ask them a question and they need
to write the best answer that they can think of.
1. Draw a representation of ¼.
2. What is one place you see fractions in daily life?
3. When you make fractions, do all parts have to be equal?
11:55am
Transition: (What needs to happen prior to the next lesson?)
 Students will need to put away all materials used and sit
quietly for instruction from Mrs C. for next lesson

Assessment: (Were the lesson objectives met? How will these be

judged?)
 Collect exit tickets at the end of the lesson to see whether or
not objectives have been met. Copy answers into table below
21st May 2018 Draw a What is one When you make
representatio place you see fractions, do all
n of ¼ fractions in daily parts have the
life? be equal?
Keelie ✓ X ✓
Cohen ✓ ✓ ✓
Taylan (Almost. X ✓
Added an
extra box so it
was 1/5)
Izzy ✓ ✓ ✓
Bella ✓ ✓
Casey ✓ ✓ ✓
Lawrence ✓ ✓ ✓
Maya ✓ ✓
Skye ✓ ✓ ✓
Eva ✓ ✓ ✓
Hayley ✓ ✓ ✓
Shiloh ✓ ✓ ✓
Jordi ✓ X X
Millie ✓ X ✓
Chloe ✓ ✓ ✓
Carla ✓ ✓ ✓
Mia ✓ ✓ ✓
Hunter ✓ X ✓
Rebecca ✓ X ✓
Brodie ✓ X` X
Ellie illegible
Hudson X X X
Some possible/expected answers
Draw a What is one place you When you make
representation of ¼ see fractions in daily fractions, do all parts
life? have the be equal?
- At the shops (context Yes
of lesson)
- When you share food
at home