Year 4 - Maths Fractions

Fractions

Mathematic Unit Planner – Specific Activities

Unit outcome(s) 2.6 – Represents and compares rational numbers in a variety of ways describing relationships among them.

Year level 4 Class size 30 students Length of Unit 2 weeks or 10 lessons (200 minutes)

Specific objectives Activity Teaching points Class organisation Resources

Finding out about the

learner

1. Questioning the

students on whether

there can be less than a

whole number.

1.1

Class Discussion

Students discuss whether there can be less

than a whole number. They need to provide

an argument and real life examples of where

they have seen it. Students can also choose to

demonstrate their point.

This activity is run by the

students and the teacher

is a facilitator for the

discussion.

In a circle on the

floor.

2. Assessing student’s

knowledge of equal

parts and dividing

numbers equally.

2.1

Equal parts activity

Students will work in groups to come up with

a definition of equal parts. The group

presents their definition on an A3 piece of

If this activity is not done

correctly the lessons can

not continue as the

students do not

In the students

table groups at

their desks.

A3 paper (1 per

group)

Textas

paper which is then displayed around the

room.

2.2

Dividing numbers

Students are given a little packet of M&M’s

they then divide the packet into groups (of 3,

4 and 5). They need to write their answers

and whether the answers are equal or not.

understand equal and will

not be able to do

fractions.

M&M’s food handling and

hygiene need to be done.

Get the students to

represent their findings in

different ways.

At desks, not

touch other

peoples M&M’s

Little packets of

M&M’s (30)

Exploring the idea

3. Exploring shapes,

fractions through folding

and working with solid

materials.

3.1

Irregular Shapes

Students cut out the page of different shapes

(hearts, stars, odd shapes, ect) (Appendix 1)

and explore which ones can be divided

equally by folding the shapes and drawing the

mirror lines.

3.2

Regular shapes

Students explore with circles and squares and

This activity is also linking

with symmetry.

Allow the students to

explore freely and don’t

interrupt.

This is a lead in activity to

the making of the fraction

Students work

individually at

their desks.

Students work

individually but

Shapes page

Scissors

Mirrors

Paper, both

square and circle

they have to work out how many pieces that

they can make that are equal. They can fold,

draw or cut out these pieces and record

them.

3.3

Class understanding

After exploring the whole class will discuss

what they found and show it on the smart

board. Each group will present one thing back

to the class.

kits.

This activity is so that the

students build up their

knowledge.

Allow for discussion, if a

group has something

wrong allow opportunity

for others to correct first.

share their ideas

with their desk

groups.

Whole class

discussion, on the

floor near the

smart board or at

desks.

Scissors

Smart board

4. Students will make

their fraction kit.

4.1

Fraction Kits (shapes)

Students fold paper, both circle and square,

into halves, quarters, eighths, thirds and

sixths.

This kit is to be placed in each child’s maths

tool kit. Information, a list of what is in it and

photos of a maths kits are in Appendix 2.

Activity is so students

have learning aids they

can work with.

Individual at desks Paper, square

and circle

Scissors

Fraction chart

page

Getting the idea

5. How to represent

fractions in pictorial,

representational and

written form.

5.1

Record Halves and Quarters

Worksheet, the students use their fraction

kits to decide what is a half and a quarter.

Appendix 3.

5.2

Make sheets

Students will work in pairs to make each

other work sheets. Students create simple

fractions using circles, squares and rectangles.

They shade in a fraction of the shape and

record the answers on a different page. They

then swap sheets with a partner and the

other person answers it.

5.3

Fraction Kits (Grubs)

Students make the fraction grubs.

This is just a quick

activity to check the

students understanding.

Should only take 5

minutes.

It is about the students

knowing how they make

and represent a fraction and

put that meaning across on

paper

Teacher has a copy of

what the students do up on

Individually to

complete task

then groups to go

through answers.

In pairs – the

person sitting next

to them

Individual work at

desks

Worksheet

Individual

fraction kits

Paper (A4)

Wide pop sticks

or tongue

pressers

the smart board

Organise and practice

6. Explore larger, smaller

and same fractions.

6.1

Grubs Explore

Students explore using the grubs. They will

explore how they work and how they could

help the students. By finding and exploring

equivalent fractions.

6.2

Counters

Students are given 20 counters of different

counters. They are to work out how many are

each colour. They are to represent this is a

pictorial and written way. The students order

the fractions from smallest to biggest using

the sheet (Appendix 4). The students then

find an equivalent fraction using their grubs.

Demonstrate how to find

equivalent fractions using

the grubs.

Give students time to

explore.

Encourage the students to

represent the figures in

different ways.

Explain and demonstrate

large and small fraction

ordering on the board, but

using different fractions.

Individual work,

then

demonstration,

then individual

work

Individual work

Students

individual grubs

Smart board

Counters around

20 per child (of 5

different colours

but different

amounts of each

colour)

Grubs

Apply the idea

7. Using real life

problems students find

the fraction and

represent them in a

pictorial,

representational and

written way.

7.1

Class Activity

The students work as a whole class to work

out the fraction of their class that are eating

an apple that day. With the teachers help the

students use the “Maxs Toolbox” to display

the pictures of if each student eats an apple.

7.2

Name Code activity

Student complete the Name Code sheet

(Appendix 5) and if they have time they can

make up their own code and sentence.

The aim of the teacher is

get the students think

about what fraction would

be used.

Allow the students to use

the smart board.

Explain to the students

the letters and get them

to write the fraction in the

book.

This is an assessment task

to check their

understanding.

Whole class

activity with the

students working

on the floor in

front of the smart

board.

Students work

individually then in

pairs.

Smart Board

Name code

sheets

Blank A4 paper

7.3

Final Assessment task

Students will work individually to complete

the following worksheets, Building up

Fractions, Equivalent Fractions and Matching

Fractions (Appendix 6).

The students can use their fraction kits to

complete the answers.

Encourage the use of their

fractions kits.

The teachers aim is not to

interferer with the

students while they are

completing the task.

But if they ask for help ask

open ended questions to

guide their thinking.

Individually at

desks

Sheets (Building

up fractions,

Equivalent

fractions,

Matching

fractions

Students maths

tool boxes

(fractions)

IntroductionContext of Unit:

This unit is based around a Year 4 class, although were I would teach it is in a Year 4/5 class, as this is where I help in a school. This class is set up in Year 4’s in their own area, which makes it easier to teach mathematics in. The school is in a farming area situated on Lake Albert, it is a small school with only 250 students from R to Year 12. The class has many students from a farming or fishing back ground. The students a mostly Anglo-Australian with a few Aboriginal students in it.

There are a few students in the class which need special help as they have learning difficulties, but these students participate in most lessons with the rest of the class and do one on one work three times a week. These students have their own mathematics booklets they go on with. But the students with learning difficulties are encouraged to join in the class based activity, the unit allows for group and class work as well as hands on activities for these students.

The students in the class use their Maths Tool Kits in their mathematics lessons as it allows them to complete the activities. These Tool Kits are the students individual kits, they put them together throughout the year when they have completed concepts, the kits are then taken through their schooling until they are no longer required.

Previous Mathematics:

The students had been working on the concepts of whole numbers, relationships between numbers and the number line of bigger and smaller numbers. The students previously in the term before looked at graphing and data. This included a quick look at percentages and half numbers, but this did not include any detail.

Layout of the Unit:

The first section is the SACSA information and the unit description, followed by outline of the sequence of teaching in relation to the cycle of learning and assessment. The outline and specific activities planner is in a table to make it easier to pick up and teach. There are 15 activities in the specific activities planner; this is so that if the students have the knowledge already the teacher can just continue with the lesson and if they do not they can spend more time on one activity. This is also designed this way so if a relief teacher come in they can do a previous activity and get an understanding of where the students are up to. The conclusion follows then the resources and appendices.

FRACTIONS

Unit Title: FRACTIONS Band: Primary Years Standard: 2

Year Level: 4 Term: 2 Length of Unit: 2 Weeks Week: 2 to 4

Unit/topic outcome description

Students will be able to represent fractions, whole and part numbers in pictorial, representational and written forms. Students will be able to work out smaller, larger and equivalent fractions. Students will be able to explain when fractions are used in everyday life.

Strand Key Competencies Essential LearningNUMBER KC1 – collecting

analysing and organising informationKC6 – solving problems

IdentityInterdependenceThinkingCommunication

Key ideas SACSA outcomes (verbatim)Students develop their number sense through exploring and analysing how numbers are used and represented in their daily experiences in other Learning Areas. They continue to refine their understanding of relationships between numbers, place value and proportion (relating to 2.6).

2.6 – Represents and compares rational numbers in a variety of ways describing relationships among them.

Outline of Teaching and Learning Activities

Cycle of Learning Sequence of core teaching events

Finding out about the learner

Exploring the idea

Getting the idea

Organise and practice

Apply the idea

3. Questioning the students on whether there can be less than a whole number.

4. Assessing student’s knowledge of equal parts and dividing numbers equally.

5. Exploring shapes, fractions through folding and working with solid materials.

6. Students will make their fraction kit.

7. How to represent fractions in pictorial, representational and written forms.

8. Explore larger, smaller and same fractions.

9. Using real life problems students find the fraction and represent them in a pictorial, representational and written way (assessment)

ConclusionThe assessment will include many different aspects; these are included below in a table. AssessmentCriteria for assessment

Assessment strategy Who will assess?

Record of assessment

Students show a final understanding of fractions.

Students feel that they have a better understanding of the concept.

Assessment of the final lesson/activity. Through the worksheet and observation of the students undertaking the activity.

At the end of each week the students write in their maths books how they are feeling about the topic, what they have learnt and what they would like to learn.

Teacher

Students

Students will be given a mark of understanding but it is not to be seen by the student.

In their books but also the teacher write down what the students do not understand and what they would like to know.

Cross Curricular Links Maths links: Outcome 2.1 – Poses questions, explores pattern, and collects relevant data. They record and represent the data, and also use data presented by other.Outcome 2.5 – Uses direct measuring strategies to represent, communicate and record measurements graphically in symbols with correct units and performs simple operations on measures.Other Subject links:Technology: Smart boardsEnglish: writing journalArt: pictorial form of communicating the askers and mathematical concepts.

Benefits of the Unit:This unit allows the students to explore shapes, fractions and gives them an opportunity to build their knowledge on fractions. This unit also allows the students to learn how to represent the fractions in a written format which they might come across in their lives. This give students the basic understanding of what it means and how it might effect them in everyday life.

Resources / Reference List

Books:

Bourne, J 1998, ‘Remedial Maths Series, for students aged 10+ requiring assistance in rational number skills – FRACTIONS’, Ready-Ed Publications, Greenwood, WA.

Dunmar, B 2000, ‘Exploring Maths, Exploring fractions’, Blake Education, NSW.

Dunmar, B 1999, ‘Exploring Maths, Number Games & Activities for 0-10’, Blake Education, NSW.

Machi, J & Tilsley 1989, ‘Number, Space, Measurement – students support materials: Modules 11 & 12’, Rigby Education, Victoria.

Way, C 2004,’Primary Mathematics – Book E’, R.I.C Publishing.

Websites:

Banfil, J 2006, ‘Fractions – Table on contents’, viewed 10th April 2009, <http://www.aaamath.com/fra.html>.

Work Sheets:

Rogers, A 2009, ‘EDUC 4151 Workshop 6. Make your own fraction kit with Bremex square and circles’.

Hood, K 2009, Tool Kit pieces.

Teaching Resources needed to teach Unit:

A3 paper (1 per group)

Textas

Little packets of M&M’s (30)

Shapes page

Scissors

Mirrors

Paper, both square and circle

Scissors

Shapes page

Paper, square and circle

Fraction chart page

Worksheet

Individual fraction kits

Wide pop sticks or tongue pressers

Counters

Appendix 1

Cut out Fold Draw mirror lines

Appendix 2

Maths Kit

The Maths Tool kit/box is the resources that the students make throughout their maths lessons. This can be stored in the classroom and used in their maths lessons. I have see the Tool Kits in pencil cases, bags and video boxes. I have found for storage in the classroom video boxes are the best as each student has their own with their name on it and it can just sit on the shelf until the maths lesson. All of the things in the fraction kit need to be laminated so they can be used in years to come and so that they can draw on them.The pictures below show an example Tool Kit.

The Contents includes:Clock faces GridAddition and multiplication chart (blank)Graphing layoutTimes tablesProtractor

RulerTanagramMoneyCardsTape MeasureSmall white board marker and cleaner.

This is the contents before the fraction unit. During the fraction unit the following would be included

into the kit:

Equivalent Fraction chart (2, 1 cut up, 1 not)

Grubs

Circle and square fractions (1/2, ¼, 1/8, 1/3, 1/6, 1/12)

Included on the following pages are a copy of the items in the tool kit (photocopied), the Equivalent Fraction chart and the Square and Circle Fraction kit.