Mathematics

Fractions
Curriculum Documents: The Australian Mathematics Curriculum Foundation to Year 12: Year 6 Focus Strand: Number and Algebra (Fractions and decimals) Content Descriptors:

Year 6
Unit Duration: 5 Lessons

Compare fractions with related denominators and locate and represent them on a number line(ACMNA125)

Solve problems involving addition and subtraction of fractions with the same or related denominators(ACMNA126)

Context: The learning group is comprised of eight Year 6 students currently enrolled at Burnie Primary School. None of the students have identified learning difficulties and, according to their teacher, are representative of mid-level achievers in mathematics within their class. Prior Knowledge: Pre-assessment of the students in the form of a written test, along with evidence from discussion and observation, reveals that the majority have a developing understanding of fractions. More specifically, most demonstrate a moderate amount of success in locating fractions on a number line, along with some ability to solve problems involving addition and subtraction of fractions. However, to achieve the necessary curriculum standards, these students require further consolidation of this current understanding. Some students require concrete materials to solve problems and it is hoped that the work undertaken throughout this unit will help them move toward more abstract operation. Mathematical Language/Terms: Fraction, Denominator, Numerator, Whole, Part, Add, Subtract, Equivalent fraction, Lowest common denominator, Number line

Understanding Goals: By the end of this unit students will: Demonstrate the ability to place unit fractions on a number line Identify and compare the value of fractions with related denominators, placing these on a number line Demonstrate the ability to find lowest common denominators in order to perform addition and subtraction of fractions

Solve mathematical word problems (addition and subtraction) involving fractions with related denominators

Assessment Evidence Formative: Anecdotal forms including student responses (written and verbal) Work completed in Math books Observations of activities Learning Outcomes: 1. Students understand the value of various fractions and can place them in order 2. Students can add and subtract fractions with related denominators Unit Over view: Summative: Rubric (Self and Teacher Assessed) Checklist

Lesson 1

Lesson 3

Lesson 5

Fractions Basics
Tuesday, March 26th 11:30 12:30pm

Addition & Subtraction

Wednesday, April 3rd 9:40 10:40am

Making Pizzas using Fractions

Wednesday, April 17th 9:40 10:40am

Lesson 2

Lesson 4

Ordering Fractions
Wednesday, March 27th 9:40 10:40am

Practical Fractions-Cooking
Tuesday, April 16th 11:30 12:30pm

Stage Stage 1.1

Learning Outcome

Sequence of Activity

Notes/Resources Recipe book Imperial socket set

10 mins

This lesson seeks to establish prior knowledge and reinforce existing understandings in preparation for future lessons, which specifically address the unit learning outcomes.

(Tuning In)
Begin the lesson by explaining that over the next 5 lessons the group will be exploring fractions and building on what they already know. Lead into a discussion surrounding fractions and how they are used in everyday life (put them into context). How would you

describe a fraction? What are fractions? Who can give some reasons for why we need to know about fractions?
Students are to work with a partner to list 3 different ways they use/see fractions in their lives. Where might we see/use them? they came up with. Provide the following concrete examples: Recipes, Socket Set, And Clocks etc. and discuss how these items use fractions. Have students share with the group the examples

Stage 1.2

(Explicit Instruction)
Elicit prior knowledge by writing an example of a fraction on the whiteboard (i.e. 3/8) and asking students the following questions about the fraction: What are the names for these Whiteboard/Markers Be on the lookout for misconceptions some were shown during pre-testing.

20 mins

numbers (denominator/numerator)? What do they represent?

Once students have shared their answers regarding numerators and denominators, clear up any misconceptions (or lapse in knowledge) and define them explicitly, leading directly into fractions as a part/whole relationship. When showing examples on the board, remind students to ask themselves What is the whole (shape or set)? AND What is the part (of the shape or set)?

The concept of a fraction as a part-whole relationship where one or more equal parts of a whole are compared with the total number of these parts that it takes to make up the whole.
Explain to students the relationship between the bottom number (total number of equal sized parts that make up the whole) and the top number (number of these parts of interest).

Stage 1.3

Initiate a discussion surrounding AFL footy teams and ask students to name their favourite footy teams. Draw a circle on the board and divide it into eighths (number of students in the group). Shade parts according to team and correlating student. Ask questions such as: What is the whole? What fraction of the class barracks for the Hawks? Discuss resultant diagram e.g. How many eighths barrack for the same team? Can 2/8ths be converted into another fraction? Model appropriately. Ask students to name several chocolate bars. Have them replicate the previous process in their Maths books. Ask them to write what fractions of the class prefer each type of Whiteboard/Markers Counters/Blocks for those who require concrete materials Math books Follow Me Cards

30 mins

chocolate bar. Play the game Follow Me to reinforce what they have learnt. Before students are dismissed, each must share one thing they have learnt/been reminded of (however big or small).

(Assessment for this lesson will be in the form of anecdotal evidence provided by discussion/observations and the written work/answers in Maths books).

Stage 2.1

Introduce the term comparing fractions and ask students what that means. Explain that ultimately they are seeing which ones are larger and which ones are smaller. Ask for suggestions about ways we can find this out.

Whiteboard marker

Stage 2.2

Identify and compare the value of fractions with related denominators

Model the same denominator method to students. Explain that if two fractions have the same denominator then they are easier to compare (i.e. 4/9 is less then 5/9 because 4 is less than 5). Draw this example on the board and tell students that if two fractions have the same denominator, then you can tell which is greater by comparing the numerators. Prove this by illustrating with a diagram. But if the denominators are not the same you need to make them the same. Ask students: Math Books

Who knows how to make the denominators the same?

Explain that the trick is to find the Lowest Common Multiple.

The multiples of a number are what you get when you multiply it by other numbers, just like your times tables. For example: The multiples of 3 are: 3, 6, 9, 12, 15, 18, 21, etc. The multiples of 12 are: 12, 24, 36, 48, 60, 72, etc. When you list the multiples of two or more numbers, and find the same value in both lists, then that is the common multiple of those numbers. For example when you write down the multiples of 4 and 5, the common multiples are those that are found in both lists: The multiples of 4 are: 4, 8, 12, 16, 20, 24, 28, 38, 40, 44 The multiples of 5 are: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50 Notice that the 20 and 40 appear in both lists? This means the common multiples of 4 and 5 are: 20, 40, (and 60, 80, etc.). However we are looking for the smallest of the common multiples; the lowest. So the lowest common multiple of 4 and 5 is 20.
Explain to students that they just start listing the multiples of the numbers until they get a match. After they have found the LCM of the fractions they are comparing they must change each fraction to make its denominator the LCM.

Show some examples of this technique on the board. IMPORTANT: what you do to the bottom, you must also do to the top! Put some fractions onto the board for students to compare in their maths books: which is larger? Show working out. and 1/3 5/6 and 2/7 2/5 and 7/9 Stage 2.3

Demonstrate the ability to place unit fractions on a number line

Now what about if we had more than two fractions that we had to order from least to greatest on a number line?
Tell them that they could still use the LCM method, or they could use the fraction wall method. Show students the pre-prepared fraction cut outs and show them how they work. In pairs, have students order four fractions onto a number line using their fraction wall tool. Ask students which method they prefer. Explain to students that it important to know lots of different methods as some work better for particular questions. Use L Plate activity and ask students to have a go at ordering the fractions. Throughout the activity ask students to explain their thought processes. Are they finding the LCM?

Math Books L-Plates Individual Fraction Walls

Why did they move that fraction to that position?

To conclude (if there is time) have students work individually on some ordering problems on number lines in their math books.

Stage 3.1 Comparing and ordering Recap comparing and ordering fractions. Using laptops (if we can access them) have 20 mins fractions. students completed the Scootle Improve assessment task: Comparing Fractions (Student PIN Access: SHPKMO). Have students raise their hand when completed and print results. Finished students can go to the following website and practice ordering fractions (show students how task works): http://www.sciencekids.co.nz/gamesactivities/math/fractions.html Stage 4.1 addition and subtraction of fractions Introduce topic: Addition of fractions. Ask students to add 1/2 and 1/4 using diagrams/counters or any method other than algorithm. Discuss responses. Ask them to add 3/4 and 5/9 (explain how this is difficult and messy) Stage 4.2 Introduce the addition of fractions with algorithms to students. Explain that the algorithm method only works when adding equal sized pieces. Explain that there are three simple steps to adding fractions:

Laptops

Math Books Pads

Step 1: Make sure the bottom numbers (the denominators) are the same. If they arent, find
the Lowest Common Multiple/Denominator. Go over prior learning. LCM

Step 2: Add the top numbers (the numerators), put the answer over the denominator. Step 3: Simplify the fraction (if needed). Explain how this is done

Do some examples on the board together. Ask students to attempt the following sums in their maths books: 3/6 + 2/7 1/3 + 4/6 2/8 + 9/10 6/9 + 2/3

Stage 4.3

Introduce subtraction of fractions. Teach algorithm (same methods with LCMs) Use examples 1/2 1/4 3/8 - 1/4 11/12 6/36 4/5 2/3 Game: Ellas follow me Follow me cards

Stage 5.1 Converting mixed numbers to improper

Introduce mixed numbers and improper fractions

fractions & vice-versa

Write an example of each on the board 1 1/2 and its improper equivalent 3/2 Call students up to draw a diagram of 1 1/2 and 3/2 Discuss how they are the same Model method for conversion and give reasons for doing so ie. so we can find LCMs and perform algorithm. Also ask if students have another way. e.g discuss the following method 1 1/2 + 2 1/4 is the same as 1 + 2 + (1/2 + 1/4) Ask students to convert the following to improper fractions in their books: 1 1/2 2 2/3 1 5/6 2 3/4 Ask students to convert the following to mixed numbers in their books: 4/3 6/4 9/2 7/3 Play a game of Mixed Numbers Follow Me. Maths books

Stage 5.2

Stage 5.3 Stage 5.4

Ask students to complete self assessment rubric

Self Assessment Rubric

Ask students to complete assessment task

Assessment Task