Monday 20th August: LI: We are learning to multiply and divide fractions. SC: I can explain how to multiply, divide & simplify fractions. Warm Up: Pizza Fractions Introduction:
Group 2: Working with Mr. Blain Today we will be learning how to find a fraction of a quantity. Powerpoint After introducing this skill you could send your high kids off to complete the worksheet and keep any mid students with you to work through the questions as a group.
Expressing one quantity as a fraction of another Questions
Early Finishers: Create your own tutorial using explain everything to teach others how to calculate a fraction of a whole number.
Week Five
Wednesday 15th August: LI: We are learning to add and subtract fractions. SC: I can explain how to add and subtract fractions with like and unlike denominators.
Warm Up: Prodigy or Squeebles
Introduction: Who can remember some important tips when adding and subtracting fractions with like denominators?
What about adding and subtracting fractions with unlike denominators?
Group 2: Working with the teacher Jayda, Tahlia, Sarah, Matilda, Em. B, Aiden, Jade, Cam, Owen, Connor, Today we will be working through these task cards together.
Group 3: Groups: Jess & Emz Daniel & James Kya & Jack Today you are going to be completing an escape room challenge. You need to start on challenge #1 and work through them as a team. You must show working out for all questions on scrap paper. Record your answers on the answer sheet provided. Good Luck!
Wednesday 8th August LI: We are learning to add and subtract fractions SC: Group 1 I can add and subtract fractions with like denominators. SC: Group 2 I can add and subtract fractions with unlike denominators.
Warm Up: 'Oh No Fractions' Comparing Chin it.
Introduction:
Activities: Group 1: With Mr Blain on the floor Logan, Erika, Jarvis, Nakita, Tahlia, Matilda, Josh, Jade, Jayda, Aiden, Paddy, Cam, Owen, Em. B, Sarah, First of all we will be practising how to add and subtract fractions and then when you are able to show me that you are confident in doing so, you will be playing 'Bump' with a partner. Adding & Subtracting Fractions When confident: Bump Game #2 With a partner you are going to be playing Adding & Subtracting Fractions Bump Game #1. Make sure you use the four square method and show all working out in your Maths book. Addition Bump Subtraction Bump Group 3: Jack, Daniel, Emz, Jess, James, Kya, Connor Adding & Subtracting Fractions Today we will be working on using the four square method to help us to add and subtract fractions with unlike denominators.
Reflection: Who would like to share a problem that they solved today with the class?
Wednesday 1st August LI: We are learning how to compare fractions
SC: I can compare fractions in order to place them on a number line.
Warm Up: (10 mins) Maths War
Introduction: (10 mins)
Who can remember the symbols associated with the picture below? <, > & =
Today we will be learning about comparing fractions. We will now look at some different ways to compare fractions. anchor charts
Activities: (25-30 mins)
Group 1: Daniel, Jess, Emz, Jack & James
Algebra PPT Start from the first slide and work your way through these questions.
Group 2: Pairs for this game: Matilda & Em. B Connor & Aiden Owen & Cam Kya & Tahlia Jade, Nakita Fraction Wars: Today you will be working with a partner. Both players flip two cards each to make a fraction (using pencil as vinculum - look at picture below). Make sure that the numerator is smaller than the denominator. Compare the fractions and work out which player has the larger fraction using strategies that we looked at altogether in the introduction. Both players then record the two fractions in their Maths book with the correct symbol in between them (eg: ¾ > ½). The player with the larger fraction wins a point. You can use ‘Oh No Fractions’ orthis websiteto check your answers.
Group 3: Teacher Group Jayda, Sarah, Jarvis, Erika & Logan Today we are going to have a go at categorising fractions to help us to make it easier when we are comparing and ordering fractions. First we need to put these fractions in one of the following categories:
Less than ½
Exactly ½
More than ½
How do we do this?
Now that we have put these into categories we need to put these in order. The smallest fraction needs to be at the top near the heading, and we will be ordering them from smallest to largest in each category (If required).
When you have correctly ordered these fractions in each category you need to stick them in your maths book. :)
Reflection: (5 mins)
Which picture describes how you felt about your learning today? Why?
Monday 30th July: Lesson 1 LI: We are learning to understand equivalent fractions.
SC: I can explain why a pair of fractions are or are not equivalent.
Warm Up: Buzz- Fractions Counting- Must say Buzz when we get to a whole.
Introduction: Let’s look at this Interactive fraction wall, to help us identify equivalent fractions. Who would like to choose two that they think are equivalent? Would someone be able to demonstrate on the board how they would work out if these two fractions are equivalent, if you didn’t have this fractions wall to help?
Group 1: Jayda, Sarah, Jarvis, Erika & Logan Today you are going to work with a partner or in a small group to complete a worksheet with a fractions wall, similar to the one you made yesterday. You will need to use the fractions wall to help you answer some questions.
Group 2: Matilda & Em. B Connor, Aiden & Cam Owen & Josh Kya & Paddy Jade, Nakita, Tahlia, Equivalent fractions missing numerator game Instructions: Players take turns to turn over a card showing an equivalent fraction with the numerator missing. They work out the missing numerator, and this is the number of spaces they then move. The first player to make it to the finish wins!
Group 3: With Mr Blain Daniel, Jack, James, Jess, Emz Simplifying fractions: we are going to watch this clip together. After watching, let’s discuss how to simplify fractions. How do you know if you have simplified enough? What have you noticed about the relationship between identifying equivalent fractions and simplifying fractions?
Finished? Complete the worksheet for Maths Online 3125 “Simplifying Fractions”.
Reflection: With a partner, apply what you have learnt about equivalent fractions to explain why ⅚ and 3/12 are NOT equivalent.
Who would like to share this with the whole class?
Did anyone solve it in a different way?
Monday 30th July: Lesson 2 LI: We are learning to simplify fractions.
SC: I can use my knowledge of equivalence to simplify fractions to their simplest form.
Warm Up: Fractions Kicking Goals
Introduction: Think, pair, share: How can you tell if a fraction is written in its simplest form? We will now look at these questions and have a go at finding the simplest version of each fraction.
Group 1: With Mr Blain Matilda, Em. B, Connor, Aiden, Cam, Owen, Josh, Kya, Paddy, Jade, Nakita & Tahlia Simplifying fractions: we are going to watch this clip together. After watching, let’s discuss how to simplify fractions. How do you know if you have simplified enough? What have you noticed about the relationship between identifying equivalent fractions and simplifying fractions?
Let’s simplify these fractions together (or independently if feeling confident!)
Finished? Complete the worksheet for Maths Online 3125 “Simplifying Fractions”.
Group 2: Daniel, Jack, James, Jess, Emz Expressing a quantity as a fraction of another quantity (include practising simplifying)
With a partner or in a small group, watchthis video.After each example, pause and check in with each other to make sure you all understand. If not - go back and watch it again!
Finished? Maths Online 3138 “Quantities as Fractions of Others” (watch the video if you want to, otherwise jump straight to the questions)
Group 3: Jayda, Sarah, Jarvis, Erika & Logan Today you are going to work with a partner to match up a set ofEquivalent fractions dominoes. With your partner, decide if you are going to time yourselves and then repeat the task and try to beat your time... or just work together to match up the equivalent fractions without any timing.
LI: We are learning to understand equivalent fractions.
SC: I can explain what equivalent fractions are, and give an example.
Warm Up: Kicking Goals
Introduction:
Anchor Chart:
Groups: Group 1: With Mr Blain Jayda, Sarah, Jarvis, Erika & Logan Today you are going to create your own fraction wall in your Maths books, using strips to show: one whole, halves, thirds, quarters, fifths, sixths, eighths and tenths. Once completed, use your wall to determine fractions that are equivalent.
Group 3: Equivalent Fraction Spoons Daniel, Jack, James, Jess, Emz
Reflection: Level of Understanding Posters
Monday 23rd July
LI:We are learning to convert between improper fractions and mixed numbers.
SC: I can explain how to convert between improper fractions and mixed numbers
Warm Up: Kicking goals: In footy we need 6 points to make a goal. Today we are going to kick some goals but we’re going to represent them as fractions. On top of the number line will be my score, and underneath the number line will be your score, as a class.
Take turns rolling a six-sided die, and recording the score on the number line. Include a “jump” for each point. Eg: If I roll a three, I need to show three jumps, and record my score: 3/6. How many more jumps will I need before I “kick a goal?”
Using concrete materials to help convert between improper fractions and mixed numbers makes it much easier. We can also use diagrams, like this example of 11/4:
What if we didn’t have concrete materials and a diagram? What Maths operations are we actually doing to convert between mixed numbers & improper fractions? Let’s go through at these anchor charts together to practise.
Introduction: Using concrete materials to help convert between improper fractions and mixed numbers makes it much easier. We can also use diagrams, like this example of 11/4:
What if we didn’t have concrete materials and a diagram? What Maths operations are we actually doing to convert between mixed numbers & improper fractions? Let’s go through at these anchor charts together to practise.
Group 1: With Mr Blain Tahlia, Aiden, Josh, Jade, Paddy, Owen, Matilda, Sarah, Erika, Logan, Jayda, Cam & Jarvis Use these cards to find your improper fractions. In your grid book, draw the fraction, and use your diagram to work out how to write it as a mixed number. Use this example of 11/4 to help you.
Group 2: Working Independently (Everyone not in Group 1)
Square Puzzle. When completed, the stars should form a border around the edge of the entire puzzle.
Finished? Watch videos and complete questions for Maths Online 3126 and 3217.
Reflection:
Thursday 19th July: LI: We are learning to represent fractions in different ways.
SC: I can use concrete materials or a drawing to represent and describe different fractions, making sure all parts are equal.
Group 1: Sarah, Erika, Logan, Jayda & Jarvis You have been given a variety of pictures of unit fractions (fractions with a 1 as the numerator). Work together to sort them into groups of pictures that all show the same unit fraction.
Finished? Glue the headings and all of the pictures that show the same fraction onto one A4 coloured page each, to display in the classroom.
For the rest of this lesson you need to continue with making different representations of fractions with concrete materials, like we started together yesterday.
Group 2: Nakita, Aiden, Josh, Jade, Owen, Matilda Fractions Pictionary: In your small group, you will take turns to be the drawer. Flip a card and DO NOT let your teammates see it! Draw that fraction of an object. (No numbers or symbols allowed). Your teammates will try to guess what fraction (and object!) you are drawing. How many can your team get correct in 2 minutes? Choose one person to be a timer and scorer for each round. After two minutes, change drawers.
Group 3: Emz, Tahlia, Jess, Daniel, Paddy, Jack, Connor, James, Kya LI: We are learning to locate positive and negative fractions, including mixed numbers, on a number line. SC: I can explain where to place a negative fraction on a number line.
Let’s watch this video together. After the explanation there are some “on your own” problems that we will work through together to make sure everyone understands.
Next, you are going to work in a small group together to create a number line display for the Maths Wall, that includes: -some common fractions, between 0 and 1, -some negative fractions, between -1 and 0 - fractions with a variety of different denominators.
Emz, Daniel & James Tahlia, Paddy & Jack Jess, Connor & Kya
You need to decide together which fractions would be useful for the class to have on display, and how best to display them. Make sure it is large, clear, and neat!
Reflection: Pegs on a number line.
Thursday 19th July: LI: We are learning to count by fractions, and to understand mixed numbers and improper fractions. SC: I can count by fractions, including beyond one. I can explain what mixed numbers and improper fractions are.
Warm up: Around the world
Activities: Group 1: Sarah, Erika, Logan, Jarvis & Jayda You each need: - 8 straws, 4 of one colour and 4 of another. - A piece of string long enough to thread all 8 straws plus more.
First, you are going to cut all of your straws into equal pieces. I will cut mine into halves, but you need to choose to cut yours into thirds, quarters or fifths (if you are up for the challenge! You might need to measure the straws if you want to do fifths!)
You then need to thread your straws onto the string, one WHOLE straw at a time. I will show you on mine: 2 halves of one colour (ie one whole straw), then 2 halves of another colour (a second WHOLE straw).
Once everyone has made their string of straw fractions, you are going to be with a partner and take turns rolling a 6-sided dice. For someone who has straws cut into quarters If you roll 3 you would move 3 of your straw pieces and say “three quarters”. In your next turn if you then roll a 2 you would move another 2 pieces, and you would say five quarters as this is how many quarters you have moved altogether. Now, have a look at the different colour straws you would rename 5/4 as 1 whole straw, and 1/4. Write down in your Maths book 5/4 = 1 1/4. For each turn, you need to write both how many pieces you have (eg: 5/4) and how many whole straws this is (eg: 1 and ¼)
Partners take turns and the first person to move all their straw pieces to the other side wins that round. Play again!
Group 2: Everyone else Today you are going to create a short stop motion movie showing how to count by a fraction. Choose a fraction to count by and use any materials you like (grid paper like in the picture below might be a good idea!)
Reflection: Who would like to share their stop motion?
Tuesday 17th July: LI: We are learning to represent fractions in different ways. SC: I can use concrete materials or a drawing to represent and describe different fractions, making sure all parts are equal.
Warm up: What fraction of our class:
Has a sibling at Mandama?
Ate toast this morning?
Has someone in their family called James or Chloe?
Wears glasses?
Is here today?
Introduction: Before we start, turn to 1 or 2 people near you, and tell them what you think is the most important thing to remember about fractions.
Let’s read through this anchor chart together:
Does this change your mind about what is most important when representing fractions? Why / why not?
Today we will be splitting into three groups. It is important to listen to each task because even if you’re not doing this today, you might be doing it another day this week.
In your small group, you will take turns to be the drawer. Flip a card and DO NOT let your teammates see it! Draw that fraction of an object. (No numbers or symbols allowed). Your teammates will try to guess what fraction (and object!) you are drawing. How many can your team get correct in 2 minutes? Choose one person to be a timer and scorer for each round. After each round, swap jobs!.
With Mr Blain: Logan, Jarvis, Erika Representing fractions Let’s read through this interactive together.
Now we are going to use paper to show how a fraction is actually the top number (numerator) divided by the bottom number (denominator).
You each need one coloured strip of paper in front of you.
Fold the strip in half.
So, one divided by two is ½.
Fold it in half again. What do you notice? (eg: half of a half is a quarter. There are 2 quarters in one half).
Fold it in half again. What fraction have we made now? Open it up to check.
How many eighths are there in a whole? What about in a half? In a quarter?
Cut along each fold. Line up your eighths but swap one with a friend who has a different colour strip. What fraction of your strip is now a different colour? What fraction is the original colour?
Swap two more pieces. What fraction of your strip is now a different colour? What fraction is the original colour? Which of these fractions is biggest? Which is smallest? What happens to the fraction when the numerator gets bigger? What about when the numerator gets smaller?
You now need to glue your pieces in to your Maths book and write two statements about your strip, to show me what you understand about fractions.
If time: Now we are going to start representing fractions with different materials, like other students are already doing. We will start together, and you will be continuing with this task tomorrow.