Lesson Plan

Day: M T W T F

Date: 01/09/15

Learning Area: Math

(Revision)
Curriculum content description:

Year: 7
Topic: Fractions

(from ACARA)

ACMNA152
Compare fractions using equivalence. Locate and represent positive and negative
fractions and mixed numbers on a number line.

Students prior knowledge and experience:

(Outline what the students already know about this topic)
This lesson is reviewing topics for the students exam. Everything being reviewed as already
been covered by the teacher previously in the term.

Learning purpose:

(May refer to the Elaborations of the curriculum content

description here)
The learning purpose is to revisit the topic of fractions and make sure that the students
have a clear understanding of the area. From this clear understanding student will be able
to feel confident when they face fraction questions in the exam.

Learning objectives:

Evaluation:

On completion of this lesson,

students will be able to:

(Explain how you will know that lesson

objective have been achieved / monitor
student learning)

(What will students know and be able to do

at the completion of the lesson specific,
concise and attainable objectives)
Students should be able to know how to deal
with questions regarding mixed fractions,
improper fractions, simplying fractions by
finding the HCF and also changing fractions
to have the same denominator using the
LCD.

As the lesson is a revision lesson, the main

activity will be questions for the students in
relation to the topic of fractions. I will know
that the students have achieved my learning
objective if they successfully answer all the
questions correctly.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment
will be required)
-

White board
White board markers
Pearson Mathematics textbook
Student to have their textbooks(stored in the classroom)

Catering for diversity

(detail any adjustments considerations for

educational/resource adjustments)
As the lesson is focusing on reviewing the topic of fractions, those students who finish early
are able to continue on through the chapter review. This allows them to still have an activity
to continue with after they have completed the required task.
For those students who struggle with fractions and the review is bringing about problems,
they are able to go back to the exercises were it explains the concept. If the student is still
unsure of the topic they can complete some of the exercising and once they have grasped
the topic can continue on with the chapter review.

Timin
g:

3
minut
es

Learning Experiences:
1. Introduction:

(How will I engage the learners?)

Gain attention. Okay Year 7s lets listen up

Wait. (Do not continue until all students are quiet and listening)
Once all students are listening explain that the focus of the lesson will be
revising fractions.

2. Sequence of learning experiences: (What will you do to help the

students achieve the learning objectives? What tasks and activities will
the students be involved in to help achieve the learning objectives?)
Begin with a question, Put your hand up who can tell me what a fraction
represents?
If no one answers A fraction is a number used to show parts of a whole

3
minut
es

We have different types of fractions some include; proper fractions, improper

fractions and mixed fractions/numbers.

5
minut
es

Students are then instructed to begin doing questions 1-4 of the chapter 3
review. Once students have completed the questions we then go through the
answers.

Question Can someone raise their hand and tell me an example each type?
Wait a few seconds.
If no students answer then write examples on the board.
Proper:
Improper: 15/5
Mixed: 1 5/12

3
minut
es

After the students have completed the questions 1-4 as a class we then go
through the answers. After revise over the concept of finding equivalent
fractions, improper fractions and mixed numbers.
On the whiteboard given an example of how to find the missing denominator.
4/10 = x/60
Ask if any of the students are able to tell me what steps are involved to find the
answer of x
Explain that you find a common factor between the numbers and in this example
it is 6. The numerator is multiplied by 6 to get the other numerator and it is clear
the 10 is multiplied by 6 to get 60.

5
minut
es

The students are then instructed to complete questions 5-8.

Write the next set of questions to be done on the board.

After all students have completed the questions, I will then go through the
answers asking students to participate in providing the answers.

3
minut
es

Once all questions have been answered I then pass over to Mrs Dhillion who will
continue to go through the remaining exercise (Chapter 3 revision)
Thank the student for the good work and cooperation.

3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)
As Mrs Dhillion is continuing the lesson on, there wouldnt be a need for a
conclusion as the lesson wouldnt have been finished.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

I felt that asking the students for answers had a positive

response. Many students were eager to contribute to the
discussion. Several students completed the required task much
quicker than expected and so they were able to continue on with
the next set of questions. If I had the chance to change my lesson
I would have prepared another worksheet that related to my area
for the students to continue on with. I also would have explained
all the concepts that we were going to revise then got them to do
the required questions. This way the students were able to
continue if they completed the set task.