Unit/Lesson Title Lesson duration: 60 minutes Stage/Level 3 Year 5/6 Class/Group

Equivalent Fractions Mrs Field’s Math Group

Rationale Syllabus Outcomes Syllabus Content/Elaborations

The students Investigate equivalent fractions used in contexts  Exploring the relationship between families of
should develop an (ACMNA077) fractions (halves, quarters and eighths or
understanding of thirds and sixths)
equivalence
through
recognising that
fractions can be
represented
differently. E.g. ½ is
equivalent to 3/6
Prior Knowledge Risk Assessment Resources
- Recognise and interpret common uses N/A - Nelson Maths: Teacher’s resource book
of halves, quarters and eighths of - UNO fraction game
shapes and collections relating the - Fraction Bingo
number of parts to the size of a - Fraction Spoons game
fraction. - Fraction Snap
- Model and represent unit fractions
including 1/2 , 1/4 , 1/5 and their
multiples to a complete whole.
Specific Teaching Target target (identified from previous teaching & related to presence in the classroom; use the Australian Professional Standards for Teachers)

Engage students in the activity and focus utilising a variety of teaching strategies for students to understand equivalence

Time Content/Learning Experience Teaching Class Assessment

Strategies Organisation Techniques
5 minutes Introduction (Engagement) Teacher Grouping & Formative
Introduce students with a slide show with each slide containing a questioning classroom Summative
coloured shape. environment What will you use
How do we find the denominator? Open questioning to assess their
learning
 How do we find the numerator?
Get a variety of students to answer the shape. Observing Make observations
Utilised a variety of
students work walking around the
teaching tools like room during
Then present the fractions on each slide and ask the students to draw and scaffold
games, ICT, activities.
that fraction in the form of a shape. when necessary
drawing, verbal
How do we know that this shape represents this fraction?
sharing
Body (Exploration/transformation/ presentation) Student centred in body
40 minutes
Divide the class into mixed ability groups of 3-4 students and provide them with
a station.

1st station- Fraction UNO game Placed students of

varied abilities
2nd station- Fractions Spoons together so students
can support one
3rd station- Fraction bingo another

4th station- Fraction snap

Students will rotate these games every 10 minutes.

Conclusion (Presentation/Reflection)
10 minutes
Think-Pair-Share: which activity did the students like the most and why?
Which activity did each student dislike the most and why?
What did they find most challenging? Students can talk to one
Ask students a variety of students to share their responses with the rest another in a small group and
of the class. discuss ideas to develop
higher order thinking.
Transitions to next lesson (How will this happen?)

Some students require more support with basic relationships between fraction families.
Most students will continue on with developing their own fraction charts.