Lesson

TName
wo _________________________ Parts of a whole worksheet

Unit Title: Fractions

Learning Area: Mathematics

Time Allocated: 45 mins

Lesson Title: Which piece is bigger?

Curriculum Links:
Number and Algebra
Fractions and decimals

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a
complete whole(ACMNA058)

Statistics and probability

Data representation and interpretation
o

Collect data, organise into categories and create displays using lists, tables, picture
graphs and simple column graphs, with and without the use of digital
technologies (ACMSP069)

General Capabilities
Numeracy
Estimating and calculating with whole numbers

Understand and use numbers in context

Estimate and calculate

Using fractions, decimals, percentages, ratios and rates

Interpret proportional reasoning

Apply proportional reasoning

Learning Objectives
By the end of this lesson students will have the opportunity to demonstrate their ability to:
Recognise the denominator as the number of equal parts in a fraction
Explain how the sizes of pieces decrease as the denominator (number of pieces)
increases
Resources
The following resources will be required:
Chocolate paper (See below)
Computer with Chocolate excel sheet doc open
Worksheet (See below) and pencils,
Scissors
Student Prior Knowledge
Prior to this lesson, students already be able to:
Identify the numerator and denominator
Recognise fractions as equal parts of a whole
Identify the importance of equal parts

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Lesson Procedure
Motivation and Lesson Introduction
Gain students attention
Remind students of last lesson and ask what they learnt
previously.
Recap numerator, denominator and importance of equal
parts.
Explain to students that they will be exploring fractions and
their equal parts.
Procedure and Lesson Content

Differentiation

Put Hearing Aid device on
for student with Low
hearing.

As a focus strategy ask for
whole body listening.

Explain to the class that they will be given a piece
of paper and this will be their block of chocolate

Ask hand out helpers to hand out the chocolate
Use hands on heads to go on
paper.
to the next part
Once each student has a piece of paper explain to

students that as a class we will be creating a table
to represent some data about their chocolate. open

the excel sheet document

Ask students how many whole blocks of chocolate Guide them if they do not
they have
understand what you are
In the first column in excel type 1 (for the number asking

of blocks they have)
Then ask them how many pieces of chocolate are in Explain that the pieces are
the small squares
the whole block.

In the second column in excel type 32 (for the


number of pieces/size of chocolate)
(The graph in excel should start forming) Explain
Ask students if they have
what the graph did, what it is showing. Starting
any questions
with x and y axis.

Explain that they are going to pretend that they
Support students who are
have to share their block with a friend so they need likely to be unfocussed and
ensure each student is on
to fold the paper once and cut it in half- draw on
task.
the board so they can see where half is.

Demonstrate this for them so that they can

visually see how to fold it.

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Cont.
How many parts have you got altogether? type 2 into
the excel sheet under the 1 (for number of blocks)
How many individual pieces does each person get?
Repeat by halving the pieces each time and cutting
them, filling in the columns as students give you
information.
Once students have cut it into 32 individual pieces, 1
piece for each person ask students to look at the graph
that has been created on the board
Get students to complete the worksheet provided,
explaining what the graph is talking about and circling
the fractions that have more parts.

Lesson Conclusion
Ask students to write their name on the top
Ask students who were focussed to collect the sheets
and ask them to put their materials away and put the
paper pieces in the bin
Get them ready for the next activity/lesson
Assessment

Make sure all students are
focussed and are keeping
up.

Guide students through
each section, drawing on
the board and cutting with
them.

Explain the worksheet in
full depth, ensure
everyone knows what they
have to do and answer any
questions.

Assessment For Learning

Take notes on student engagement and lesson process
Mark student work and take note of confusions and the overall results of the activity

Evaluation

Can students:
! Recognise the denominator as the number of equal parts in a fraction
! Explain how the sizes of pieces decrease as the denominator (number of pieces)
increases
Comments

Name _________________________ Parts of a whole worksheet

Name _________________________ Parts of a whole worksheet

Explain what the graph is showing:

____________________________________
____________________________________
____________________________________
____________________________________
Circle the fraction that has smaller parts:
For example:
1
4

OR

1
10

Tenths have more

parts so the pieces
are smaller!

1
6

OR

1
3

1
5

1
8

OR

1
7

1 OR 1
10
2

OR

1
2