Warm Up

Match definitions
- As a class students
will match the
fraction and
decimal definitions
to their name on
the interactive
whiteboard
-

2/4 + 2/4 =
1/3 + 1/3 =
5/8 + 2/8 =

Focus for
Learning
(Learning
Intentions),
Students will
know, do and
understand
(Success
Criteria)

Mini Lesson

LI: I can
model
common
fractions

Teacher guided discussion

- What is a common
fraction?
- Name a fraction

Review FDOI question 2

- Give yellow a value of
1 discuss why yellow
was chosen to
5/7 + 1/7
=
represent
1
3/6 +
3/6
=
- Discuss
question 2 a-f
1/4 + 2/4 =

Instructional Practises/Learning Tasks

Anchor
Charts
Resource
ICT

Reflecti
on

1. Students are given an assortment of

pattern blocks.
2. Using blocks, students choose one block
to be given the value of one. They then
name the value of each block, tracing
them into their book.
3. Using those relationships, use pattern
blocks to model these problems and
record into book:

Counter activity:
- I gave out 36
counters to this
class. Half the
counters were
blue, one quarter
of the counters
were yellow and
all the rest were
red. How many of
each colour did I
give out?

Questions
- How many ways can I
write 1 whole
LI: I can
name and
write
fractions
from partwhole
representatio
n

Two fractions add to

give . What might
the two fractions be?
Give as many answers
as possible?

1. What fraction of the large square does

each Tangram piece represent?
2. Make your own tangram sheet using
chosen fractions
e.g. blue, yellow, red

Word
documen
page 1
(Match
Definitio
frac, per
dec)
Interacti
whiteboa
Pattern
blocks
Maths bo
Pencil

Tangram
task she
( 1 per
student)
Tangram
blocks
A4 pape
with
tangram
fraction
written a
top ( 1 p
student)

LI: I
understand
that fractions
represent
individual
parts of a
whole

LI: I can use

a physical
model to
compare
common
fractions

Sharing rope
- Each student is given
a small square of
paper and instructed
to write a number
from 1 100 on it.
Teacher must also
have their own three 1, 50 and 100
- Ask students to place
the 1 and 100 on the
rope (the
representation of a
whole) and then the
50
- Students then place
their number on the
rope one by one and
justify how they knew
where to put it e.g. I
knew 25 went here
because it is half way
between 0 and 50
Card game
- Teacher asks two
students to draw a
card each out of the
deck, one to represent
the numerator and
one to represent the
denominator
- Class then discusses if
that number can be
broken up into smaller
fractions

1. With a piece of dot paper each

student is to draw a 2D shape and
give this shape the value of one.
2. By joining dots within their shape,
they are to make smaller shapes and
give these a value each with respect
to one

Squares
paper
A3 dot p
(1 per
student)
Pencil
Ruler
Rope
Pegs
Number
cards

3. Students will repeat this activity and

are encouraged to make each whole
progressively more complex.
1. In pairs students play Colour in
Fractions game. Students colour in
the fraction and then record what
they rolled on the bottom of the page
in the form of a fraction

Dice 12
sided
Fraction
sheets (1
student)
Pencil
Interacti
whiteboa
Instructio
(FDOI
classroom
activities

e.g. can be broken

into 2 quarters or 2
eighths and 3 twelfths

On the interactive
whiteboard, complete
the table below as a
class :
Fraction

Decimal

0.5

Percenta
ge

25%
50%

33.33%
0.2
60%
0.1

LI: I can
identify the
size and
order of
small
fractions and
decimals

Teacher guided discussion

- Teacher writes a
fraction or decimal on
the whiteboard
- 5 students come to
the whiteboard and
write another fraction
or decimal each (in a
different colour to the
original)
- Students must justify
their how they know
where the number
that they wrote lives,
in relation to the
original number
e.g. 0.1, 0.25 0.5, 1,
4.5, 30

1. Each student is given a card from the

set
2. Tell the person next to you everything
you know about your number
3. Find one or more students whose cards,
when added to yours equal a whole
number
4. Find a partner with an equivalent
number
5. The whole class is to put themselves in
order from smallest to largest

page 10)
Deck of
playing
cards (fa
cards
removed

Interacti
whiteboa
Word
documen
page 2
(Match
Definitio
frac, per
dec)
Whitebo
Whitebo
markers
Part-who
represen
on cards