Lesson Planning Sheet Title: Mixed numbers and Top Heavy Fractions Learning Objectives: By the end of the

lesson: All students should be able to convert between top-heavy fractions and mixed numbers with the use of diagrams. Most students should be able to convert between top-heavy fractions and mixed numbers using a numerical technique. Some students should be able to order mixed numbers and top-heavy fractions using equivalent fractions. Key words: Denominator, Numerator, Top Heavy Fraction, Mixed Number, Lowest Common Multiple Learning Activities Starter/Introduction Use the first slide to recap equivalences of fractions. Demonstrate that a fraction has an equivalent when the numerator and denominator are both multiplied by the same number. Consolidate this through the use of diagrams as a way to blur seamlessly in to the main part of the lesson. Students complete the second spider diagram on mini-whiteboards for the teacher to assess their prior knowledge. Development Use the diagrams to the left of the table on the second slide to illustrate the two ways of representing the same value. Ask the class to discuss in small groups why the names top heavy faction and mixed number are given to the two representations. Students atte mpt the remaining problems on the second slide on their whiteboard for the teacher to assess. Ask the students to look for a pattern with the digits of the two representations by posing the question, Is there a way to calculate the top heavy fraction when given the mixed number? The ideal response will be that the numerator is found by multiplying the denominator by the integer and that the denominator is common. Demonstrate the numerical technique using the diagram. Students should check the answers to their solutions using the fraction and mixed fraction button on their calculators. Plenary Pose the problems on the final slide as an extension to the main phase of the lesson. Students order a mixed sample of mixed numbers and top-heavy fractions with none common denominators. Questions could be attempted on mini-whiteboards as a way to assess. Differentiation More able: Students could order mixed numbers, top-heavy fractions, percentages greater than 100% and decimals. Pose the problem for the students to find x and y in terms of a,b and c. Less Able Use examples with smaller integers so that the diagram can be drawn. Use common denominators or fractions that are equivalent when ordering. Resources: Calculators, Mini-Whiteboards