Lesson Plan Format: by The End of This Lesson, The Students Will

Lesson Plan Format
Name of the School: Teacher Education Student: Name of the Mentor:

Roselea Public School Jessica Takchi Jacob B
Class: 5/6 Date: 18/10/18 Time: 45 minutes
Key Learning Area: Mathematics Lesson Topic: Fractions and Decimals
Recent Prior Experience: Recently, the students have been learning about fractions and decimals. Specifically, how to simplify fractions as well as adding and subtracting
them. This lesson aims to strengthen these skills and finding the relationship between fractions and decimals.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

By the end of this lesson, the students will: Formative assessment, Ss are assessed on their
MA3-7NA compares, orders and calculates - Investigate strategies to solve addition and subtraction of fractions ability to;
with fractions, decimals and percentages. (with the same denominators) - Add and subtract fractions
- Exploring how to simplify fractions - Simplify fractions
- Investigate the relationship between fractions and decimals - Change a fraction to a decimal and vice
versa.
Any safety issues to be considered: Resources:
- Adequate space for group rotation - Student workbooks
- Question flashcards
- BYOD IPads with internet access
- Smart Board with internet access
- Whiteboard and markers
- PowerPoint Presentation
LESSON SEQUENCE
Lesson Content / Learner Indicators: Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
INTRODUCTION
Fraction: a number that represents a part of a 7 min ‘LAUNCH’ Resources:
whole. Consists of the numerator and Warm-up activity: Thinking Thursdays - Ss workbooks
denominator. - I am a number - Whiteboard and markers
- I am 4 digits’ long
- To simplify, find the common factors of - 3 & 5 are two of my many factors.
the numbers. 10/20= ½
- Let’s say were talking about ½ of 100, we T revisits prior learning, prompting questions include:
would represent this fraction as 0.5. - Who can tell me what is a fraction?
- ¾ = 75%. Let’s say our total is 100, ¼ = - If I had 10/20 how can we simplify it?
25, 2/4 = 50, and ¾ = 75%. - Turn to the person next to you and tell them how you would
change this to a decimal? (get multiple Ss to provide answers)
- Now let’s look at ¾, how would you represent this as a
percentage?
DEVELOPMENT
‘INTRODUCE’ 3 min ‘INTRODUCE’ Resources:
Teacher: WALT: Add and subtract fractions and simplify fractions. - Ss workbooks
- shares WALT and WILF (learning WILF: Making connections between fractions, decimals, and - Smartboard
intentions) percentages. - Printed questions for Ss to paste in
- groups Ss and explains the tasks at each 30 min books
station ‘EXPLORE’
Ss are split into groups of 3, each group spends 10 minutes at a Differentiation:
‘EXPLORE’ station. - extension: extra questions
Investigate strategies to solve problems Station 1 – Simplest Forms - support: extra teacher to supervise
involving addition and subtraction of fractions this group.
with the same denominator (ACMNA103). Write these ingredients in their simplest form: - Early finishes can check their
20/100 flour 7/100 apple answers with other group
15/100 suet 20/100 raisins members for Stations 1 and 3.
Make connections between equivalent fractions, 5/100 sugar 10/100 peel
decimals and percentages and represent simple 50/100 butter 3/100 brown sugar
fractions as decimals and percentages
(ACMNA131) Extension: Turn these fractions into decimals and arrange them
form smallest to largest.
Station 2 – Study Ladder

- Year 5: Adding & Subtracting Fractions with the same
denominators
- Year 6: Adding and Subtracting Fraction with the same
denominators
Station 3 – Open-ended Questions

1. How many different ways can you represent 1/3?
- can you represent it as another fraction?
- can you represent it as a percentage?
- can you represent it as a decimal?
2. How many different ways can you make 4/5?
- can you represent it as another fraction?
- can you make it using addition?
- can you make it using subtraction?
Extension Question – Early Finishers

Timothy took 2/3 h to paint a portrait. This was 1/3 h shorter than
the time he took to paint scenery. How long did he take to paint
scenery?
CLOSURE
Summarising lesson provides students the 5 min ‘SUMMARISE & REVIEW’ - BYOD; IPads with internet access
opportunity to show their problem solving and - Whole class discussion about answers. - Smart board with internet access
reasoning skills.
Mentimeter – 45 90 92
Mentimeter encourage students to self-evaluate Questions to prompt Ss:
their learning to determine what the know and - Today I learnt that…
still need to learn. - I would like to revisit…
- A fun fact about fractions…
- To simplify fractions, you…
- I liked…
- I struggled with…

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Lesson Plan Format: by The End of This Lesson, The Students Will

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Lesson Plan Format

Name of the School: Teacher Education Student: Name of the Mentor:

Class: 5/6 Date: 18/10/18 Time: 45 minutes

Key Learning Area: Mathematics Lesson Topic: Fractions and Decimals

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

Station 2 – Study Ladder

Station 3 – Open-ended Questions

Extension Question – Early Finishers

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