Other learning targets: To be able to understand that you can multiply the numerator and denominator by the same number and still have the same fraction Personal Targets To make sure during questioning I ask for answers from the ones who put don’t just their hands up. Resources: Electronic whiteboard (although normal whiteboard will suffice) Lesson Outline Time Teacher Activity Pupil Activity/ Actions / Reactions Starter 9:00 Have up on the board before pupils arrive: a) , b) and c) should be very easily done, as it is What fraction of the circle is: revision of the last lesson. blue green d) will be recognised by red most as ¾ as it that’s what green or blue looks like red, blue or green e) is harder. It might be recognised as 1/8 + ¾ which would be hard for them to work out at this stage. It might be thought of as 1-1/8 which would give the right answer. Teaching sequence Ask the class, you work out the Confident pupils who “How did 9:10 answer for managed to get an answer e)?” feedback what they did. I drew these lines in, would that make it “If easier?” many quarters are green and “How blue?” many eighths are green? How many “How are blue? How many are red? How many
Other learning targets: To be able to understand that you can multiply the numerator and denominator by the same number and still have the same fraction Personal Targets To make sure during questioning I don’t just ask for answers from the ones who put their hands up. Resources: Electronic whiteboard (although normal whiteboard will suffice) Lesson Outline Time Teacher Activity Pupil Activity/ Actions / Reactions Starter 9:00 Have up on the board before pupils arrive: What fraction of the circle is: blue green red green or blue red, blue or green a) , b) and c) should be very easily done, as it is revision of the last lesson. d) will be recognised by most as ¾ as that’s what it looks like e) is harder. It might be recognised as 1/8 + ¾ which would be hard for them to work out at this stage. It might be thought of as 1-1/8 which would give the right answer. Teaching sequence 9:10 Ask the class, “How did you work out the answer for e)?” “If I drew these lines in, would that make it easier?” “How many quarters are green and blue?” “How many eighths are green? How many are blue? How many are red? How many Confident pupils who managed to get an answer feedback what they did.