Pupils recall previous lesson. Hopefully they will use the word equivalent. Sets an exercise from the text book Pupils work on exercises 9:20 involving adding fractions where the independently (although denominator of one fraction is a factor of the quiet discussion is other. allowed) about if I wanted to do something like Pair discussion “What 1/7 +1/8? Discuss with the person next to you how you think you might work it out.” 9:30 Small group discussion with the pair opposite you as “Now discuss a four.” any group come up with a way of Feedback “Has working it out?” anyone have any comments about Peer assessing “Does that?” we need to split our picture into to Pupils contribute answers “What do work it out? We need to be able to see sevenths as well as eighths.” can we colour in one seventh? How “How many blocks have we coloured in?” can we colour in one eight? How “How many blocks have we coloured in?” can we use this to work out 1/7 + “How 1/8?” how can we write this “So down?” Write: 1/7 = 8/56 1/8 = 7/56 Watch out for pupils 1/7+1/8 = 15/56 thinking you colour one row and one column a picture, how do we work (giving 14 not 15, as you “Without using out 1/9 + use a block twice) 1/5?” Write on board (prompted by pupils) 9 x 5 = 45 1/9 = 5/45 1/5 = 9/45 1/9 + 1/5 = 14/45 9:45 Set an exercise from the text book involving Pupils work independently adding fractions like this.
Pupils recall previous lesson. Hopefully they will use the word equivalent. 9:20 Sets an exercise from the text book involving adding fractions where the denominator of one fraction is a factor of the other. Pupils work on exercises independently (although quiet discussion is allowed) 9:30 “What about if I wanted to do something like 1/7 +1/8? Discuss with the person next to you how you think you might work it out.” “Now discuss with the pair opposite you as a four.” “Has any group come up with a way of working it out?” “Does anyone have any comments about that?” “What do we need to split our picture into to work it out? We need to be able to see sevenths as well as eighths.” “How can we colour in one seventh? How many blocks have we coloured in?” “How can we colour in one eight? How many blocks have we coloured in?” “How can we use this to work out 1/7 + 1/8?” “So how can we write this down?” Write: 1/7 = 8/56 1/8 = 7/56 1/7+1/8 = 15/56 “Without using a picture, how do we work out 1/9 + 1/5?” Write on board (prompted by pupils) 9 x 5 = 45 1/9 = 5/45 1/5 = 9/45 1/9 + 1/5 = 14/45 Pair discussion Small group discussion Feedback Peer assessing Pupils contribute answers Watch out for pupils thinking you colour one row and one column (giving 14 not 15, as you use a block twice) 9:45 Set an exercise from the text book involving adding fractions like this. Pupils work independently