models how to use etc. Students park. Pairs can present to grid. For extension could identify at graph paper/grid by express equivalent class discussing students can increase least 3 similarities partitioning it and fractions for each similarities and the size of their park or or differences labelling the section of their differences between their choose their own size. between their park fraction. Introduce park. Eg. My pond different site plans using Or modifications can be plan and their task, is 1/8 of the whole equivalent fractions as made eg. partners. Design a “What things park or 2/16. evidence for happened if the pond Park. “What would we need to (Adapted from: similarities/differences. flooded and doubled in include in the size, what fraction of Department of the whole park would it Education and plan?” be now? Early Childhood Development Website. (2010)
models how to use graph paper/grid by partitioning it and labelling the fraction. Introduce task, Design a Park. “What things would we need to include in the plan?” etc. Students express equivalent fractions for each section of their park. Eg. My pond is 1/8 of the whole park or 2/16. (Adapted from: Department of Education and Early Childhood Development Website. (2010) park. Pairs can present to class discussing similarities and differences between their different site plans using equivalent fractions as evidence for similarities/differences. grid. For extension students can increase the size of their park or choose their own size. Or modifications can be made eg. “What happened if the pond flooded and doubled in size, what fraction of the whole park would it be now? could identify at least 3 similarities or differences between their park plan and their partners.
final_fractions_unit_planner.docx