represented in a appendix 1 for materials or off one another. Ask asking them to points about their different way. pizza diagram) physically draw students to justify the represent their fraction fraction. Note down Teacher asks, if I their fraction. equivalent fractions that in 3 or more ways by those that were have 2 pieces of Asked to list any they have listed. using concrete materials unable to by using a pizza out of the 8 equivalent fractions or by drawing it using class list to record pieces, what are 2 that there may be set/discrete models. these details. ways of from their favourite representing this? fraction. See Appendix 2 Then pizza is (Activity Adapted divided into only 4 from Downton et pieces and students al., 2006) are I had asked “If 1 piece out of 4, would I be having the same amount as the 2 pieces out of 8?” Session 2 Teacher models to Explore equivalent Students who explored Students experiencing Observe strategies Exploring and students how to use fractions with the Cuisenaire rods can difficulty with the rods for finding understanding Cuisenaire rods to concrete or virtual share their findings to the or ICT tasks can be equivalent fractions equivalent make equivalent manipulatives. One class by stating limited to using halves, eg. Were they using fractions in a range fractions. group uses equivalent fractions that or quarters to find the rods to compare of contexts and Asks students: Cuisenaire rods to they have found and can equivalent fractions. fractions to find materials. is 2/4 answer questions draw on the board or Students who finish the equivalents? “What Focussing on equivalent eg. many show students using the ICT activities early can to?” “How halves, quarters can you quarters in rods. Teacher can ask use another virtual Anecdotal notes are “How 2/8?” and eighths. show this using Students record did you find this manipulative which written on one “How Cuisenaire their answers and equivalent makes the connection to group of students rods.” fraction?” draw a model. The there anymore percentages and listing their “Are other group explore equivalent fractions for decimals. (See used to the ICT activities the ones that you have Appendix 5) Students find equivalent on equivalent how do can also be asked to list fractions and how found?” “Explain fractions. (See you know at least 10 equivalent many they found. this?” appendices 3 & 4) fractions that they have
represented in a different way. appendix 1 for pizza diagram) Teacher asks, if I have 2 pieces of pizza out of the 8 pieces, what are 2 ways of representing this? Then pizza is divided into only 4 pieces and students are asked “If I had 1 piece out of 4, would I be having the same amount as the 2 pieces out of 8?” materials or physically draw their fraction. Asked to list any equivalent fractions that there may be from their favourite fraction. See Appendix 2 (Activity Adapted from Downton et al., 2006) off one another. Ask students to justify the equivalent fractions that they have listed. asking them to represent their fraction in 3 or more ways by using concrete materials or by drawing it using set/discrete models. points about their fraction. Note down those that were unable to by using a class list to record these details. Session 2 Exploring and understanding equivalent fractions in a range of contexts and materials. Focussing on halves, quarters and eighths. Teacher models to students how to use Cuisenaire rods to make equivalent fractions. Asks students: “What is 2/4 equivalent to?” “How can you show this using Cuisenaire rods.” Explore equivalent fractions with concrete or virtual manipulatives. One group uses Cuisenaire rods to answer questions eg. “How many quarters in 2/8?” Students record their answers and draw a model. The other group explore the ICT activities on equivalent fractions. (See appendices 3 & 4) Students who explored the Cuisenaire rods can share their findings to the class by stating equivalent fractions that they have found and can draw on the board or show students using the rods. Teacher can ask “How did you find this equivalent fraction?” “Are there anymore equivalent fractions for the ones that you have found?” “Explain how do you know this?” Students experiencing difficulty with the rods or ICT tasks can be limited to using halves, or quarters to find equivalent fractions. Students who finish the ICT activities early can use another virtual manipulative which makes the connection to percentages and decimals. (See Appendix 5) Students can also be asked to list at least 10 equivalent fractions that they have Observe strategies for finding equivalent fractions eg. Were they using the rods to compare fractions to find equivalents? Anecdotal notes are written on one group of students listing their used to find equivalent fractions and how many they found.
final_fractions_unit_planner.docx