EDMA310

UNIT OF WORK
MATHEMATICS UNIT PLANNER Teacher/Team:
Topic: Fractions Year Level: 5 Term: 3 Week: 3-6 Date:
Intended Learning Focus/Intentions (taken directly from Victorian Curriculum documents):
Content strand(s): Number and Algebra Measurement and Geometry Statistics and Probability
Sub-strand(s):
- Fractions and decimals

Level content descriptions:

 Compare and order common unit fractions and locate and represent them on a number line (Level 5)
 Compare fractions with related denominators and locate and represent tem on a number line (Level 6)

Proficiency strand(s):
Understanding Fluency Problem Solving Reasoning
 Fractions are numbers that just like whole numbers, are related to one so can  Represent fractional numbers, including decimals, using materials, diagrams (including
be ordered and represented on a number line. Whole numbers can also be number line) and symbols
written as fractional numbers

Common misconceptions (related to the mathematical Success criteria - Key skills to develop and practise Equipment / resources:
idea/topic): (observable capabilities)  Paper
 Number lines
 Fractions are greater than 1  Accurately naming fractions

 The relationship between the numerator and  Able to place fractions on a number line
the denominator

 Uneven division of fractions
Key vocabulary:
 Numerator/denominator
 Number line
 Even/uneven
 Equivalent fractions
 Improper fractions
 Mixed number fractions
 MATHEMATICAL TUNING IN INVESTIGATIONS SESSION REFLECTION & MAKING ADAPTATIONS ASSESSMENT
FOCUS (The Hook) (As individuals or co-operative groups) CONNECTIONS SESSION STRATEGIES
A task is presented that is relevant to the An extended opportunity for students - Enabling prompts
(As a whole class)
focus of the lesson; sets the scene/ context to work on a rich, open ended task. Scaffolding strategies to support
What do you want students to The whole class shares approaches to This section should include the source
for what students do in the independent Time for teacher to observe children’s students who are having difficulty
understand and/or be able to do by the task. The teacher selects students of data (e.g. work samples, individual
individual or co-operative group part, e.g., thinking, to manage task behaviour, making progress on the task. This must
the end of the lesson? or groups to share, poses questions and conferences, test scripts, physical
the hook may be a problem, an open- rove and interact with students, or include key questions.
Note that the same focus may be used summarise ideas to draw out the models, interviews, self-assessments)
ended question, a game, a picture of work with a small group for part of the - Extending prompts
over several linked lessons. mathematics and assist children to and the focus of the assessment as a
artefact, a film or youtube clip , a story, etc. time. Scaffolding strategies to support
make connections. NB. This may occur “Students can…” statement (aligns to
student who make substantial progress
at several points during a lesson focus).
on the task and need to advance their
followed by more investigation Note: Sessions need not have different
thinking further. This must include
assessments, one strategy may operate
changes to the task and key questions.
for the whole unit.
- Why is it Scaffolding; go back to Students are doing well if
Session 1 - Ask students to use - Ask the students if important for each simple folds in the paper they can accurately name,
 Fraction strips strips of paper to each section they section to be such as halves, and ask the predict and accurately
 We are learning to use make different have folded is equal? students to predict what place fractions on a number
fraction strips to fractions by folding even? - Ask students how might happen if they were line.
accurately name and the strips - Why is it they worked out to fold the strip in half
compare fractions - Halves important for each how to create again. Get students to - Collection of
- Thirds section to be fifths continue to fold the strips students work
- Fifths even? - Get students to in half and ask if they can books to see their
- - What would you demonstrate if see a pattern. Then move level of
do if I asked you to they have noticed onto quarters and get understanding
fold the strip into a quick way to students to build on
tenths or make fifths into connection between
fifteenths? tenth or fifteenths multiplicative thinking and
- Get the students - Ask students what fractions
to compare they need to think
fractions. Which is about when Extending; Ask students to
bigger? Are any of folding the paper see how many times the
them the fractions strip of paper can be folded
the same? into even sections. Ask
students if they are able to
name each folded section
on the strip. How do we
know this? Ask students if
they can see any equivalent
fractions
 Scaffolding; for students Students are doing well if
Session 2 - Get students to label - Create a large - Once all students that are struggling get them they can accurately name,
 Number lines the number line number line that have confidently to go back to fraction strips, predict and accurately
 We are learning to - Brainstorm with goes a long one of placed there this time cutting off one place fractions on a number
work with a number students what every the classroom fraction on the section of the strip to then line.
line to appropriate number line should walls number line go place on a personal number
plot some common have - Give each student through the line. Ask if students can see - Use the whole
fractions - Ask students to tell a fraction that is students answers a pattern between the size class number line
you the difference between 0-1 as a whole class of the pattern and the wall to observe
between a number - Students will then - Model to students number of the students thinking,
line and a normal line need to work the thinking they denominator. and to see what
- together, as well should be areas students
as recalling their undertaking when Extending; Students who need help with
knowledge from working out where are doing well, will then
the previous the fractions go draw their own personal
lesson to predict - Ask students number line in their books.
where each prompting They will then need to plot
fraction should be questions such as 5 fractions on the number
placed “How do we know line, all which have a
¼ is smaller than a numerator greater than 1.
half?”
Scaffolding; Get students to Students are doing well if
Session 3 - Write a fraction on - Get students to - Get students to start with simple equivalent they can accurately name,
 Fractions with a the board and ask draw an array and use pieces of fractions such as ½ and as predict and accurately
numerator larger than the students to name show a fraction coloured paper to them how many different place fractions on a number
1 the fraction using the array firstly create a fractions represent ½. Once line.
 We are learning to - Draw a rectangle on - That is students shape. They then students have got a good
plot fractions with a the board and name need to colour in need to find one handle on this, then move - Get students to
numerator greater it 1/5, ask the 3/7 third of the same on to other equivalent create a poster
than 1 on a number students how long - Use these arrays and show this by fractions, ask the students with the pieces of
line 2/5 should be? to help students sticking a different if they know of any paper they have
- Continue this with a compare and colour piece of themselves use to show
couple more contrast fractions paper on top fractions. Students
examples - This means - Students should Extending; once students should write a
students will need then draw on their are confidently able to little sentence
to name each previous work with fractions with a under each shape
array and then knowledge and numerator larger than 1, to explain what it
order the sections using the number get students to work out is. This can be use
so that they are in line they used in equivalent fractions with as an assessment
order, from the previous these. Such as 1/8 is equal task
 smallest largest lesson add to it by to 2/16. Prompt students -
- Students should placing 5 more thinking so that they can
then try to use fractions that they see the pattern with
other shapes to don’t already have equivalent fractions that
represent the on there that have aren’t as obvious
fractions a numerator
greater than one
 Scaffolding; get students to Students are doing well if
Session 4 - Draw three - Get students to - Ask students to work with a partner to they can accurately name,
 Equivalent fractions different shapes then find investigate the create shapes that show predict and accurately
 We are learning about on the board, eg. equivalent relationship equivalent fractions. They place fractions on a number
equivalent fractions A circle, square fractions by between should work together to line.
and how they can be and rectangle completing the equivalent show all the different ways
represented in multiple - Divide each of the same steps fractions we can pictorially represent - Collect students
ways shapes into an (drawing shapes) - Get students to a given fraction. Students work books to see
different equal and dividing them find all the might want to work with ½ if they understand
sections, for into different equivalent and ¼ first before brining in the relationship
example the circle equal parts fractions they can more difficult fractions such between
is divided in 4, the - Students can work think of as 1/5 equivalent
square 2 and the with partners to - They will then fractions
rectangle 8 work how what is need to plot them Extending; allow students
- Get three different the common on a number line to explore equivalence with
students to colour element between - fractions and encourage
in one half of each all these fractions? students to move away
shape Prompt students from the “easier” fractions
- Rename the thinking so that and ask students to find
fractions eg, 2/4, they can work on equivalent fractions such as
4/8, ½ the relationship 3/15 or 6/18.
- Ask students what between the
they have done equivalent
fractions.

Scaffolding; students can Students are doing well if

Session 5 - Write a fraction on - Students should - Students are then work with simper improper they can accurately name,
 Improper the board that is then complete the to plot improper fractions such as 2/1 in predict and accurately
fractions/mixed improper and ask same steps when fractions on the order for students to place fractions on a number
number fractions students to name they are faced class number line understand what an line.
 We are learning to the fraction with improper - Student are to improper fraction is and
work with - Label the fraction fractions explain why some what they need to do to - Assess if students
improper/mixed and brainstorm - That is students improper fractions convert it can accurately plot
fractions and plot them ideas around the should try to need a number improper fractions
on a number line fraction, compare convert the line greater than 1 Extending; for students onto the number
the fraction to a fraction to a mixed - Get student to who are able to work with line
 common fraction number fraction demonstrate on improper fractions or
- Ask the students - Students should the board how mixed number fractions
were they would then plot these they would they should then draw
plot this fraction fractions on an convert an what they would look like
on a number line, appropriate improper fraction when we depict them as
would it fit on a number line to a mixed number shapes or drawings.
number line that - if they were
goes from 0-1? unsure where it
How do we know should go on a
this? number line
- Draw that the
improper fraction
would look like in
a shape form