NORTHERN CARIBBEAN UNIVERSITY

COLLEGE OF EDUCATION AND LEADERSHIP

DEPARTMENT OF TEACHER EDUCATION

2024

TITLE
(Unit plan )

Done in partial fulfilment of the course Ed ; Primary Math Method

Presented to
Natasha Mathison

Done
By
Noveya Davidson

Spring 2024
Unit plan

Subject: Mathematics
Grade: 4
Topic Fraction
Duration: 3 weeks
Focus Question:
● Attainment Target : Objective
● Know and value the contributions of • Students will understand the
communities and institutions in fostering concept of fractions as parts of a whole.
● national development, regional integration • Students will be able to
and international cooperation. identify and represent fractions using
shapes, objects, and numbers.
• Students will learn basic
ICT ATTAINMENT TARGET(S):
operations with fractions, including
● COLLABORATION AND addition and subtraction.
COMMUNICATION: students use
● Technology to communicate ideas and
information and work
Procedures
● Collaboratively to support individual needs
and contribute to the ● Engage

● Learning of others ● Explore

●  DESIGNING & PRODUCING – ● Explain

Students use digital tools to design and ● Elaborate
● Develop creative products to demonstrate ● Evaluate
their learning and
● Understanding of basic technology
operations
●  RESEARCH, CRITICAL THINKING
PROBLEM SOLVING AND DECISION
● MAKING. Students use appropriate digital
tools and resources to plan
● And conduct research, aid critical thinking,
 manage projects, solve
● Problems and make informed decisions.
●  DIGITAL CITIZENSHIP-students
recognise the human, ethical, social,
● Cultural issues and implications
surrounding the use of technology and
● Practice online safety and ethical behaviour

Key skill
Learning Activity

Build fraction chart using fraction spread-sheet ● Build fraction chart

template. Discuss and compare as it relates to the
● Discuss/compare fraction
fraction families for (1/2, 1/3, ¼, 1/8 etc.).
● relationsnip
• Use tangram pieces to further explore part-whole
meaning of fractions. ● Maniate fractions
Discuss the relationships among the two large
triangles, the small triangles, the square and the
parallelogram ● relationships

• Investigate the relationships between fractions ● Discuss fractional concepts

using the fraction circle or use spread-sheet to ● Develop fractions
create their own fraction chart.
● Judge fractional proportions
• Listen to the recording of a “Fraction Song”
(sung in both S.J.E ●

Brainstorm Points to note

 1. Understand the concept of fractions as
parts of a whole.
1. Fraction Pizza: Use paper circles to create
“fraction pizzas.” Students can cut the circles into 2. Identify and name fractions using
equal parts to represent different fractions, then both words and symbols (numerator and
label each slice with the corresponding fraction. denominator).
This hands-on activity helps students visualize 3. Represent fractions using various
fractions as parts of a whole. models, including shapes, number lines, and
2. Fraction Bingo: Create bingo cards fraction bars.
with different fractions written on them. Instead of 4. Compare and order fractions based
calling out numbers, call out fractions, and on their size.
students mark the corresponding fraction on their
5. Identify equivalent fractions.
bingo cards.
6. Add and subtract fractions with like
denominators.
7. Add and subtract fractions with
Material Resources: unlike denominators by finding a common
denominator.
Charts, posters, video , PowerPoint, rulers , pencil,
pen 8. Apply their understanding of
fractions to solve real-world problems and
situations.
9. Communicate their reasoning and
understanding of fractions verbally and in writing.
10. Demonstrate confidence and
fluency when working with fractions.
Assessment Criteria Key vocabulary

Sets, group, sorting , characteristics, variety,

attributes
Fraction Recognition:
• Can the student correctly identify
and name fractions when given visual
representations, numerical representations, or
word descriptions?
• Can the student recognize fractions
in real-life contexts and explain their meaning?
Fraction Representation:
• Can the student accurately
represent fractions using various models, such as
circles, rectangles, number lines, and fraction
bars?
• Can the student explain their
reasoning behind the representation of fractions?
Fraction Comparison and Ordering:
• Can the student compare and order
fractions based on their size?
Learning Outcomes Extended learning

Students will be able to:

Encourage students to hold Interviews / fact
finding conversations with
Older members of the school and local community
1. Understand the concept of fractions as
to provide valuable
parts of a whole.
Experiences to share with their class
2. Identify and name fractions using
both words and symbols (numerator and
denominator).
3. Represent fractions using various
models, including shapes, number lines, and
fraction bars.
4. Compare and order fractions based
on their size.
5. Identify equivalent fractions.
6. Add and subtract fractions with like
denominators.
7. Add and subtract fractions with
unlike denominators by finding a common
denominator.
8. Apply their understanding of
fractions to solve real-world problems and
situations.
9. Communicate their reasoning and
understanding of fractions verbally and in writing.
10. Demonstrate confidence and
fluency when working with fractions.
Content
A fraction is a part of a whole. In arithmetic, the number is expressed as a quotient, in which
the numerator is divided by the denominator. In a simple fraction, both are integers. A
complex fraction has a fraction in the numerator or denominator. In a proper fraction, the
numerator is less than the denominator.
A fraction has two parts: the numerator and the denominator. The numerator tells us how
many parts we have, and the denominator tells us how many parts make up the whole. For
example, in the fraction ⅓, the numerator is 1 and the denominator is 3. This means we have
1 out of 3 equal parts.

Types of Fractions:
There are different types of fractions:

• Proper fractions: Fractions where the numerator is smaller than the

denominator, like ⅔.
• Improper fractions: Fractions where the numerator is equal to or greater than
the denominator, like 5/4.
• Mixed numbers: A whole number combined with a fraction, like 1 ½.