Pre-service teachers name: Danielle Berkelmans Mentor teachers name: Julie Jago School: Gippsland Grammar St Annes Campus

Year level: Five VELS level: 5 Date: Tuesday 20th August

Morning Session Maths Aim of the lesson: To give practical experience in finding fractions of a set where the fraction works out as a whole number (e.g. of 12 is 6). To link these fractions with the factors of the set number. To show that equal fractions are formed by dividing the set into a given number of equal parts without leaving a remainder. Teaching plan: Students are to write down and recite their 8 times tables 3 times, 7 times tables twice and 6 times tables once. Activity 1 Shattered Squares

AUSVELS Strand: Discipline Based Learning Domain: Maths Dimension: Fractions and Decimals Standard/s: Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103) modelling and solving addition and subtraction problems involving fractions by using jumps on a number line, or making diagrams of fractions as parts of shapes

Revisit students fraction walls from the previous lesson: 1cm 1cm 1cm 1cm 1cm 1cm 1cm 1cm 2cm 2cm 2cm 2cm 4cm 4cm 8cm Discuss the fact that of 8 is 2. Whole class modelling: discuss how you find a fraction of a set (that is, by dividing it into qual subsets or parts): Model on the board What is 1/3 of 9? Use the model of the veggie patch and start by showing that the whole is 9. Then divide it up into 3 equal pieces, shade 1 of those pieces and have students count how many veggie plots are within that piece. Explain that the denominator tells you how many pieces to divide the whole into and the numerator tells you how many pieces. 1/3 of 9 = 3

Ask the students what is 1/6 of 48? Again show them the whole, divide it into 6 equal parts, and then count how many squares are in each part. 1/6 of 48 is 8.

Have students work out what is 1/6 of 48 using their calculators by dividing 48 by the denominator, 48 6 = 8

Ask students to work in pairs and to use a calculator to divide 36 by all the numbers between 2 and 12 inclusive (to 2 decimal places): 36 2 = 18 36 3 = 12

36 36 36 36 36 36 36 36 36

4=9 5 = 7.2 6=6 7 = 5.14 8 = 4.5 9=4 10 = 3.6 11 = 3.27 12 = 3

Using their whole number answers only have the students use the Shattered Squares Worksheet (pg 27) to model their answers and represent them as a fraction (leave 1 square blank for the moment) 36 3 = 12 = 1/3 of 36

Activity 2 Edible Maths Have the students look at their list of 36 divided by the numbers between 2 and 2. Discuss with the students what the decimal places mean when they occur. Start with the sum 36 5 = 7.2. Have students work in groups of 5 to divide 36 m&ms equally between themselves. Each student should have 7, with 1 left over. Explain that you then have to divide the remaining 1 between the 5 of them. To explain why it is 7.2 explain that the 2 is in the tenths column and that 10 5 = 2. Using their last square on the worksheet have the students cut the square into 7 equal pieces and then divide the remaining square into five. Students can then stick their shattered square onto a coloured sheet of paper and write above it 36 5 = 7.2 = 1/5 r2 of 36
Students are then to make notes in their workbooks to complete the following sentence prompts: Today I learnt, I liked, I still dont understand Assessment: Students will be assessed on their ability to correctly represent their fractions as a model and to write out the equation correctly. Students understanding will be assessed through their completed work and their reflections at the end of the lesson. Resources/preparation: Part and Parcel Shattered Squares Worksheet (pg 27) (1 per child), whiteboard for whole class modelling, student workbooks, pencils, calculators, m&ms (x3 packets), coloured paper, scissors and glue. Differentiation: Students requiring further extension will work in a focus group and complete a different activity Fraction Jumps