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# EDU20006

Assessment two

## Tamara Ellis - 2755661

Lesson 3 - Mathematics
Lesson title:

## A little bit of this, a little bit of that

Date:11/09/14

Topic:

Fractions
Learning areas

Duration of lesson:
Strands & sub-strands
Number and algebra

Year level:
100 minutes

Content descriptors

Australian

(ACMNA016),
(ACMMG020),

Curriculum:

Mathematics

## Curriculum, Assessment and Reporting

Authority [ACARA], 2014).
Lesson rationale:
Fractions are a natural progression from statistics and probability, which was the unit delivered last week. Many statistics can be written or described as fractions; this will be
the basis for the introduction of the topic.
The activities chosen will allow students to engage in hands on tasks in meaningful ways, this will allow the students the ability to engage with mathematics in a way that is
socially acceptable within their community (Culatta, 2013). Students will learn how fractions can be utilised within real life situations like telling the time, or dividing un into equal
parts.
Students background knowledge:
Students have been looking at chance and probability. During this time they have looked at
the chance of rolling a 1 on a dice, students discovered it is one out of six or 1/6.
They have an understanding that a fraction is part of something that is whole. But the
students have not gone into detail about how different fractions can look and how things can
be equally divided.
Students have had fractions in other units of learning as an integrated approach from the
teacher, like chance and probability.

Teacher focus:
I will continue to further my ability to manage classroom behaviours and
build up more management strategies.
I will also work on student motivation, as this should help control behaviour
interruptions.

EDU20006

Assessment two

## Tamara Ellis - 2755661

Learning objectives:

## Learning environment and resources:

Students will:

Learning environment:

## and how many parts are required for each (ACARA,

Preparation:

2014).
Be able to identify shapes being divided and

Gather required resources and create an explanation sheet for each activity.

## equally (ACARA, 2014).

Understand how halves and quarters can be utilised

Resources needed:

## and seen in real life (ACARA, 2014).

Resources:

Squares of paper (20 cm). Some chatterboxes will be printed (Appendix A).
Group 2: Clocks placing minute and hour hand in the correct position to describe half, for those more
advanced, divide the clock into quarter past, quarter to as well as half and oclock
Resources needed:
Clock print out (Appendix B), circular shape to trace if required, spit pins (packet of 30).
One finished clock for students to model from.

Group 3: Division Have collection of a group of objects, ask students to divide it in half, for those students
Resources needed:
Tens counters.

Group 4: Graphing Drawing the other half of shapes. Choice of shapes and pictures to attempt.
Simple shapes like triangles, circles and squares for those less confident with drawing and animal faces for
those who are more confident.
Resources needed:
Worksheets & blank paper, pencils (Appendix C).
Assessment strategies:
Collect samples of students work to compare to the Australian Curriculum outcomes. Record which areas of the curriculum they have developed through these experiences.
Question and answer at circle time will take place at end of lesson.

EDU20006
Fractions

Assessment two

Approx.

## Pre-service teachers actions

time
5-10 minutes

Review fractions.

Students will be sitting on the mat while instructions for the lesson

## Review how fractions are written, ask students to

are given.

Stage 1 Introduction

give examples.
Divide students into groups, students can choose
80 90 minutes
total

## their own groups.

Teacher to monitor groups and use engaging

Stage 2
Body of lesson

## up and move onto the next rotation.

Group 2: Clocks Students will place and mark each quarter and

For assessment:

## Gather copies of students work.

Take photos of students through various stages

## of the origami and dividing objects.

Prompting questions:
What can you create through folding in halves and
quarters?
How can a clock face represent fractions?
Where else might you divide things?
N.B: Half way through allow students to run two

## them into thirds

Group 4: Drawing the other half of shapes. Choice of shapes and
pictures to attempt.
Simple shapes like triangles, circles and squares for those less
confident with drawing and animal faces for those who are more
confident (Appendix C).

## laps of the oval, go to the toilet, have a drink and

20-30 minutes.
Stage 3: Conclusion

## have their brain food.

Ask students to sit on the mat in a circle.

EDU20006

Assessment two

## Evaluation and self reflection of the lesson:

At the start of the lesson, one of the students who had been away asked what a fraction was. This lead us to explore fractions as part of a whole using magnetic strips,
asking the students to divide shapes up on the white board and labelling them appropriately with the corresponding fraction.
Although this was not planned I felt it was required so all the students had the same concrete understanding of fractions. This extension went for approximately 35 minutes as
the students were extremely engaged in leading the learning, I was only facilitating the session.
When we moved onto the sessions I felt that they had been planned for too long, so having the first section was a benefit rather than a limitation. I felt the students needed a
lot of guidance with the chatterboxes and dividing the tens into parts. This made it a little tricky to ensure the dynamics of the groups balanced well and that all students were
progressing through their rounds at an even rate. I would re-think how I divided the groups us and what activities I provided if I was to create a lesson plan similar to this one
again.
The use of groups made making the chatterboxes easily achievable and allowed me to use intentional teaching and questioning techniques to challenge students
understandings. By allowing the students to choose their own groups I feel they chose people they liked, but this also meant they had more of a tendency to be silly with one
another and talk about other topics, rather than focus on their activity.
Tomorrow we are going to follow up on thirds as all students were able to grasp the idea of quarters, halves and whole today.

Allowing the children to choose their own groups can create bad dynamics for learning,

I was able to see after the first rotation that I should not have allowed the

be careful how you do this. Maybe let children pick a partner then pair partners

students to choose their own groups. It felt very chaotic and I was constantly
turning to watch, but didnt feel I could move around the groups as the

together.
You were able to use appropriate, specific language within the chatterbox groups

## which the children really engaged with.

You were not able to move around as much to other groups as the children with the

## students were not able to complete the chatterboxes alone.

chatterboxes required all of your help, even with the visual instructions. You may have

been able to avoid this if you had split the groups into two rather than four.
Allowing the children to share their experiences allowed them to reflect on what they

## had learnt in a meaningful and exciting way.

Overall it was a well run session and the children were able to gain a lot out of it.

References:
Australian Curriculum, Assessment and Reporting Authority [ACARA-2]. (2014). Mathematics Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1
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EDU20006

Assessment two

## Tamara Ellis - 2755661

Appendix:
Appendix A
Chatterbox template
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EDU20006

Assessment two

Appendix B
Clock faces

EDU20006

Assessment two

## Tamara Ellis - 2755661

Appendix C
Draw the other half.
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EDU20006

Assessment two