Other learning targets: To be able to understand that you can multiply the numerator and denominator by the same number and still have the same fraction Personal Targets To make sure during questioning I don’t just ask for answers from the ones who put their hands up. Resources: Electronic whiteboard (although normal whiteboard will suffice) Lesson Outline Time Teacher Activity Pupil Activity/ Actions / Reactions Starter 9:00 Have up on the board before pupils arrive: What fraction of the circle is: blue green red green or blue red, blue or green a) , b) and c) should be very easily done, as it is revision of the last lesson. d) will be recognised by most as ¾ as that’s what it looks like e) is harder. It might be recognised as 1/8 + ¾ which would be hard for them to work out at this stage. It might be thought of as 1-1/8 which would give the right answer. Teaching sequence 9:10 Ask the class, “How did you work out the answer for e)?” “If I drew these lines in, would that make it easier?” “How many quarters are green and blue?” “How many eighths are green? How many are blue? How many are red? How many Confident pupils who managed to get an answer feedback what they did.
are red or blue?” Write on the board: ½ + ¼ = 2/4 + ¼ = ¾ “How would I solve this one?” 1/8 + ¼ = … “What about 1/10 + 1/5? Does anyone know how we might work that out?” “What picture might help you work this out? How many pieces does my shape need to be cut into for me to work this out?” (Draw on board) “How do I show 1/5 on this picture?” “How do I show 1/10?” “How can I work out what 1/5 + 1/10 is?” Update picture: “When we add fractions we need to make sure that they both have the same denominator. In the last example, we wrote 1/5 as 2/10.” “Why can we replace 1/5 with 2/10 without changing our answer? Why are we allowed to do this?” “What else could we have written for 1/5 instead of 2/10?” “How would we work this one out?” Write: 2/9 + 3/18 “What do we need to do first?” “What fraction is equivalent to 2/9?” Pupils contribute answers Pupils contribute answers
Pupils recall previous lesson. Hopefully they will use the word equivalent. 9:20 Sets an exercise from the text book involving adding fractions where the denominator of one fraction is a factor of the other. Pupils work on exercises independently (although quiet discussion is allowed) 9:30 “What about if I wanted to do something like 1/7 +1/8? Discuss with the person next to you how you think you might work it out.” “Now discuss with the pair opposite you as a four.” “Has any group come up with a way of working it out?” “Does anyone have any comments about that?” “What do we need to split our picture into to work it out? We need to be able to see sevenths as well as eighths.” “How can we colour in one seventh? How many blocks have we coloured in?” “How can we colour in one eight? How many blocks have we coloured in?” “How can we use this to work out 1/7 + 1/8?” “So how can we write this down?” Write: 1/7 = 8/56 1/8 = 7/56 1/7+1/8 = 15/56 “Without using a picture, how do we work out 1/9 + 1/5?” Write on board (prompted by pupils) 9 x 5 = 45 1/9 = 5/45 1/5 = 9/45 1/9 + 1/5 = 14/45 Pair discussion Small group discussion Feedback Peer assessing Pupils contribute answers Watch out for pupils thinking you colour one row and one column (giving 14 not 15, as you use a block twice) 9:45 Set an exercise from the text book involving adding fractions like this. Pupils work independently