A 60 minute lesson in which students will identify and explore common unit fractions.
Write the sentence, ‘A fraction is…’ on the board. In pairs, ask the students to brainstorm as many possible endings to this sentence as they can. Ask each pair to share their sentence endings with the rest of the class.
Select a range of goals for the unit from the Goal Labels – Fractions (Upper Primary) and discuss these with the students. Allow the students to ask questions about each goal and encourage them to suggest some success criteria for each. Display these goals in an obvious place in the classroom for the duration of the unit.
Discuss the definition of a unit fraction, as outlined on slide 6. Display and discuss the annotated example on slide 7 and complete the whole class example on slide 8.
Read through the review activity on slide 9. Answer any questions the students may have about the task and allow the students a small amount of time to complete the activity e.g. ten minutes. Draw a number line on the board and ask the students to volunteer to add each unit fraction.
Provide the students with a copy of the Fraction Fact File Worksheet. Monitor and support the students to complete the worksheet for one of the unit fractions from the previous activity.
Place the students into small groups. Provide each student with a card (face down) from the Unit Fractions Cards. Ask each group to arrange themselves in a line, from the smallest fraction to the largest.
Once all the groups have finished, check that each group has managed to place themselves in the correct order. Ask the students:
Which part of the fraction was most useful to the group when you were trying to get in order?