A 60 minute lesson in which students will learn to reduce fractions to their lowest terms.
Revise the content covered in the unit so far by playing a game of ‘Celebrity Head’. Ask three students to stand in front of the board. Use tape or blue tac to attach a fraction card from the Equivalent Fractions Cards to the board, just above each student’s head. The students must take turns to ask ‘yes’ or ‘no’ questions to identify their fraction. Possible questions could include:
Display and discuss the annotated example on slide 15 and complete the whole class example on slide 16.
Read through the review activity on slide 17. 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. Once the students have finished, select volunteers to come to the board to demonstrate their working out and present their answer.
Provide each student with a fraction card from the Equivalent Fractions Cards. Explain to the students that they must find their ‘fraction team’; that is, they must gather in a group with all the other students that have a fraction equivalent to the one on their card. Once they have found all the members of their fraction team, they must identify which fraction has been written in its lowest terms. The team must sit in a circle with the lowest terms fraction in the middle.
Once all the groups have finished, check that the students have managed to group themselves correctly. Ask the students:
Which strategies did you use to try and find the other members of your fraction team?
Did you find this task easy or challenging? Why?
Which strategies did you use to determine which group member had the lowest terms fraction?
Play a game of Reduce Fractions Splaton the Sheppard Software website. This could be played as a whole class on the interactive whiteboard, or individually (depending on computer access). Work through the levels and games. As the students become more confident, start using the ‘timed mode’ option.
Encourage more confident students to demonstrate their working out and share their answers with the rest of the class.
Allow less confident students to complete the review activity in a small group with the support of a teacher or teacher aide.
Suggested Assessment Strategies
used strategic whole class or individual questioning
observed student participation during learning activities