Mathematics Unit Planner
Mathematics Unit Planner
Mathematics Unit Planner
Year Level: 4
Term: 3
Week: 6-7
Date:
Key vocabulary (be specific and include definitions of key words appropriate
Fraction strips
Residual thinking (how big are the pieces to make up the whole
7/8 > 5/6)
Number Line
Measuring cups
Dice
Equivalence (1/2=2/4).
Deck of cards
Gap thinking 4/5 = 3/4 because there is only one piece missing
from both fractions
2/4 > 1/2 because the numerator is larger
1/2 is between 1 and 2 (or other similar fractions)
Learning
strategies/ skills
Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
Equivalence/equal to
More than/less than
Bigger/smaller
Numerator/denominator
Links to other contexts (if applicable, e.g., inquiry unit focus, current
How do we know?
Can we show this another
way?
What are some examples
of this?
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
Seeing patterns
Selecting
information
Self-assessing
Sharing ideas
Summarising
Synthesising
Testing
Viewing
Visually representing
Working independently
Working to a timetable
MATHEMATI
CAL
FOCUS
(what you want the
children to come to
understand as a
result of this
lesson short,
succinct
statement)
Session 1:
We are
learning to
understand
how fractions
can be larger
or smaller
than others.
TUNING IN
(a short, sharp task relating to the
focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be a
problem posed, spider diagram, an
open-ended question, game, or
reading a story)
INVESTIGATIONS
SESSION
(INDEPENDENT LEARNING)
(extended opportunity for students
to work in pairs, small groups or
individually. Time for teacher to
probe childrens thinking or work
with a small group for part of the
time and to also conduct roving
conferences)
Fraction Bingo
Larger or smaller
Fraction Bingo
Session 2
We are
learning to
understand
that different
fractions can
be the same
as each
other.
Fraction strips:
Colour in Fractions
Gallery Walk
Students go around the room
and look at other students
work. Students write 1 thing
on sticky notes that surprised
them/was different to what
they did/something they
learnt.
ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to the
initial goal task)
- Extending prompt
(questions that extend students thinking on
the initial task)
Enabling:
Mixed ability grouping
Teacher to encourage
students to focus on half,
quarter and whole cup
similarities.
Extending:
Students to find similarities
between
Halves and thirds
Thirds and quarters
Enabling:
Mixed ability grouping
Using visuals materials to
help students to understand
concepts
Extending:
Students to find other
fractions that are close
together have the found
the same as fractions or
fractions that are close but
not exactly the same?
Enabling:
Mixed ability pairs.
Extending:
If students finish 1st sheet
first, students can move
onto harder sheet (with 6ths
ASSESSMENT
STRATEGIES
(should relate to objective. Includes what
the teacher will listen for, observe, note
or analyse; what evidence of learning will
be collected and what criteria will be
used to analyse the evidence)
other.
grouping
Session 5
We are
learning to
combine our
knowledge of
decimals and
fractions and
use number
lines.
Fraction War:
Memory Game
Mixed ability
grouping
See appendix 2 for
explanation and
resources needed
Talk about improper
fractions can we
change the cards
around if we end up
with a fraction that
says 4/3 etc?
Number line:
See appendix 2 for
explanation and
resources needed
See appendix 7 and
8 for number line
cards
Individual task for
assessment of unit.
Teacher Questions:
What did we learn?
Did something surprise
you?
How did you know it was
the same?
and 8ths).
Teacher Questions:
How do we know that
goes there?
Is that the same fraction
as something else?
Is that larger or smaller
than another fraction?
Enabling:
Mixed ability grouping
Using visuals to help
student learning
Extending:
Teacher can either give
students decimal point cards
to add into the game 1
team to have decimal point
cards, one to have fraction
cards
Or students can use
improper fractions in game
what happens when the
numerator is larger than the
denominator?
Enabling:
Teacher questions where
would 1/2 go? 1? 2? 1/4?
Extending:
Students to think about the
position of:
Fractions with numerators
other than 1
Decimals on the number line
Student preferred
strategy for solving
fractions
Ability to justify why
fractions were
larger/smaller (other
than it just is)
Summative assessment:
Collecting number lines.
Understanding of:
Equivalence (2/4 = 1/2)
Representing fractions
such as quarters, halves
and thirds and whole
numbers and ordering
them.
ACTIVITY
FRACTION BINGO
EXPLANATION
RESOURCES
LONGEST FRACTION
STRIP
Using the fraction strips made
in the previous lesson,
students in pairs take turns to
roll 2 dice to make a fraction.
They then add the relevant
strip to their longest strip,
and the next person takes
their turn. Students each turn
add another strip to their
longest strip to make it longer
each turn. At the end of game,
the student with the longest
strip is the winner.
MEMORY GAME
Students work in pairs to
match up fractions with word
name, fraction, and two
picture cards. Students must
find 2 cards to make a pair in
order to win the pair. (There
will then be 2 of the same
fraction card left to make
another pair).
SESSION 1
Larger or smaller
Students will use
rice and measuring
cups (whole cups,
SESSION 2
Fraction Strips
As a class,
students to make
fractions strips by
SESSION 3
Colour in
Fractions
Students in
pairs roll a
SESSION 4
Fraction War
Students in groups of 4 (2
teams of 2) have half the
allocated cards. Each team
SESSION 5
Number line
As a whole class,
students create a
number line (see
RESOURCES
folding pieces of
paper the same
size. (1 whole,
half, thirds and
quarters)
Students then
work in pairs using
fraction strips to
solve question:
Which fraction is
the closest in
size to another
fraction?
Rice
Measuring cups
Bowls (2 per
group)
Paper
Scissors
Working out
paper/pens
fraction (using
2x 4 sided dice)
one at a time.
Once they have
rolled the dice
they form a
fraction and
then colour in
the relevant
fraction. The
game continues
until one player
has filled in the
entire sheet.
2 dice per
pair
Colour in
Fraction
sheet
(Appendix 4
and 5)
When task is
finished, students
go back to tables
to create their
own number line.
Number line
cards
(enlarged to
A3) See
appendix 7
and 8
Paper for
students own
number lines