Fractions 2

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Revision as of 12:22, 24 November 2009 (view source) Admin (Talk | contribs) (→Learning Objectives) ← Previous diff		Current revision as of 09:42, 27 November 2009 (view source) Admin (Talk | contribs) (→Proposed Schedule and Content)
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	** understand a fraction as being a part of a whole		** understand a fraction as being a part of a whole
	** use a calculator with fractions		** use a calculator with fractions
		+	** Convert an [[improper fraction]] to a [[mixed number]], and vice versa.
		+	** Write a fraction in its simplest terms.
		+	** Recognise [[equivalent fraction]]s.
	==Class management objectives==		==Class management objectives==
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	== Terms to be taught ==		== Terms to be taught ==
-	* {{common fraction}}	+
-	* {{denominator}}	+
	* {{equivalent fraction}}		* {{equivalent fraction}}
-	* {{improper fraction}}
-	* {{mixed number}}
-	* {{numerator}}
	* {{per cent}}		* {{per cent}}
	* {{proper fraction}}		* {{proper fraction}}
	* {{reduced fraction}}		* {{reduced fraction}}
-	* {{vulgar fraction}}
	== ECM outcome==		== ECM outcome==
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	== Demonstrating Learning ==		== Demonstrating Learning ==
	* How will your pupils demonstrate successful learning?		* How will your pupils demonstrate successful learning?
-	** Metric worksheet starter exercise.	+	** Success on worksheet.
	** Contributions in class discussion.		** Contributions in class discussion.
	== Possible Pupil Misconceptions ==		== Possible Pupil Misconceptions ==
-	* Expect many of the pupils to be poor on Imperial measures, for example:	+	* Being too reliant on calculators
-	**	+
	== Resources ==		== Resources ==
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	* Whiteboard pens		* Whiteboard pens
	* EW pen		* EW pen
-	* 35 copies of Starter worksheets	+	* Extra copies of Primer worksheets
	* This lesson plan (two hard copies)		* This lesson plan (two hard copies)
	* Whiteboard rubber		* Whiteboard rubber
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	== Opportunities for Differentiation ==		== Opportunities for Differentiation ==
-	* '''Talented and Gifted students''':	+	* '''Talented and Gifted students''': Encourage them to help others having problems.
	* '''Not-so-able students''':		* '''Not-so-able students''':
-	* '''SEN''':	+	* '''SEN''':
	== National Frameworks ==		== National Frameworks ==
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	| -		| -
	|		|
-	* If possible, put a copy of the starter worksheet on each pupil's desk.
	* Write learning objectives on board.		* Write learning objectives on board.
	* Sign on to PC, if necessary.		* Sign on to PC, if necessary.
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	| -		| -
	|		|
-	* Hand out starter worksheet as they enter.
	|		|
	*		*
	|-		|-
	| Registration		| Registration
-	| 3 mins	+	| 2 mins
	| -		| -
	| -		| -
	|		|
-	* Ask them to get their homework diaries out on the desk.	+	* Check they all have the Fractions Primer worksheet.
		+	* Ask them not to use calculators.
		+	|-
		+	| Main Section
		+	| 35 mins
		+	| -
		+	| -
		+	|
		+	# Finding the lowest common multiple.
		+	# Calculating equivalent fractions.
		+	# Using a common denominator to order fractions.
		+	# Adding fractions by finding a common denominator.
		+	# Subtracting fractions
		+	# Multiplying aninteger by a fraction.
		+	# 'of' means x.
		+	# Cancelling down as an aid to multiplying fractions.
		+	# Dividing an integer by a fraction.
		+	# Cancelling down algebraic fractions.
		+	# Solving real-world puzzles.
		+	# Multiplying a fraction by a fraction.
		+	# Dividing a fraction by a fraction.
		+	# Recurring decimals.
	|-		|-
	| Plenary		| Plenary
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	| -		| -
	|		|
-	* Set homework:	+	* Remind them about the homework.
-		+
	|-		|-
	| Dismiss		| Dismiss

---

Current revision as of 09:42, 27 November 2009

Contents 1 Lesson Details 2 In-Class Support 3 Learning Objectives 4 Prior Knowledge of Pupils 5 Class management objectives 6 Terms to be taught 7 ECM outcome 8 Demonstrating Learning 9 Possible Pupil Misconceptions 10 Resources 11 Risk/Safety Assessment 12 Assessment Opportunities 13 Relationships 14 Opportunities for Differentiation 15 National Frameworks 16 Other terms they need to know 17 Proposed Schedule and Content 18 To Do BEFORE the lesson

Lesson Details

• Class: 10A1 (32 pupils)
• Date: 24th November 2009
• Time: 13.55-14:45
• Room: T3.
• Lesson number: 6th in the day.
• National Curriculum (or other syllabus) area: KS4 - Number: Fractions
• Target level(s) Grades: This is a top set in Y10.

In-Class Support

• Role of in-class support by others (where applicable): David Labouchardière will be in the class monitoring this lesson. If required, he can help them with the worksheet and maintain quiet.

Learning Objectives

• Order fractions by magnitude.
• Add and subtract fractions.
• Perform short division to convert a fraction into a decimal.
• Recognise recurring decimals.
• Convert recurring decimals into fractions.
• Recognise that any terminating decimal is a fraction.
• Multiply a fraction by an integer and a fraction.
• Divide a fraction by an integer and a fraction.

Prior Knowledge of Pupils

• Pupil prior knowledge or experience:
  • multiplication basics
  • ability to find common factors
  • understand a fraction as being a part of a whole
  • use a calculator with fractions
  • Convert an improper fraction to a mixed number, and vice versa.
  • Write a fraction in its simplest terms.
  • Recognise equivalent fractions.

Class management objectives

• Focus on time management. We need to proceed at a brisk pace, with few disruptions, in order to cover the material.

Terms to be taught

• equivalent fractions: are two or more fractions that have the same value but are different in form. For example, the fractions 3/4, 6/8, 63/84, 75% and 0.75 look different but all have the same value.
• per cent: a special type of fraction in which the value given is a measure of the number of parts in every 100 parts.
• proper fraction: a common fraction in which the numerator is smaller than the denominator.
• reduced fraction: a common fraction in its simplest possible form, i.e. where top and bottom share no common factors.

ECM outcome

• Ensure everyone leaves the lesson feeling they are confident with fractions.

Demonstrating Learning

• How will your pupils demonstrate successful learning?
  • Success on worksheet.
  • Contributions in class discussion.

Possible Pupil Misconceptions

• Being too reliant on calculators

Resources

• Calculators
• Whiteboard pens
• EW pen
• Extra copies of Primer worksheets
• This lesson plan (two hard copies)
• Whiteboard rubber

Risk/Safety Assessment

• No abnormal risks -- today will be just worksheet and whiteboard.

Assessment Opportunities

• Talk to the pupils on a one-to-one or one-to-few basis.
• Move around the classroom.
• Use questioning as part of lesson.

Relationships

• Developing good working relationships:
  • Help the pupils with their learning.

Opportunities for Differentiation

• Talented and Gifted students: Encourage them to help others having problems.
• Not-so-able students:
• SEN:

National Frameworks

• Issues related to or derived from National Strategies/Frameworks (in particular, approaches to literacy):

Other terms they need to know

Proposed Schedule and Content

Proposed Schedule
Section	Duration	Start Time	Resource Movements	Key Points
Pre-Entry	2 mins	-	Write learning objectives on board. Sign on to PC, if necessary.	-
Entry	2 mins	-
Registration	2 mins	-	-	Check they all have the Fractions Primer worksheet. Ask them not to use calculators.
Main Section	35 mins	-	-	Finding the lowest common multiple. Calculating equivalent fractions. Using a common denominator to order fractions. Adding fractions by finding a common denominator. Subtracting fractions Multiplying aninteger by a fraction. 'of' means x. Cancelling down as an aid to multiplying fractions. Dividing an integer by a fraction. Cancelling down algebraic fractions. Solving real-world puzzles. Multiplying a fraction by a fraction. Dividing a fraction by a fraction. Recurring decimals.
Plenary	5 mins	-	-	Remind them about the homework.
Dismiss	1 min	-	-	-

To Do BEFORE the lesson