Fractions 1

From Teach

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: 23rd November 2009
• Time: 8.45-9.35
• Room: T3.
• Lesson number: 1st in the day.
• National Curriculum (or other syllabus) area: KS4
• Target level(s) Grades:

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

• Convert an improper fraction to a mixed number, and vice versa.
• Write a fraction in its simplest terms.
• Recognise equivalent fractions.
• 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

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

• common fraction: a fraction written in the form of two whole numbers, one above the other, separated by a line. The bottom number must not be a 1 or 0.
• denominator: the bottom number in a common fraction.
• 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.
• improper fraction: a common fraction in which the numerator is bigger than the denominator.
• mixed number is made up of two parts: a whole number followed by a proper fraction.
• numerator: the top number in a common fraction.
• 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.
• vulgar fraction: = common fraction

ECM outcome

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

Demonstrating Learning

• How will your pupils demonstrate successful learning?
  • Metric worksheet starter exercise.
  • Contributions in class discussion.

Possible Pupil Misconceptions

• Expect many of the pupils to be poor on Imperial measures, for example:

Resources

• Calculators
• Whiteboard pens
• EW pen
• 35 copies of Starter 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:
• 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	-	If possible, put a copy of the starter worksheet on each pupil's desk. Write learning objectives on board. Sign on to PC, if necessary.	-
Entry	2 mins	-	Hand out starter worksheet as they enter.
Registration	3 mins	-	-	Ask them to get their homework diaries out on the desk.
Plenary	5 mins	-	-	Set homework:
Dismiss	1 min	-	-	-

To Do BEFORE the lesson