MATHEMATICS UNIT PLANNER Teacher/Team:

Topic: FRACTIONS Year Level: 6 Term: 2 Week: Date:

4-5
Intended Learning Focus/Intentions (taken directly from Victorian Curriculum documents):
Content strand(s): Number and Algebra Measurement and Geometry Statistics and Probability
Sub-strand(s): Fractions and Decimals
Level content descriptions:
- Compare fractions with related denominators and locate and represent them on a number line (VCMNA211)
- Solve problems involving addition and subtraction of fractions with the same or related denominators (VCMNA212)

Proficiency strand(s):
Understanding Fluency Problem Solving Reasoning
- Fractional numbers are needed when wholes (ones) are - Formulate number problems in context, recognising when fractional
inadequate for a situation (Wright, 2016). numbers are needed, carry out appropriate estimations and
calculations, and present solutions using correct numbers and units
(Wright, 2016).

Common misconceptions (related to the
mathematical idea/topic):
When adding fractions, students
incorrectly add both numerator and
denominators.
Students ignore the denominator and
add the numerator, despite not finding
the common denominator.
Success criteria - Key skills to develop Equipment / resources:
and practise Papers strips
Dice
Students will be able to correctly
approximate the location of a fraction Baked cake
on a number line and justify their Stationary/workbooks
reasoning. 2 Large cups
Pom pom balls (2 colours)
Students will be able to identify related Fraction blocks (concrete material)
denominators and justify how they are
related.
Students will be able to solves
fractional problems involving addition
and subtraction, using their knowledge
of related denominators to assist them.
 MATHEMATICAL TUNING IN INVESTIGATIONS REFLECTION & ADAPTATIONS ASSESSMENT
FOCUS (The Hook) SESSION MAKING STRATEGIES
A task is presented that is - Enabling prompts
(As individuals or co- CONNECTIONS
relevant to the focus of the Scaffolding strategies to
What do you want students to operative groups) This section should include the
understand and/or be able to lesson; sets the scene/ context An extended opportunity for SESSION support students who are source of data (e.g. work
for what students do in the (As a whole class) having difficulty making
do by the end of the lesson? students to work on a rich, samples, individual
Note that the same focus may independent individual or co- Key openvocabulary:
ended task. Time for The whole class shares progress on the task. This must conferences, test scripts,
operative group part, e.g., the include key questions.
be used over several linked Numerators/Demoninator
teacher to observe childrens approaches to the task. The
- Extending prompts
physical models, interviews,
lessons. hook may be a problem, an thinking, to manage task teacher selects students or self-assessments) and the focus
open-ended question, a game, groups to share, poses Scaffolding strategies to
a picture of artefact, a film or behaviour, Denominators
Related rove and interact
with students, or work with a questions and summarise ideas support student who make
of the assessment as a
Students can statement
youtube clip , a story, etc. to draw out the mathematics substantial progress on the task
small group for part of the time. (aligns to focus).
Addition/Subtraction and assist children to make and need to advance their Note: Sessions need not have
connections. NB. This may thinking further. This must different assessments, one
include changes to the task and
Equal division occur at several points during a
key questions.
strategy may operate for the
lesson followed by more whole unit.
investigation
Session 1 Using a number line Paper folding task: Think-pair-share: After Enabling: Assessment for
Students will on the floor using Teacher provides game student discuss Focus on only folding learning:
understand
Session 4 the masking tape, mark
Teacher producers students with
Open Task: Who12 the following
Class discussion: the paper
Enabling: strips of Teacher will create
Assessment of
value of fractions
Student will be 0 and 2 on each
Missing Number paper strips of
travels further?the questions before
Students share their even number first. anecdotal
Demonstrate analysis learning: notes of the
andable
be able to
to identify endEquivalencies
of the line. activitysame size. Student
(appendix 4.2). sharing with and
solutions the class,
answersDemonstrate
of problemto by students
Teacher will assess
rename fractions.
related fractions, Produce simple
sheet on board fold the paper in parts - Did you
with the class. have a student
assisting the student understanding,
while they students abilitybasedto
Students will also
rename fractions fractions
(appendixcards4.1). of 1,2,310,11,12.
Teacher present strategy
Teacher guides while foldtotheir own
highlight paper
the key on their
use abilities
their to
knowledge
be and
ablesolve
to addition(appendix 1.1) to Students
students paste
withthe open playing?
students to strips. Onceof
features complete,
the correctly identify the
of related
approximately
and subtraction groups of 2-3
Think-pair-share: strips into
tasks their
activity books
task, - Were there
understand the highlight
problem.to student
Assist value of a fractionand
denominators on
locate a fraction
problems. students. before labelling the
Teacher presents each explaining the activity different strategies
fractions that the 1/2 of each
student to draw a paper a number line
addition and and
on a number line. problem individually, fractions
and what of each strip.
it expected usedhadaround the
a higher strip and record
diagram all
of problem rename a fraction
subtraction and
of fraction
Think-pair-share:
allowing student time of them before setting class. chance of the names of a half
with the appropriate their justification
to solve the problem,
Where does your
to discuss their Activity:
them Colour
to work. in coming up? (e.g. 1/2, 2/4,
measure 3/6, 4/8, during
labels. whole class
by interviewing
fraction, fit on the
answer with a partner fractions. Which ones 5/10, 6/12). activities.
students and
number
beforeline?
sharing as a In pairs student play and why? Extending: reviewing work
Students
class. place their game, found in Extending:
Where is the actual During game, teacher
samples.
fraction card on the appendix 1.2. Return to number line, List as many different
middle point between will share their time
number
Guidinglinequestions:
where students are asked to fractions
Trixie you
and can
Jimmys that amongst the pairs
their group
1. What believes
is theit rename the fractions represent
houses? the value of while interviewing
belongs and explains
question previously placed on 2/3. pairs about their
their reasoning.
asking us to the number by Covert the following strategies and
do? making their own fractions into a assessing their
2. Are these fraction cards (e.g. percentage and explanations.
relative rename 1/2 as 5/10), decimal. Fractions:
denominators? 1/2, 2/3, 3/4, 3/5, 6/7,
Why? 1/9, 3/1.
3. Can you make
Session 2 Teacher present
up your class
own? Individual task: Peer to peer learning: Enabling: Assessment as
Students will with a baked cake. Students complete Students get into Focus on first task of learning:
understand when Class discussion is activity sheet small groups to activity sheet. Ask Teacher will collect
fractional numbers formulated using the (appendix 2.1) discuss their student to draw out work samples and
are needed and following question, as Students are strategies and the amount of pizzas assess students
how to use a the cake is cut encourages to draw answers. Students are and by drawing divide ability to form a
mathematical accordingly. imaged to assist encouraged to share each pizza by the correct strategy and
strategy to solve a Questions: them. ideas, explanations amount of people solve the problem,
problem. 1. Cut the cake in and understandings equally. Cut the drawn while providing
half. Cut that and assist those with slices with scissors. students with some
half into three misconceptions or Physically divide the feedback.
Session 5 Two flowers: Draw to Individual task: Open Individual reflection: Enabling: Assessment of
Student will be flower diagram on task Hay There. Students will be asked Teacher demonstrates learning:
able to identify white board (appendix to write a small using concrete Teacher will collect
related fractions, 5.1) and discuss Students are to reflection using the materials/sketched work samples and
rename fractions following questions. complete the task following questions. how could the hay be reflections to assess
use addition and (appendix 5.2). divided up evenly students ability to
subtraction Questions: (Answer in 1. Did you have a amongst the cows form an appropriate
fractional fraction form). strategy? If so, and then the horses. mathematical
strategies. 1. How tall is flower how did you strategy to solve the
B? develop it? problem and justify
2. How much taller is 2. How confident and explain their
flower A? did you feel Extending: mathematical
3. If both shrunk to completing the Question: If one horse thinking.
half their size, how task? Explain. and one cow were
tall would each flower 3. What did you added, how much hay
be? find difficult would each animal
about the get if it was divided
problem? evenly again?
APPENDICES
Appendix 1.1 Fraction cards for number line

1/2 3/4
6/4 8/8
2/3 5/6
1 6/8 1/5

Appendix 1.2 Game sheet: Colouring in fractions game.

(Clarke, D. & Roche, J., n.d).
Appendix 2.1 Activity Sheet Sharing is caring.
Three separate groups of friends are each given a party food to share equally between
them. However, as the food items can not be shared equally among the group
member without dividing up the whole, therefore the children will need to use their
knowledge of fractional number to help divide the food equally.

GROUP 1: DONUTS
Jasmine and Katie are given 5 donuts to divide equally between them. How much
donut will each of the girls receive if they divide them equally? Please draw a
diagram to show your working out.
GROUP 2: PIZZA
8 kids are given 3 pizzas to share equally amongst them. How much pizza will each
child receive? Please draw a diagram to show your working out.
GROUP 3: LIQUORICE
A group of three are given 5 whole liquorice straps to share. The children want to
everyone to receive an equal share. How much liquorice will each child receive?
Please draw a diagram to show your working out.

Appendix 3.1 Fractions Cups

A+B=

B
A

As a class, form a strategy to solve the answer. Each cup (cylinder) represents one
whole.
Guiding questions:
1. What fraction does (A) represent?
2. What fraction does (B) represent?
3. What is the difference between (A) and (B)?
4. What is the sum of (A) and (B)?
Appendix 3.2 Worksheet: Jumps on a ruler
Pearsons Educations. (2016).
(Pearsons Educations, 2016)
Appendix 3.3 Match cards

1/2 5/6 7/9

3/5 8/10 8/12
3/4 6/8 10/6
2/14 4/7 5/10
2/3 12/6 4/9
10/16 19/20 1/4

Appendix 4.1 Worksheet: Missing number

Display task on board for students to work out mentally or in work book

(Pearsons Educations, 2016)

Appendix 4.2 Open Task: Who travels further?

 1 3
5

(X)

Trixies starting point: 4 5/9

Jimmys starting point: 1 2/3

Problem:
Jimmy and Trixie are good friends and have decided to meet each other for a catch up.
They
live at opposite ends of the same street so decide to meet approximately in the
middle of their street, marked X (3 on the number line). When the finally reach each
other, both friends argue who had to walk the furthest distance. Lets help Jimmy and
Trixie find out exactly who walked further using the number line and starting points
above.

Question:
1. Did Jimmy or Trixie walk further?
Appendix 5.1 Flower diagram
As a whole class, students are to analyse and discuss the flowers and their
height. Teachers are to use questions in lesson plan to assist students in
estimating the height of the flowers in fraction form.

0 metres

FLOWER (B) FLOWER (A)

Appendix 5.2 Open task: Hay there

Hay There!

Three horses share five bales of hay equally. Five cows share eight bales of hay
equally.
1. How much hay does each horse and each cow get?
2. Which one gets more, a horse or a cow?
3. How much more hay do they get?

(Australian Catholic University. n.d.).

References
Australian Catholic University (ACU). (n.d.). Hay there. Retrieved from

https://leo.acu.edu.au/course/view.php?id=20661&section=2

Clarke, D. & Roche, J. (n.d). Colour in fractions game. Retrieved from

https://leo.acu.edu.au/course/view.php?id=20661&section=3

Pearsons Education. (2016). Missing number equivalencies. Retrieved from

http://media.pearsoncmg.com/ab/ab_TED_eTexts/2016_vandewalle/vandewalle_

ch15_act16_missing_number_equivalencies.pdf

Pearsons Educations. (2016). Jumps on the ruler. Retrieved from

http://media.pearsoncmg.com/ab/ab_TED_eTexts/2016_vandewalle/vandewalle_

ch16_act1_jumps_on_the_ruler.pdf

Victorian Curriculum Assessment Authority (VCAA). (2016). Victorian Curriculum;

Mathematics Curriculum. Retrieved from

http://victoriancurriculum.vcaa.vic.edu.au/mathematics/curriculum/f-10#level=6

Wright, V. (2016). Key proficiency ideas for victorian curriculum levels five and six.

Retrieved from https://leo.acu.edu.au/course/view.php?id=20661&section=3