Week
3
19.01.15
Lesson 1
Mental and
Oral Starter
Fluency in
number and
arithmetic
Missing
number:
teacher counts
on or back in a
sequence (e.g.
50s; 8s; 4s)
but misses a
number –
TTYP – which
number was
missing? How
do they know?
Objectives
L.I: To
recognise and
use fractions
as numbers:
unit fractions
and non-unit
fractions with
small
denominators
.
Main Teaching
Key questions
What do we know about fractions? Thinkpair-share.
In back of maths books ask children to
represent ¼ in any way they like. Share
different representations, then reveal a few
more on the board. Show some correct and
incorrect representations of ¼
Agree that when something is divided into
four equal parts, one of these parts is a
quarter. Explain that ½ or ¼ or 1/8 are
known as unit fractions because the top
number – the numerator – is 1. The bottom
number is known as the denominator.
Notes about activities and resources to use
Support
Core
Extension
LSA with Hana
CT with Shaydon, Sadhana, Rika, Rukhsar
All abilities – mixed pairs
Children make fractions walls in their books of 1, halves,
quarters and eights, by folding and sticking in strips on
paper. Children to label each fraction.
Show interactive fraction wall beforehand:
http://www.visnos.com/solo/fraction-wall
You just have to remember those names! (If you
forget just think "Down"-ominator)
numerator
denominator
Display this new vocabulary on working wall,
and ask children to explain the meaning to
their partner.
Reveal correct and incorrect representations
of 1/8, and discuss which have been divided
into equal parts.
Give children strips of paper and practice
folding it into eights by folding strip in half,
half again and half again. Encourage them
to describe the fractions that are
represented after each fold.
Count in eights along the strip.
Introduce the term ‘non-unit fraction.’ This is
when the numerator is greater than 1 e.g
2/8 is a non-unit fraction.
Display this on working wall.
Children make fractions walls in their books
of 1, halves, quarters and eights.
Children to write the definitions of unit and non-unit fractions,
numerator and denominator.
KEY QUESTIONS:
How many eights are there altogether in a whole?
I’m thinking of a fraction that can be shown using our strip. I
counted an odd number of eights. What could my fraction
be? What couldn’t it be?
How many eights are there altogether in two wholes? In
three wholes? How do you know?
Plenary
Lesson 2
Reasoning
Always,
Sometimes,
Never.
“Is it always
true,
sometimes or
never true that
when you add
a multiple of
100 (e.g. 300)
to a 3-digit
number, only
the value of
the hundreds
column
changes?”
Q’s to
consider:
Why does the
tens and units
column not
change? In a
3-digit number,
what value is
the thousands
column? Can
the value of
the thousands
column ever
change?
L.I: To
recognise and
use fractions
as numbers:
unit fractions
and non-unit
fractions with
small
denominators
.
Recap yesterday’s lesson on fractions. Refer
to new vocab. Display 4/8 on the board.
Who can read this fraction?
Which is the numerator? Which the
denominator?
What else can you tell me about this
fraction?
Unit 1: Fractions as Numbers in Rising Stars Fluency with
Fractions
LSA
Partner work
CT
LA – Task A
Children roll
dice and use
counters to
cover parts
of their strips
then write
down the
fraction
created.
MA – Task B
Children describe
fractions and write
their descriptions
in speech bubbles.
HA – Task C
Guided learning
looking at statements
about fractions.
Encourage correct
use of new
vocabulary to embed
this.
Children to swap
books and have a
go at peer
assessing each
other’s work. Has
their partner got
the numerator and
denominator the
correct way round?
Lesson 3
Problem
Solving and
Reasoning
Odd one Out
Look at this
set of
numbers.
Which is the
odd one out?
15,16,9,3.
L.I: To count
up and down
in tenths and
recognise
how tenths
arise.
Problem
Solving and
Reasoning
What is the
Question?
E.g. The
answer is 52,
what is the
question?
Children to
Teach that tenths arise from dividing a
number or a quantity by ten.
Display SMARTboard with shape divided
into ten. Click to show 1/10 shaded. Ask –
what fraction is shaded? Is this a unit or nonunit fraction?
Possible
answers:
16 is the only
even number.
16 is not a
multiple of 3.
Lesson 4
Remind children about paper chain activity
from Autumn 2. What were we trying to
represent on our paper chain? TTYP –
choose two.
CT with LA.
LSA with MA.
HA independent.
Count up and
back in tenths.
Use counting
stick to support
children.
LA - find the fraction shaded.
MA – Name and shade the fractions listed.
HA – identify fractions shaded, then add to fractions to find
the total shaded amount.
Click to reveal one more tenth shaded each
time. Count on in tenths as a class.
L.I: To
recognise
tenths in
other contexts
Practical Activity
Give children multilink cubes. Model the
activity by showing them a stick of 10
multilink where 2 are yellow. Ask children to
build a stick of cubes where 3/10 are red,
2/10 are blue, 5/10 are green.
What do they notice about the fraction 5
tenths? Are there are other ways of
expressing this fraction?
Repeat the activity with different fractions.
Give children number line rulers (the red and
yellow strips). Guide children using the
counting stick to count up and down in
tenths. After repeating twice, point to any
section on the counting stick and ask
children to tell you the fraction.
Remind children that fractions are part of a
whole. We can apply this to real life
contexts.
Problem Solving – dividing by 10 to find tenths of an object
or quantity. Rising Stars – Fluency with fractions – p13.
Show me – 3/10 of
your fingers
CT to model
task, then
independent
What is 4/10 of
£1?
Using numicon
children find
one tenth of
each quantity
CT with MA (after
modelling for LA)
LSA to support
HA.
Guided session.
Task B.
Use clues to find out
who won a tenth of
each amount of the
prize money.
What is 1/10 of a
metre?
come up with
as many
different
questions as
possible.
E.g. The
question
contains a
multiple of
10… (50+2)
Lesson 5
Rising Stars:
Mental Maths
Spring 1 Test
2
Distribute plastic money between pairs.
Investigation
Ask children if the whole of their counting
strip is 10p, what does each section
represent? What operation will they need to
work this out? Children can place plastic
coins over their counting strip to show their
working.
LSA to support LA group during this
activity,
Children to feedback their findings.
Once established that 1p = 1/10 of 10p, can
they work out 1/10 of £1?
HA – what is 2/10 of £10?
L.I: To
address gaps
in basic
maths skills
given on the
cards. Record
as number
sentence. What
patterns do they
notice?
Does the
pattern work for
other multiples
of 10.
How can we
organise our
findings?
Guide children in
working through
clues methodicall.y
Children to their respective Maths groups – address gaps in learning as identified through Assertive Mentoring