MATHEMATICS
STAGE 2
TEACHING AND LEARNING OVERVIEW
TERM:
WEEK:
7
OUTCOMES: MA2 – 7NA
STRAND:
SUB-STRAND:
Number and Algebra
Fractions and Decimals 2
Represents, models and compares commonly used fractions and decimals
WORKING MATHEMATICALLY:
MA2 – 1WM, MA2 – 3WM
CONTENT:
Investigate equivalent fractions used in contexts (ACMNA077)
 model, compare and represent the equivalence of fractions with related denominators by redividing the whole, using
concrete materials, diagrams and number lines
 record equivalent fractions using diagrams and numerals
ASSESSMENT FOR
LEARNING
(PRE-ASSESSMENT)
 Using fraction flashcards, have students group them into equal fractions.
WARM UP / DRILL
 Students play a game of ‘I have, who has’ using equivalent fractions. For example: I have 2 eighths, who has the
equivalent of 6 tenths? I have 3 fifths, who has the equivalent of 2 sixths? www.teacherspayteachers.com
TENS ACTIVITY
NEWMAN’S PROBLEM
INVESTIGATION
 Mary baked a slice and cut it into eight pieces. If she gave Karen one quarter of the slice, how many pieces did she give
Karen?
QUALITY TEACHING
ELEMENTS
RESOURCES
INTELLECTUAL QUALITY
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Deep knowledge
Deep understanding
Problematic knowledge
Higher-order thinking
Metalanguage
Substantive communication
QUALITY LEARNING ENVIRONMENT
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Explicit quality criteria
Engagement
High expectations
Social support
Students’ self-regulation
Student direction
SIGNIFICANCE
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Flashcards, “I have, who has”, www.teacherspayteachers.com, www.studyladder.com.au
Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative
TEACHING AND LEARNING EXPERIENCES
WHOLE CLASS INSTRUCTION
MODELLED ACTIVITIES
 Teacher explains that equivalent
fractions are the same as equal
fractions and are obtained by
multiplying or dividing both the
numerator and denominator by
the same number.
 Teacher demonstrates to the
students how to obtain
equivalent fractions using
diagrams and concrete materials.
 Teacher leads the class in an
equivalent fraction game, such as
Melvin’s Make a Match
(http://pbskids.org/cyberchase/
math-games/melvins-makematch/) or equivalent fractions
(http://www.freewebs.com/wed
dell/equivalent.swf)
GUIDED & INDEPENDENT ACTIVITIES
LEARNING
SEQUENCE
Remediation
S1 or Early S2
 Students use concrete materials and diagrams to identify basic fractions of wholes. For
example: halves, quarters, eighths.
 Students investigate how basic fractions relate to each other; 1 half = 2 quarters = 4
eighths.
S2
 Students use diagrams and concrete materials to represent the relationship between
fractions with differing denominators. Have students create equivalent fraction
sentences, ie: 1/3 = 2/6, ½ = 2/4 = 4/8, 1/5 = 2/10 = 20/100
 Students complete equivalent fraction activities, such as modelling equivalent fractions,
on study ladder (www.studyladder.com.au)
 Using flashcards / memory cards, students play a game of memory, snap or fish, where
the object of the game is to find as many equivalent fraction pairs as possible.
LEARNING
SEQUENCE
 Students investigate equivalent fractions with more difficult denominators. For example
½ = 2/4 = 4/8 = 8/16 = 12/24; ¼ = 2/8 = 4/16 = 6/24.
LEARNING
SEQUENCE
Extension
Late S2 or Early S3
EVALUATION &
REFLECTION
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All assessment tasks should be written in red and planning should be based around developing the skills to complete that task.
Assessment rubrics or marking scale should be considered.