Do I understand fractions? What is a fraction? - Recapping and revisiting previous knowledge - assessing children's understanding of prior lessons, using lots of concrete items to demonstrate fractions; cake, banana, orange, paper, celery
As a class, going through example questions on SmartBoard, engaging in class discussion. Encouraging use of correct terminology and maths vocabulary- numerator, denominator, equivalent, ensuring the children know the definitions
Quick fire questions using whiteboards - fractions that add up to a whole - engaging, making the children think quickly and independently. Involving the children by asking them individually and giving praise. Lots of questioning and answering, guiding the less confident children
Reminding the pupils of the learning objectives - reminding them by adding new skills and new knowledge they must ensure there are no misconceptions. Telling them why they are learning, not just what they are learning
Concrete - Pictorial - Abstract - distinguishing and demonstrating the 3. Teacher encouraging and praising pictorial representations - gives them legitimacy
Improper fraction - children discussing amongst themselves collaboratively, teacher can assess what the children already know (formative assessment), into teacher led discussion to eliminate any misconceptions
Teacher modelling how to convert improper fraction to mixed fraction - 16/5 = 3 & 1/5. Doing the inverse and converting mixed fractions to improper fractions
Very fast-paced lesson, fitting lots of content in and maintaining pupils' engagement. Encouraging mastery by ensuring a deep understanding - 'how do you do that?' / 'how did you know to do that?'
Recapping how to solve the questions making sure the pupils understand how to correctly get the answer, checking the answer by doing the inverse. Point out relationships between fractions and decimals, addition and subtraction, etc.
Teacher uses modelling and demonstration to guide the pupils, giving a visual explanation before asking the children to have a go themselves. Asks the children to check their own work instead of just telling them they have the incorrect answer; encouraging them to investigate where they've gone wrong and how this can be fixed means the children gain a deeper understanding of how to solve the questions
Using paper as a concrete example to show equivalency in different fractions, children creating these fractions by folding the paper multiple times; showing how many quarters / eighths / sixteenths are in the whole piece of paper, opened up paper shows the whole fraction. Getting the pupils to discuss and identify patterns
Good to use exciting and interesting concrete items such as teddies, cars, cake - instead of 'boring' resources such as counters
Teacher effectively picking up on some children struggling - by doing so, she gains the trust of the pupils, showing them that their struggles are important - using paired talk and listening to these discussions and using whiteboards to show who is lacking understanding