we always start with a warm-up let's go the lesson structure is quite consistent
in terms of your you know we start off with a warm up followed by stating the
learning intention and having a success criteria so the kids are held
accountable so knowing exactly what we want from them and they can challenge
one another followed by a student activity and then towards the end there
um having the reflection my name's Bryan Willingham and I'm the numeracy
intervention specialist at Mountain primary school as soon as you read out by looking
at your visual I have two thirds who has etc take a seat once we're all down
we'll compare our time I have <> I have <> On the cards with visual
representations of fractions for example five parts and two shaded in the
children I have two fifths using that correct language who has and then the next
ah next fraction was written in numeric form just a simple exercise to get the
kids thinking and keep the energy up and then followed by a learning intention its really
important you state the learning that's going to take place for the actual
activity or today's lesson so we are learning to find a fractional part of a
whole and to represent this in different ways if you're not too sure what that's
asking that's okay and without moving I'd like you to do a turn and talk a
turn and talk you can be the speaker you can be the listener either way on what
you think we'll be looking at today
okay so what I'm looking for is this can use your multiplication and division
skills or knowledge when working out problems then we have the main core of
the activity the student activity Mr. McCall has got an issue mr. McCall being
our principal he's got an offer on the table that we're going to build 60
classrooms Hayden 60 classrooms all of equal size alongside one another looking
like this on our oval next year ok Bailey can you just randomly pull a card
and read it out please just one card
One 20th ok remember our gold number is 60 one 20th of 60 is three you guys happy with
my working out right now it gets quite busy you like to show this on the
fraction wall you guys are going to use a ruler and make this spot on ok all right
let's get into it
the answer is 24 how do you know the answer is 24 can you talk me through this
because how many times does 12 go into to 60 12 times so whatever you do need you to bring
it to the top okay then we did two times 12 is 24 ok do you want to take my job I
couldn't explain that any better and how did you work this out like
what advice would you give to someone in grade 2 who's never seen fractional parts
how would you help them with this use your multiplication did you so what
would a quarter of 60 be 15 okay put that down what we need to do now is turn
over where are the quarters okay so can we do exactly what you've done here except with the
fifteen because if you break 16 half it will be 30 then if you break 13 half
will be 15 anything on how you would use fractional parts tonight at home or on
Saturday or on sunday why do you think it's purposeful for you you can
use it in your cooking one cup or one half cup do you see how fractions in your cooking thank you so
much for sharing that that's another thing that we've been big on at
mountain primary school we'll be making those real life connections