| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | fractions |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Fractions
Year 3 (ages 7-8)
Mathematics
20 students
30 minutes
This lesson aligns with the UK National Curriculum for Mathematics, focusing on the understanding of fractions, including identifying, comparing, and ordering them.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Fractions | 5 | Introduce the concept of fractions with real-life examples (e.g., dividing a pizza). |
| 2 | Interactive Discussion | 5 | Ask students to describe fractions they know and their significance in everyday life. |
| 3 | Fraction Cards Activity | 10 | Distribute printable fraction cards and instruct students to fill them out during the lesson. |
| 4 | Comparing Fractions | 5 | Teach students how to compare fractions using visual aids like fraction circles. |
| 5 | Random Checking Activity | 3 | Collect or randomly check the filled cards from students to assess understanding. |
| 6 | Conclusion and Reflection | 2 | Summarise key concepts discussed in the lesson and address any questions. |
Assign students to complete a worksheet on fractions at home. The homework should be collected the next lesson but will not require individual presentations.
Informal assessment during the lesson through participation and the random checking of fraction cards. Formal assessment will be based on the homework completion.
Ensure to cater to different learning styles by using visual, auditory, and kinesthetic methods throughout the lesson.
"Good morning, everyone! Today, we are going to explore a very exciting topic in mathematics: fractions! To begin, let’s think about something we all enjoy – food! Imagine you have a delicious pizza in front of you. If you cut that pizza into equal slices, each slice represents a part of the whole pizza. That's what we call a fraction!
A fraction tells us how many parts of a whole we have. For example, if we cut our pizza into four slices and take one slice, we have one out of four slices, or 1/4. Can anyone tell me why understanding fractions might be important in our daily lives?”
"Great ideas, everyone! Fractions are everywhere, like sharing food, measuring ingredients for baking, or even when telling time. Now, I want each of you to think about fractions you know. Can you share with me a situation where you have seen or used fractions? For example, dividing a cake or sharing candy. Raise your hand if you’d like to share!”
[Allow several students to share their examples.]
"Thank you all for your contributions! You’ve shown that fractions are not just numbers; they are part of our everyday experiences."
"Now, I have a fun activity for you! Each of you will receive a set of printable fraction cards. These cards will help us practice identifying and creating fractions.
When you get your cards, I want you to fill them out by drawing a representation for several fractions. For example, if you have the fraction 1/2, you can draw a circle divided into two equal parts and shade one of them. I want you working in pairs. You have 10 minutes for this activity, and I’ll walk around to help if you have any questions!”
[Distribute fraction cards and monitor the activity.]
"Now that we’ve created our fractions, let’s learn how to compare them! When comparing fractions, it’s important to look at the size of the fractions. We can use visual aids, like these fraction circles, to help us see which fractions are bigger or smaller.
For instance, if I compare 1/2 and 1/4, I can use the circles to visualize that 1/2 is larger because it covers more area than 1/4. Can anyone tell me which is larger: 3/4 or 2/3? Let’s discuss it!
[Use fraction circles to demonstrate comparing fractions, encouraging students to participate.]
"Now let’s check our understanding! I will walk around and randomly pick a few of your filled fraction cards to look at. When I pick yours, I’d like you to explain your drawing and the fraction represented. This will help me see what you’ve learned about fractions so far.
Remember, there are no wrong answers here! This is a great opportunity to show what you’ve created and learned."
[Conduct the random checks and provide feedback as necessary.]
"Fantastic work today, everyone! You’ve all done an excellent job learning about fractions. Can someone remind me what a fraction represents?
[Pause for responses.]
"Exactly! A fraction shows how many parts we have out of a whole. We’ve learned how to identify them, create them, and even compare them using visual aids. Before we finish, does anyone have any questions about what we learned today?"
[Address any final questions.]
"Don't forget, your homework is to complete the worksheet on fractions for next lesson. I’m excited to see what you come up with! Great job today, everyone, and I’ll see you next time!"
| Question | Answer |
|---|---|
| What is a fraction and what does it represent? | |
| Can you give an example of a situation where you have used fractions in your daily life? | |
| How can visual aids help us compare fractions? | |
| What does the fraction 1/2 represent in terms of equal parts? | |
| Which is larger: 3/4 or 2/3? How do you know? | |
| Why is it important to understand fractions? | |
| Can you describe how you created a fraction using the fraction cards? | |
| What did you learn about identifying fractions today? | |
| How can fractions be used in cooking or baking? | |
| What is one question you still have about fractions? |