| 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 8 |
| 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 8
Mathematics
20 students
30 minutes
This lesson adheres to the national curriculum objectives for Year 8 Mathematics, focusing on number and proportion, specifically on understanding and manipulating fractions.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Fractions | 5 minutes | Briefly explain what fractions are, giving examples of proper, improper, and mixed numbers. |
| 2 | Operations with Fractions | 10 minutes | Teach how to perform operations with fractions. Use examples on the whiteboard. |
| 3 | Activity: Filling Out Cards | 7 minutes | Distribute printable fraction cards to each student. Instruct them to fill out the cards with relevant fraction information. |
| 4 | Group Discussion | 3 minutes | Facilitate a discussion about the students' responses on their cards, clarifying concepts as needed. |
| 5 | Random Checking of Cards | 3 minutes | Collect the cards randomly or check them quietly while walking around the classroom to monitor understanding. |
| 6 | Conclusion and Summary | 2 minutes | Recap key concepts covered in the lesson and answer any lingering questions. |
Assign a homework worksheet with fractions problems that reinforce the day's lesson. Students will submit their homework in the next class without presenting it in front of the class.
"Good morning, everyone! Today, we are going to dive into the world of fractions. Can anyone tell me what a fraction is? [pause for responses] That's right! A fraction represents a part of a whole.
Now, let's look at some examples.
Are you all with me so far? Great! Let’s move on to operations with fractions.”
"Now that we understand what fractions are, let's learn how to perform operations with them. We'll cover addition, subtraction, multiplication, and division.
First, let's start with addition.
To add fractions, we need a common denominator. For example, if we take 1/4 + 1/2, what could our common denominator be? [wait for responses] Yes, 4 works! So, we convert 1/2 to 2/4, and then we add: 1/4 + 2/4 = 3/4.
Next, we move on to subtraction, which is similar. If we subtract 1/4 - 1/2, we still need that common denominator. What do you think it will be? [allow for answers] Yes, again it will be 4. So we convert 1/2 to 2/4 and then subtract: 1/4 - 2/4 = -1/4.
Now, for multiplication, we simply multiply the numerators and the denominators. So for 1/4 × 1/2, we get 1 × 1 = 1 for the numerator, and 4 × 2 = 8 for the denominator, resulting in 1/8.
Finally, division is a bit different. To divide fractions, we multiply by the reciprocal. For example, 1/4 ÷ 1/2 becomes 1/4 × 2/1 = 2/4 = 1/2.
Does this make sense? [pause for questions] Excellent! Now, let's put this learning into practice with an activity. "
"I’m going to hand out printable fraction cards to each of you. On these cards, you will need to fill out three sections:
Please take about 7 minutes to complete this activity. You can work individually, and feel free to use your notes if needed. Let's get started!"
"Time’s up! Now let’s come together as a class and discuss what you wrote on your cards. Who would like to share their examples? [call on volunteers] That's really interesting. And did anyone do something different on their card?
Let’s clarify any confusion around these fractions. If you have any questions about what someone shared, please feel free to ask! [lead the discussion based on student responses]"
"Thank you all for sharing! Now, I’m going to randomly collect your cards or check them quietly from my position in the classroom. I want to make sure everyone is on the right track with their understanding of fractions.
While I walk around, I might ask you a question or two about your examples. Don't worry; this is just to gauge how well you are getting it! [walk around the classroom to monitor understanding]"
"Alright, everyone! Let’s wrap up today's lesson. We started by understanding what fractions are, including proper and improper fractions as well as mixed numbers.
We then learned how to perform operations such as addition, subtraction, multiplication, and division with fractions. Finally, we had an engaging activity where you filled out those fraction cards and discussed them.
Do you have any final questions before we finish for today? [pause for any questions]
For your homework, please complete the worksheet with fraction problems that you'll turn in during our next class. Thank you for your hard work today, and see you next time!"
| Question | Answer |
|-----------------------------------------------------------------------------------------------|-----------|
| What is a fraction? | |
| What is a proper fraction? | |
| Can you give an example of an improper fraction? | |
| What is a mixed number? | |
| How do you add fractions? | |
| What is a common denominator and why is it important for adding fractions? | |
| How do you subtract fractions? | |
| What do we do when we multiply fractions? | |
| How do you divide fractions? | |
| What is the reciprocal of a fraction? | |
| Can you provide an example of a proper fraction? | |
| Can you provide an example of an improper fraction? | |
| Can you provide an example of a mixed number? | |
| What did you learn from the activity with the fraction cards? | |
| What challenges did you face when working with fractions? | |
| How do you feel about your understanding of fractions now? | |