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Class : 4 Technology Date : 2 nd October Time : 3.00 â€“ 5.00 pm Enrolment : 30 pupils Topic : Fractions ( Equivalent and Proper) Intended Learning Outcomes : i) Name and write proper fractions with denominators up to 10 ii) Compare the value of two proper fractions with same denominators iii) Express and write equivalent fractions for proper fractions. iii) Express equivalent fractions to its simplest form. Curriculum Specifications : i) Name and write proper fractions with denominators up to 10. ii) Express equivalent fractions for proper fractions. Instructional Material : PowerPoint Presentation, WikiSpaces, Mathematics Websites
Teacher starts the lesson by giving clues on what they are going to learn. (E.g. Things that occur when we divide something)
Pupils are expected to guess the lessonâ€™s topic.
Later, teacher shows the lessonâ€™s topic to the pupils.
Teacher explains that they are going to learn about fractions by using everyday objects around them.
Teacher starts to teach about fractions. (Proper, Equivalent)
Teacher appoints pupils to complete the activities in the lesson.
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Rationale This activity is important to pupils as fractions are the first place in pupils' experiences where number represents something other than counting. Therefore, in order to make the pupils engage in the learning process, all the slides used colourful colour and images to arouse the pupils' interest in Fraction. It indirectly help pupils in constructing ideas of fractional parts of the whole and its equal size portions. In addition, the activities that have various styles and approaches to be answered are strategies to show that fraction parts should be explored using creative ways compared the conservative ways. By giving pupils the opportunities to apply the content taught on their own, it helps them to learn better through mistakes that might occur. Besides it is a hands on activity rather just a terminology.
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Furthermore, pupils are given ideas that Proper Fraction is a fraction where the numerator is less than the denominator and therefore the value is less than one. It is portrayed by the questions given. Finally by letting the pupils write the answer, they will be exposed to correct way of writing fraction numbers. Finally by using these activities, it is hopeful to strengthen the pupils' abilities in solving problems involving Fractions as they are engage in both Proper and Equivalent Fractions. From the basic knowledge about Fractions; Proper Fractions, pupils will be exposed to Fractions with the same value but expressed in different numerators and denominators; Equivalent Fractions. Moreover this activity can help teacher to determine whether pupils have grasped the previous knowledge (Proper Fractions)
When an object is evenly divided into two â€“ each part is called a half.
2 parts make the whole object
Â½ + Â½ = 1
+ =
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Half Fractions Here are more examples of whole objects which can be cut into half fractions.
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One half can be written like this As you can see fractions are made up of 2 different parts. One part on the top and one part on the bottom.
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The top number is the number of parts The bottom number is the total number of parts The top and bottom parts of the fraction have different meanings.
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Another name for these parts is The numerator The denominator
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The numerator is the top part. It shows how many parts of the whole we are talking about. The denominator is the bottom part. It shows how many parts the whole has been split into.