3. • Teacher’s name: Ooi Jiayun
• Subject & Topic: Year 4 Mathematics
Topic 2 Fractions
• Time allocation: 90 minutes
• Self contained classroom
• 1:39 (no teacher’s aide)
• 1:1 digital device to student ratio – Google Chrome Books
• First year teaching in blended learning environment
4.
5. Structure
of Maths
Lesson
Targeted Individuals Timing
(minutes)
Daily
Maths
Routine
Whole Class 20
Rotation
Learning
Small Groups
Group A
Group B
Group C
20 each
Closing Whole Class 10
Teaching Maths Concepts
and Strategies
Self-paced online
learning using
digital device
Small group
lesson with
guidance from
teacher Problem-
solving in
collaborative
groups
Reinforce Maths
Concepts and Strategies/
Check & Reflect/
Summative Assessment
6. 20
mins
20 mins 20 mins 20 mins 10
mins
Daily
Maths
Routine
Whole
Class
Group A Teacher Collaboration Online Closing
Whole
Class
Group B Collaboration Online Teacher
Group C Online Teacher Collaboration
Before class starts, I introduce some rules (transitions between
rotation) that students should obey.
1. Divide yourself into 3 groups that has been posted on class board.
2. Look at the schedule posted to know where to go next.
7. 3. Near the end of every transition, when the first alarm rings,
students should stop and prepare to move. When the
second alarm rings, students move to the next station.
10. Academic Goals:
90% of 4B class students are
able to express equivalent
fractions for proper fractions.
Vision:
• Create new opportunities to engage students to
learn through technology
• Develop students’ knowledge and independent
learning skills
Blended Learning Priorities:
• Teacher Face-to-Face
• Small Group Instruction
• Collaborative Group Learning
• Individualized Content
15. Simplest form
A fraction in its
simplest form is a
fraction with its
numerator and
denominator not
divisible by any
number except 1
16. Step 2: Rotation Learning
1) SMALL GROUP INSTRUCTION
• Teacher uses Fraction Wall to explain
Equivalent Fractions.
• A Fraction Wall enables children to visualise
how different fractions relate to one another
and Equivalent Fractions can be easily
identified.
17. Step 2: Rotation Learning
1) SMALL GROUP INSTRUCTION
• Teacher also uses Cuisenaire Rods to
explain Equivalent Fractions.
• Cuisenaire Rods enables children to visualise
how different fractions relate to one another
and Equivalent Fractions can be easily
identified through hands-on.
• Teacher asks questions. Students need to find
the equivalent fractions using these two aids.
18. Step 2: Rotation Learning
2) Collaborative Group Learning
PIZZA FRACTION FUN
1. Show the students the Pizza Problem . Give
them time to think of their own answer and discuss
their ideas together. Hopefully they will figure out
that it depends on which pizza slices each person
takes. It’s possible that 4 pieces of pizza might be
the same amount as 3 pieces if the 4 pieces are
smaller. This particular pizza is not cut into equal
pieces.
19. Step 2: Rotation Learning
PIZZA FRACTION FUN
2. Give each group a set of pizzas in all fraction
sizes and the Pizza Fraction Placemat (the whole
divided into twelfths) page 3 until page 8. Display
the Equivalent Fractions problems on page 9. As
you display each problem, ask the students who
have those pieces to create the problem on the
Pizza Placemat. For example, the first problem
involves fourths and eighths. The students with the
fourths would place 1/4 on their team boards and
the students with the eighths would add enough
1/8 pieces to create an equivalent fraction.
Everyone on the team should record the answer
on their own worksheet.
20. Step 2: Rotation Learning
PIZZA FRACTION FUN
Teacher can get the resources from here:
http://mcssta13fractions.weebly.com/uploads/2/2/1
/0/22104466/pizzafractionfun.pdf
21. Step 2: Rotation Learning
3) Indivisualized Content
• Students are allowed to use Chromebooks to
search information about Equivalent
Fractions. (videos or digital notes)
• Students can also do some exercises through
games or online quizzes (about Equivalent
Fractions) online at their own space.
22. Step 2: Rotation Learning
3) Indivisualized Content
Examples of online games and digital notes
23. Step 3: Closing
(Teacher Face-to Face, Whole Class)
1) Reinforce
• Equivalent fractions are different fractions that name
the same number.
24. Step 3: Closing
(Teacher Face-to Face, Whole Class)
2) Check and Reflect
• Students are required to rate themselves on the understanding of the
topic by showing their ‘traffic lights”.
Yeah, I know a lot!!
Err, I just know a little…
I need help!!!!!
25. Step 3: Closing
(Teacher Face-to Face, Whole Class)
3) Summative Assessment
• Worksheets are given on Padlet.
• Students are required to complete, take pictures of their completed
worksheets and post them on Padlet.
• Teacher later posts the answers online so that they can check
themselves.
