This document outlines a flipped classroom lesson plan for a Year 4 mathematics class on fractions. The plan involves students watching online instructional videos at home to learn about equivalent fractions. In class, the teacher leads hands-on activities like using fraction walls and group worksheets to reinforce the concept. The goal is for 90% of students to understand equivalent fractions by expressing them in simplest form. The plan draws on educational theories like Bloom's Taxonomy and the ADDIE model of instructional design.

1. By Ooi Jiayun

3. • Teacher’s name: Ooi Jiayun
• Subject & Topic: Year 4 Mathematics
Topic 2 Fractions
• Time allocation: 60 minutes
• Out of classroom (home/lab), in classroom
• First time flipping classroom

5. What a Flipped Classroom Model does:
1. Students watch lectures at home at their own pace,
communicating with peers and teachers via online.
2. Teacher spend class time working directly with students
to provide hands-on instruction and support.

6. STEP 1:
CREATING AN ONLINE INSTRUCTIONAL VIDEO
(AT HOME). STUDENTS WATCH AND STUDY
LECTURES AT HOME BEFORE GOING TO
SCHOOL.
STEP 2:
DEVELOP LEARNING ACTIVITIES TO FILL UP THE
CLASS TIME. THESE LEARNING ACTIVITIES ARE
CREATED TO SUSTAIN STUDENTS’ MOTIVATION,
ENCOURAGE CRITICAL THOUGHT AND
PROMOTE SOCIAL INTERACTION AMONG
STUDENTS. TEACHER WORKS AS A
FACILITATOR.

7. Structure of
Flipped
Classroom Project
Targeted
Individuals
Place Timing
(minutes)
Online Instructions Students Home 15
Activity learning Students School 45
Materials Needed:
1. Ipad/ computer/ Chromebooks
2. Internet access
3. Paper/ pencil
4. Fraction Walls/ Cuisenaire Rods
5. Group Learning Worksheets/ team boards

8. RECOGNITION:
As activities are held, teacher goes around and check
on students’ progress. If students need help, teacher
can explain so that students can understand better.
Students who understand the concept and steps
thoroughly are rewarded with a token (stickers) as
encouragement. Teacher always give words of
encouragement to student who do well.

11. Vision:
• Create new opportunities to engage students to
learn through technology
• Able to influence students’ learning environments
in fundamental way
Academic Goals:
90% of 4B class students are
able to express equivalent
fractions for proper fractions.
Flipped Classroom Project Priorities:
• At home: Educational Technology (Online
Instructions)
• At school: Activity Learning (Collaborative Group
Learning, Problem Based-Learning etc.)

13. AT HOME:
Students will access to this Storify
https://storify.com/jiayun90/mathematics-year-4. They will read
and learn about equivalent fractions through slides which
are posted on Storify. To acquire more knowledge, students
can watch some videos posted on Storify.
Before the class next day, students need to complete
worksheets on Padlet. They need to post their answers on
Padlet. Classmates are welcomed to comment on their
peers’ answers. Answers will be discussed tomorrow.

14. AT SCHOOL:
Before class starts, teacher divides class into 8 groups.
Below is the timetable for the 45 minutes lesson.
10 mins 10 mins 10 mins 15 mins
Online
Learning
Small Group
Instructions
Collaborative
Group
Learning/
Problem
Based
Learning
Summative
Check/
Discuss
Answers
(Whole
Class)

15. Online Learning
• Students use Chromebooks to do some
exercises through games or online quizzes
(about Equivalent Fractions) online at their own
space.
• Teacher goes around to help students who
need help.

16. Examples of online games and digital notes:
http://www.abcya.com/equivalent_fractions_bing
o.htm
http://www.mathgoodies.com/lessons/fractions/e
quivalent.html
http://www.mathplayground.com/Triplets/Triplets.
html
http://www.sheppardsoftware.com/mathgames/fr
actions/memory_equivalent1.htm
Online Learning

17. Small Group Instructions
• 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.

18. • 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.
• Teacher goes around and gives aid to
students who need help.
Small Group Instructions

19. Collaborative Group
Learning/Problem Based 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.

20. 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.
Collaborative Group
Learning/Problem Based Learning

21. PIZZA FRACTION FUN
Teacher can get the resources from here:
http://mcssta13fractions.weebly.com/uploads/2/2/1/0/
22104466/pizzafractionfun.pdf
Collaborative Group
Learning/Problem Based Learning
• During this activity, teacher goes around to help
students who need help.

22. Summative Check/ Discuss
Answers
• Worksheets are given on Padlet the day before.
• Students are required to complete, take pictures of their
completed worksheets and post them on Padlet.
• Peers can comment on each other’s answers.
• Teacher discusses answers with students.

23. Check and Reflect
• Before class ends, students are required to rate themselves on the
understanding of the topic by showing their ‘traffic lights”.
• The teacher will pull small group for those students struggling and
observe them to see what exactly they need clarification in.
Yeah, I know a lot!!
Err, I just know a little…
I need help!!!!!
Evaluation/ Closure

24. THEORETICAL BACKGROUND
i) Bloom’s Taxonomy

25. - In online learning session, students can either studying digital
notes online or taking online assessments through games or
quizzes at their own pace individually. This is when students
try to remember and understand (first and second level of
Bloom’s Taxonomy) the knowledge they get through online by
exploring themselves.
- In small group instruction session, applying and analysing
level are used. Teacher has a mini lesson with the students by
explaining the knowledge they gain in a more detailed way.
For example, in this session, teacher introduces Fraction Wall
and Cuisenaire Rods (nonlinguistic representations) to explain
equivalent fractions. Students are supposed to analyse and
make relations between these two learning aids and the
concept of equivalent fractions. Students then show equivalent
fractions by applying the concept using these learning aids.

26. - Teacher sets some problem-based learning assignments
which acquire students to think and evaluate critically
(evaluating and creating level). Students need to discuss and
solve this high-order-thinking skills questions with their peers
which encourages collaborative effect among students.

27. ii) ADDIE Model
1. First phase in ADDIE Model is analysis. In this stage, I have
to find out who are my learners and also the goal or intended
outcomes of my lesson. My learners are my Year 4B students
which has a total of 39 people. I expect 90% of my students
would master the learning concepts and skills after the lesson

28. 2. I start to design my lesson. I have used Storify as my online
platform to present the online lectures such as slides and Youtube
videos. The content of my lesson is Mathematics Year 4 on the topic
of equivalent fractions. The learning objective of the lesson is
students are able to express equivalent fractions for proper
fractions. For outcomes, students must be able to express and write
equivalent fractions for proper fractions and express those
equivalent fractions to its simplest form.
3. At the third phase (development) of ADDIE instruction, I have
created a Flipped Classroom Project lesson plan with time
allocation of 60 minutes. It starts with out with online instructions (15
minutes), in-class learning activities (45 minutes which divided into
4 sessions, online learning, small group instructions, collaborative
group learning/ problem based learning and summative check. The
learning materials that I prepared are Fraction Wall, Cuisenaire
Rods and worksheets that are needed in activities learning process.
Chromebooks, laptop and LCD projector are also needed in the set
up for the lesson.

29. 4. For implementation phase, every steps of the lesson is conducted
as designed. Before lesson starts, I introduce some class rules and
timetable for the in-class learning activities. The first session is
online learning. 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. The second session is small group instruction. With the
assist of teacher, students are being taught to find equivalent
fraction using learning materials such as Fraction Wall and
Cuisenaire Rods. Students have the chance to do hands-on
activities in the process of learning. The third session is
Collaborative Group Learning/ Problem Based Learning. Students
need to work together and solve critical thinking problems which are
set by teacher. This activity enable to students to learn through
cooperative and collaborative learning. The relationship between
students can also be improved through this activity.

30. 5. The last phase of ADDIE model is evaluation. This evaluation
is conducted in the last session of the in-class learning activities.
Before evaluation, teacher discusses answers of the worksheets
that are posted on Padlet the day before with students and do a
‘check and reflect’ segment. During this segment, students are
required to rate themselves on the understanding of the topic by
showing their ‘traffic lights”. Teacher will pull small group for
those students struggling and observe them to see what exactly
they need clarification in.
Last but not least, teacher sets up a community learning site
which is Padlet. Summative assessment is given and posted on
Padlet. Students need to complete and post their answers online.
Teacher later posts the answers online so that they can check
themselves. Teacher can know whether the learning objectives
and outcomes of the lesson can be achieved and revise it as
necessary.

31. iii) Mayer’s Cognitive Theory of Multimedia
1. The multimedia principle, which states that students learn
better from words and pictures than words alone (Mayer, 2009).
The flipped classroom can implement this principle by providing
videos that contain text and pictures along with narration. I
have posted some teaching Youtube videos about Equivalent
Fractions so that students will learn better and will no easily get
bored.

32. 2. The modality principle, which states that students learn
better from narration rather than on-screen text (Mayer,
2009). The flipped classroom can implement this principle by
providing the explanation of the problem solving in
mathematics. I will have a ‘answers discussing’ session with
my students to discuss answers of the worksheets that are
posted on Padlet so they will have better understanding.
3. The individual differences principle, which states that all
design principles have a stronger effect on low-knowledge
learners. Therefore, within the framework of the CTML, the
flipped classroom environment was expected to provide
better learning achievement than the traditional classroom.

33. CONTRIBUTIONS OF FLIPPED
CLASSROOM PROJECT
1. Self-paced instruction
2. Active learning
3. Students can receive instant feedback
4. Teachers have more time monitoring students’
progress
5. Social interaction
6. Varied instructions & multiple learning styles
7. 21st century preparation (technology skills)

34. CHALLENGES OF FLIPPED
CLASSROOM PROJECT
1. Accessibility of internet
2. Additional time & effort