The document describes a CLIL (Content and Language Integrated Learning) lesson project on equivalent fractions taught in English by Joan Villarroya Bustos to a 6th grade class of 20 students. The lesson incorporates hands-on and group activities to help students understand, identify, and create equivalent fractions while practicing relevant mathematical and English language skills. While most activities went as planned, one online game did not work and had to be replaced with an alternative digital activity. In reflection, the teacher felt the lesson objectives were achieved and students were engaged, but managing language production remained a challenge of CLIL lessons.

1. CLIL LESSON PROJECT
EQUIVALENT FRACTIONS

2. CLIL LESSON PROJECT
TEACHER'S NAME: Joan
Villarroya Bustos
Title of the lesson:
EQUIVALENT FRACTIONS
Date: Tuesday, 27th January
Unit of study: FRACTIONS
Level and group: 6th level –
Group B
Number of children: 20 pupils

3. CLIL LESSON PROJECT
INTRODUCTION
The equivalent fractions project was chosen from an
initial resource found in the Internet. I thought it could be
interesting to be worked in English.
My purpose was to include all the issues learned in
Anderson & Krathwohl taxonomy, and I think this aim was
achieved.

4. CLIL LESSON PROJECT
The activities go from a short and theorical introduction of the
Maths content till an assessment test. But the development of the
unit is made up of a great amount of hands-on and manipulative
activities where children learn through analysing, applying or
creating.
About the language there is a language for learning that was
already planned, but I noticed the importance of predicting the
language through learning and the language from learning.

5. CLIL LESSON PROJECT
I chose this class-group because I'm not their English teacher,
so this way I avoided to do the same class in other groups (A
and C).
The classroom lay out is by corners, so the main part of the
lesson is collaborative and children predict, report and
compare in groups. The communication should be basic.
Maths contents are priority, but the activities lead important
language contents, too.
I HOPE YOU LIKE IT!

6. CLIL LESSON PROJECT
THE LESSON PLAN
●
Background Information:
The class group has not got pupils with special
needs.
They studied the content of fractions in the last
school year and they start this course the fractions
with this lesson.
Competencies involved:
Lear ning to lear n: creating their own knowledge
from manupilatives
Linguistic and audiovisual communicative: using
ICT for learning and communicate their learning
and ideas, from the language for and through
learning.
Mathematic: discovering and analyzing introduced
contents.
Lear ning objectives:
1. To identify equivalent and non equivalent
fractions.
2. To explain if two fractions are equivalent by
saying “They are equivalent” or “They are not
equivalent”.
3. To understand and express the reasons why
two fractions are equivalent.
4. To create equivalent fractions from one initial
fraction, manipulatively or in a “Maths”
worksheet.
5. To say fractions correctly using cardinals for
numerators and ordinals for denominators.

7. CLIL LESSON PROJECT
A ssessment:
-Identify equivalent fractions
-Explain if two fractions are equivalent
and why
-Create equivalent fractions
-Call fractions correctly

8. CLIL LESSON PROJECT
Bloom's
Taxonomy:






Creating
Evaluating
Analysing
Applying
Understanding
Remembering

9. CLIL LESSON PROJECT
ICT RESOURCES
●
http://www.youtube.com/watch?v=j7WhRMvlQwo
●
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/
●
http://www.mathsisfun.com/equivalent_fractions.html
●
http://www.bbc.co.uk/bitesize/ks2/maths/number/equivalent_

10. CLIL LESSON PROJECT
LESSON
DEVELOPMENT
Activity 1
●
●
●
●
●
Explanation about numerator (top)
and denominator (bottom)
Explanation about how to call the
fractions
Explanation about what and why are
equivalent fractions
Introduction of the language content
on the blackboard
Photo in the next slide

11. CLIL LESSON PROJECT

12. CLIL LESSON PROJECT
●
Activity 1.1.:
-The fractions song
-10 m.
-Read and listen to the
song to learn to call
fractions.
-Whole group
-Skills: LR
-Digital board
http://www.youtube.com/watch?v=j7WhRMvlQwo

13. CLIL LESSON PROJECT
ACTIVITY 2 (5 corners) 5-10 minutes per corner
Create shapes that repr esent
fractions
Lego blocks
Ss-Ss and Ss-T
SL
-Children build structur es that
ar e r epr esented by equivalent
fractions and they explain why
they ar e.

14. CLIL LESSON PROJECT
-Fold and r e-fold a paper with a
colour ed ar ea (1/4)
One paper with ¼ shaded
Ss-T
SL
-Pupils have got a paper wher e ¼
is shaded. They fold it as they
want and explain what fr action
r epr esents the shaded ar eas
now. They ar e equivalent
.

15. CLIL LESSON PROJECT
-Colour the same part of equal circles
divided differ ent.
4 circles with the same size but
Ss-T
SL
-Use crayons to color the given
birthday cakes so that one-half of each
cake is chocolate, one-four th vanilla,
and one-four th strawberry. They do
the same in all the circles (8, 12 and
16 pieces) and notice equivalent
fractions

16. CLIL LESSON PROJECT
-
A pizza story
The pizza stor y
Ss-Ss
RWSL
-They read a stor y about
equivalent fr actions and they
ex plain Who is cor r ect, Zeb or
Niko?

17. CLIL LESSON PROJECT
-Fr action str ips
Fr action str ips wor ksheet
S-S and Ss-T
SL
-They obser ve the fr actions
str ips sheet and expr ess
differ ent
equivalent
fr actions.

18. CLIL LESSON PROJECT
A CTIVITY 3
-The legend of Dick and Dom
S-T
On-line interactive game
Digital board
LRS
They play an interactive game
where they watch a story and solve
the problems that appear about
equivalent fractions.
This game didn't go, so we changed
it by another on-line activity
http://www.bbc.co.uk/bitesize/ks2/maths/number/equivalent_fractions/play/

19. CLIL LESSON PROJECT
EXTRA ACTIVITY EXCHANGED BY THE LAST ONE
DRAG AND DROP THE FRACTIONS
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm

20. CLIL LESSON PROJECT
●
Activity 4
-A nswer the questions (A ssessment activity
of the lesson)
-They do a test in an individual grid wher e
they tick the right answer. When the activity
is finished they’ll correct their own sheet by
checking the answers in the digital board
and they express why fractions are
equivalent.
S-T
RWSL
Final test with 10 questions
Digital board
Char t for the answers
http://www.mathsisfun.com/equivalent_fractions.html

21. CLIL LESSON PROJECT
R E F L E C T IN G O N M Y P R O JE C T
O F E Q U IV A L E N T F R A C T IO N S
F irs t o f a ll, I w o u ld lik e to m e n tio n th a t in m y o p in io n th e
p e rfo rm a n c e o f th e p ro je c t w a s s u c c e s s fu l b e c a u s e a ll th e p u p ils
s h o w e d m o tiv a te d a n d th e y le a rn th e s u b je c t a n d th e la n g u a g e
c o n te n ts o f th e w o rk e d le s s o n . S o th e d id a c tic a im s w e re
a c h ie v e d .
T h e p e rfo rm a n c e o f a n y le s s o n n e v e r is e x a c tly e q u iv a le n t (u s in g
w o rd s o f th e u n it a s a jo k e ) a s y o u h a d im a g in e d , b u t it d o e s n ’t
m e a n th a t it’s a n e g a tiv e is s u e .
I h a d p la n n e d th e le s s o n fo r o n e h o u r a n d a h a lf, b u t it to o k m o re
tim e . N o p ro b le m fo r th is b e c a u s e th e tu to r o f th e g ro u p h a d le t
m e to s p e n d a ll th e w is h e d tim e .

22. CLIL LESSON PROJECT
In th e c la s s ro o m th e re w e re tw o m o re te a c h e rs ; th e y w e re th e
tu to r a n d o n e te a c h e r in p ra c tic e s o f u n iv e rs ity . It w a s g re a t
b e c a u s e in th e c o rn e rs a c tiv itie s th e a tte n tio n to th e p u p ils w a s
h ig h e r.
It’s e a s y to p la n in a C L IL le s s o n th e la n g u a g e fo r le a rn in g , b u t it
m o re d iffic u lt to m a n a g e th e c o m m u n ic a tio n b e tw e e n p u p ils a n d
th e la n g u a g e th ro u g h le a rn in g . T h e w o rd th a t a p p e a re d in s o m e
p re s e n ta tio n s o f M o d u le 5 w a s re a lly rig h t: S c h a ffo ld in g . It’s a
v e ry im p o rta n t is s u e fo r m a n a g in g th e le s s o n d e v e lo p m e n t a n d
p u p ils ’ le a rn in g .

23. CLIL LESSON PROJECT
U s in g n e w te c h n o lo g ie s s o m e tim e s is a ris k b e c a u s e a t th e e n d
y o u d e p e n d o n th e m , o f th e m a c h in e s . T h e re w a s o n e a c tiv ity th a t
w e c o u ld n ’t d o d u rin g th e le s s o n p e rfo rm a n c e b e c a u s e it d id n ’t
g o . I h a d p re p a re d o n e e x tra a c tiv ity in o rd e r to s u b s titu te it if it
h a p p e n e d , s o I n o tic e d th a t it h a d b e e n a g re a t id e a th e e x tra
a c tiv ity w ith th e d ig ita l b o a rd , to o .
In c o n lc u s io n it w a s a n o rm a l le s s o n w e re p u p ils s h o w e d
m o tiv a te d a n d le a rn e d a lo t b e c a u s e a c tiv itie s w e re m a in ly h a n d s o n a n d m a n ip u la tiv e s . I’ m s a tis fie d w ith it.
M y p ro je c t p re s e n ta tio n w ill b e th ro u g h a v id e o o f y o u tu b e , if it is
p o s s ib le a n d if I g e t y o u r p e rm is s o n . T h a n k s .

24. CLIL LESSON PROJECT
If you click on the next link you can watch the
video of the lesson
http://www.youtube.com/watch?v=rg7TJPWTxJQ