Expected learning outcomes Key words/terms Previous Knowledge Warm up Teaching the lesson Lesson plan Chapter 6: Fractions Students should be able to: • state what equivalent fractions are, and check for equivalence • simplify a fraction to its lowest terms • convert improper fractions to mixed numbers and vice versa • compare fractions and say which is greater • add and subtract fractions with the same and different denominator • use their knowledge of fractions to solve word and everyday problems fraction, denominator, numerator, proper, improper, mixed, equivalent addition, multiplication tables up to 10, division, 2D shapes, halves, thirds, quarters, one eights Revise the concept of fraction using the Let’s Begin activity and let’s recall exercise. The objective of this exercise is to help the students recall the concept of half, quarters and thirds done in the previous grade. Equivalent Fractions (Page 102): Use Mrs. Savita’s example given in the book and explain the concept of equivalent fractions. Once the students have understood the concept of equivalent fractions, explain the mathematical method to obtain the equivalent fractions. Ask the students to do the Check What You Know exercise 6.1. Like and Unlike Fractions (Page 104): The students have studied about like and unlike fractions Call some students volunteers and let them explain what like and unlike fractions are. Comparison of Like Fraction (Page 105): At this stage, it is important to explain that two fractions can only be compared if they are of the same whole. Write some like fractions on the board. Explain to the students that like fractions are compared by comparing the numerator. Comparison of Unlike fraction (Page 105): Discuss the two methods of comparison on unlike fractions. By converting them into like fractions By cross multiplications Ask the students to do the Check What You Know exercise 6.2. Addition and Subtraction of Like fractions (Page 108): Recall addition and subtraction of like fractions using the examples given on page 108. Let the students solve Check What You Know exercise 6.3 independently. Help the students who seem to be struggling. Fraction of a Number (Page 111): The students are already familiar with the concept of determining fraction of a fraction. Let the students study examples given in the book and revise the concept. Let them do the Check What You Know exercise 6.4. Proper and improper fractions (Page 113): Write an improper fraction on the board. For example – 9/5. Invite student volunteers to come to the front of the class and make a pictorial representation of the fraction on the board. Encourage students to share their thoughts. Ask them what a fraction is. Conclude through their responses that a fraction is a part of a whole. Now, draw the pictorial representation of 9/5. Ask students if it is a part of one whole or more than one whole. Explain to students that such fractions where the numerator is larger than the Suggestions for follow up and further activities Practice time denominator are known as improper fractions as they do not follow the normal rule of fraction always being less than 1. Further explain proper, improper and mixed fractions as explained 113. Ask the students to do the Check What You Know Exercise 6.5. Conversion of improper fraction to mixed fraction (Page 52): Explain the method for converting improper fractions to mixed fractions using the examples given on page 115. Help them to complete the Check What You Know exercise 6.6. Introduce the lesson using the KWL chart. Building a Fraction: Let the students sit in groups of four. Distribute three dice to each group. The players take turns to roll the dice. All the players use the three numbers to make a fraction by adding, subtracting or multiplying the three numbers and then they draw the fraction in their notebooks. Continue the activity as long as needed. Play a game: Divide the class into groups of four. Distribute four blank cards to each student and let them think of four equivalent fractions which they write on the four cards – one on each card. They place their cards together and shuffle them up. Now let each group spread their cards face down. The players take turns to pick two cards. If they match (both cards have equivalent fractions.) the player keeps the cards, otherwise he returns the cards to their respective places. The game can continues till all the cards have been picked up. The worksheet has MCQs, HOTS questions and a fun activity. Most of these questions involve thinking and cannot be correctly answered if children have not understood the concepts. The worksheet therefore can be used to assess if the children have understood the necessary concepts and can apply the knowledge and skills gained.