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FPD 2

This forward planning document outlines a mathematics lesson for year 5 students on subtracting fractions with the same denominator. Students will build on their prior knowledge of adding fractions by practicing subtracting fractions through examples on the whiteboard and independent practice problems submitted through a digital app. Formative and summative assessments are used to evaluate students' understanding of subtracting fractions.

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81 views3 pages

FPD 2

This forward planning document outlines a mathematics lesson for year 5 students on subtracting fractions with the same denominator. Students will build on their prior knowledge of adding fractions by practicing subtracting fractions through examples on the whiteboard and independent practice problems submitted through a digital app. Formative and summative assessments are used to evaluate students' understanding of subtracting fractions.

Uploaded by

api-427937246
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week YEAR LEVEL: 5 LEARNING AREA/TOPIC: Mathematics – Fractions and
3 Decimals

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

ACMNA103 Students will successfully be Formative Introduction:


Week 3 Investigate able to subtract fractions. assessment will  Teacher facilitates classroom discussion on what
Lesson 2 strategies to This can be done by ensuring be used at the students already know about fractions. This is done
solve problems that: start of the lesson in the form of a think pair share. Students should
involving  They only subtract when the teacher
Whiteboard
have a sound understanding of addition of fractions
addition and the numerator actively listens to
as it was covered in the previous lesson. Concrete counting
subtraction of  They keep the the student’s
fractions with discussions during  From this the teacher introduces and explicitly materials
denominator the
the same the think pair models the notion of subtractions of fractions with
denominator. same and don’t share to the same denominator (I DO).
subtract it. understand what
they already know Body:
about the topic at  As a class the teacher and students do 3 examples on Students small
hand. their whiteboards of subtraction of fractions (WE whiteboards
DO). Teacher and students are to refer to the WALT
Summative
assessment will and WILF’s to ensure that they are completing the
take place at the process properly.
end of the lesson  Teacher then directs students to complete 10 more
in which the subtraction equations on their own. They are to
teacher compares display how they did this on the IPAD APP Doodle
the students work
Buddy For IPAD
samples to the
rubric attached.  Once they have done this students are to screenshot IPADS
what they have done and submit it onto See-Saw for IPAD APP Doodle
the teacher to mark and their parents to see what Buddy for IPAD
they have done in maths that day.

Conclusion:
 Teacher brings the whole class back together.
Students are to turn to a partner and show how they IPAD APP “See-Saw”
have represented the addition and subtraction of
fractions on their IPAD’s whilst the teacher observes Rubric Attached
the student’s outcomes and answers.
 Teacher then refers to the WALT and WILF and asks
students to model how they would add and subtract
fractions. Addition is added into this part as the
teacher can test student’s prior knowledge from
lessons before.
 From this the lesson then concludes.

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