Lesson Plan Title: Grade 1 Mathematics – Understanding Unitary and Non-Unitary Fractions
1. Lesson Plan Title:
Grade 1 Mathematics – Understanding Unitary and Non-Unitary Fractions
2. Materials Needed:
– Fraction circles or fraction bars
– Coloured paper and scissors
– Pre-cut shapes (e.g., circles, squares)
– Whiteboard and markers
– Visuals/flashcards with simple fractions (1/2, 1/4, etc.)
– Worksheets with fraction problems
– Glue sticks and crayons
3. Learning Objectives:
– To understand what fractions represent.
– To identify and differentiate between unitary (e.g., 1/2, 1/3) and non-unitary fractions (e.g., 2/4, 3/6).
– To develop basic skills in dividing shapes into equal parts.
– To practice simple fraction comparisons.
4. Vocabulary:
– Fraction
– Unitary fraction
– Non-Unitary fraction
– Half (1/2)
– Quarter (1/4)
– Third (1/3)
– Whole
5. Previous Learning:
Learners should have prior knowledge of basic shapes and an understanding of the concept of “whole” and “part.”
6. Anticipated Challenges and Solutions:
– Challenge: Difficulty in understanding the concept of fractions.
– Solution: Use visual aids and hands-on activities to demonstrate fractions concretely.
– Challenge: Confusion between unitary and non-unitary fractions.
– Solution: Emphasize repetition and use relatable examples, such as dividing a cake or pizza.
– Challenge: Some learners might have slower fine motor skills when working with scissors and glue.
– Solution: Provide pre-cut shapes for those learners and offer extra assistance.
7. Beginning Activities (10% of time):
– Introduction (5 mins): Start with a discussion about sharing a pizza or chocolate bar among friends. Ask learners how they would divide it to ensure everyone gets an equal share.
– Engagement (5 mins): Show examples of whole objects and discuss how we can divide them into parts. Introduce the terms ‘whole’ and ‘part’ verbally and visually.
8. Middle Activities (80% of time):
Activity 1: Visual Demonstration (10 mins)
– Use fraction circles or bars to demonstrate how a whole can be divided into equal parts. Show different fractions like 1/2, 1/3, and 1/4.
– Discuss with learners which of the fractions are unitary fractions.
Activity 2: Hands-On Practice (20 mins)
– Give each learner coloured paper and scissors. Instruct them to cut out shapes (circle, square) and fold them into equal parts – halves, thirds, and quarters.
– Have learners colour one part of each shape to indicate a unitary fraction (e.g., 1/2, 1/3).
Activity 3: Group Work (20 mins)
– Split the class into small groups, providing each group with fraction bars or fraction circles.
– Ask each group to create different fractions, identifying whether they are unitary or non-unitary. Guide them to understand that fractions like 2/4 are non-unitary because they consist of more than one part of the fraction.
Activity 4: Fraction Comparison (10 mins)
– Present simple fraction problems on the whiteboard. For example, show 1/2 and 2/4 and ask learners if they are the same or different.
– Discuss why some non-unitary fractions (e.g., 2/4) can be simplified to unitary fractions (e.g., 1/2).
Activity 5: Individual Worksheet (20 mins)
– Distribute a worksheet with shapes divided into parts. Each shape should have both unitary (1/2, 1/3) and non-unitary (2/4, 3/6) fractions.
– Ask learners to color the unitary fractions one color and the non-unitary fractions another color.
9. End Activities (10% of time):
– Review (5 mins): Summarize key points from the lesson. Review what unitary and non-unitary fractions are.
– Reflection (5 mins): Allow learners to share what they found interesting or difficult. Encourage them to ask questions if something is unclear.
10. Assessment and Checks for Understanding:
– Observe learners during group and individual activities to ensure they are correctly identifying and differentiating between unitary and non-unitary fractions.
– Use formative assessment through questioning during the review session.
– Evaluate the completed worksheets to check for accuracy in identifying and colouring the unitary and non-unitary fractions.
11. Differentiation Strategies:
– For Advanced Learners: Introduce more complex non-unitary fractions like 3/6, 4/8.
– For Struggling Learners: Provide extra support with simplified examples, using more visual aids and hands-on activities.
– For EAL Learners: Use visual supports and repeat key vocabulary words multiple times. Pair them with a buddy who can assist with translations.
12. Teaching Notes:
– Ensure all necessary materials are prepared before the lesson starts.
– Be ready to provide additional examples and extended learning activities for fast finishers.
– Monitor group dynamics to ensure all students are participating and understanding the concepts.
– Be patient and offer positive reinforcement to build learners’ confidence with fractions.
Enhancements and Adjustments:
CAPS Alignment:
– The objectives align well with the CAPS curriculum for Grade 1 Mathematics, focusing on understanding basic fractions.
Structure and Flow:
– The lesson follows a clear and logical sequence.
– Ensure smooth transitions between activities by verbally summarizing the conclusion of each activity before moving on to the next.
Time Management:
– The 10-80-10 structure has been adhered to. Activities appear to be well-timed and feasible within the lesson duration.
Language and Clarity:
– Language is appropriate for Grade 1 learners.
– Ensure clarity and repeat key terms frequently.
Cultural Relevance and Sensitivity:
– The use of everyday contexts such as pizza and chocolate is relatable to South African learners.
– Check that examples used are non-exclusionary and culturally sensitive.
Pedagogical Effectiveness:
– A good balance of visual, hands-on, and interactive strategies is used.
– Consider incorporating more peer-teaching opportunities to enhance understanding.
Differentiation and Inclusivity:
– Differentiation strategies are appropriate and workable.
– Include a few specific prompts in the Teaching Notes to ensure learners who need extra time or support are not overlooked.
Assessment Alignment:
– Assessments align with objectives. Both formative and summative strategies are well combined.
Resource Appropriateness:
– Materials are readily available and feasible.
– Suggest digital alternatives for visual demonstrations if technology permits (e.g., interactive fraction software).
Technology Integration:
– Include a note suggesting low-tech alternatives if tech resources are unavailable.
Cross-Curricular Links:
– Highlight links to life skills (e.g., sharing) and visual arts (cutting and coloring shapes).
Indigenous Knowledge Integration:
– Look for opportunities to bring in local cultural contexts, such as traditional food or items that can be shared/fractioned.
Practical Considerations:
– Group size management and classroom layout arrangements are pre-considered but emphasize safety with scissors.
Overall Enhancement:
– Add ‘Teaching Tips’ for quieter learners to provide responses in written or pictorial form.
– Include a quick classroom game or movement activity for kinesthetic learners during the comparison phase to keep energy levels high.
With these adjustments, the lesson plan should foster an engaging, inclusive, and educational experience for Grade 1 learners, aligning well with the South African CAPS curriculum.