Lachlan Sperling- Monash ID: 25241893

Fed Uni ID: 30305270

Pre service Teachers Name: Lachlan Sperling
School: Primary School
Year level: 5
VELS Level: 5
Lesson Title: Creating a number line & Lego Fractions
Lesson Duration: 45 mins
Lesson Time and Date: 3/5/2016
Number of proposed students- 20 students
Lesson Aims

At this end of this lesson, students will have created a fraction number line and reinforced their
knowledge by creating a number of different fractions using legos and labeling them so that they
can show their understanding.
Learning Outcomes (use appropriate curriculum framework)
VELS Strands
Domain/s
Dimension/s
Physical,
Personal and
Personal Learning
Explore individual
Social Learning
strategies and skills that
assist in their learning.
Discipline-based
Learning

Mathematics
Numbers & AlgebraFractions and
Decimals

Interdisciplinary
Learning

Design, Creativity &

Technology

-Compare and order

common unit fractions
and locate and
represent them on a
number
line(VCMNA187).

Standard/s
Level 5- Students are working
towards level 6 standards.

Level 5
Students order decimals and
unit fractions and locate them
on a number line.

Students develop
Level 5- Students are working
possible solutions in
towards level 6 standards.
response to design
briefs, labeled diagrams
and flow charts.
(Victorian Curriculum Assessment Authority, AusVELS Curriculum, May 2016)
Childrens Prior Learning (what do the children already know/what have they covered?)

-The students will bring with them knowledge about fractions learnt from level 4 of the Victorian
Curriculum: Mathematics. Numbers & Algebra, Sub-strand: Fractions and Decimals.
- The students will also bring knowledge from the introductory lesson that they can implement in
these tasks.
Teaching Skill Development (What do you want to develop as a teacher?)

To further develop the students understanding on basic fractions that will help aid in further
learning in future lessons. This will be showed through a variety of groupings including creating a
fraction number line individually which can be used as a reference if there is any uncertainty, and
then also constructing their own lego fractions and labeling each fraction they make using legos to
further show their understanding.

Lesson Planner

Lachlan Sperling- Monash ID: 25241893

Fed Uni ID: 30305270

Teaching and Learning Preparation (resources etc)

- Pipe Cleaners
- A4 Pieces of paper
-Pencils/textas
-Scissors
-Glue
-Ruler
-Legos
-Counters
-Scrap paper
-School ipads (if available)
Session Structure
Lesson Phase
Orientation /Introduction
How best to motivate and
explain the importance of
this lesson? This should be
for about 5 minutes with
links to prior learning or
experiences.
5 mins

-Revisit last lesson and quiz the students on things that they learnt in the
previous lesson.
-Explain to the students what we will be doing this lesson- Making a pipe
cleaner fraction number line and then using legos to represent fractions.
-Give a clear demonstration of what is expected when creating the pipe
cleaner fraction number line (how to set it out, what fractions to put in).

Teaching strategy/Learning
Activities

PIPE CLEANER FRACTION NUMBER LINE

-Students will get one piece of A4 piece of white paper and will use this
paper as a landscape view.

20 mins

- They will then draw 5 horizontal lines across the page all at equal length.
- From this point, the students will get 6 different coloured pipe cleaners
and cut them out at the same length as the horizontal lines they have just
drawn.

What will support the

students to learn the
concepts you are trying to
teach and to reach the
learning outcomes? How
will you cater for a diversity
of learning needs?

- Students will stick each pipe cleaner down with glue along the lines they
have measured and mark 0 at the end point of the left hand side and 1 at the
end point on the right hand side (referring to 1 as a whole).
-Once they have glued all the pipe cleaners down, the students will measure
each number line and mark each line as: 1st line (top of the page)-1 half, 2nd
line- split into thirds, 3rd line- split into quarters, 4th line- split into fifths and
the 5th line- split into sixths.
-Once this is completed students can use counters to put on these number
lines to determine what fraction is bigger, for example what is larger- 3/5 or
4/6? Students will be provided with a number of comparisons so that they
find out what fraction is bigger using these number lines.

Lesson Planner

Lachlan Sperling- Monash ID: 25241893

Fed Uni ID: 30305270
LEGO FRACTIONS-Once completed the number line activity, students will move onto the lego
fractions activity in which they collect a number of different legos that are
provided.

15-20 mins

-They will be provided with a number of fractions that they have to

represent using the legos and to colour coordinate these in order to show
their understanding.
- Students will complete 6-8 different fractions that they have to represent
with their legos and then add a label to it using scrap paper so that it is easy
to identify if they are doing the fractions correctly or identify errors that
they are making in constructing these.
-Once the fractions have been checked off by the teacher they will then take
a photo of their lego fractions using a school ipad (if available) then put this
into a word document and print it off and stick it in their maths book for
future reference.
PLAN B-If students begin to start building things with the legos they will then be
told to draw up their fractions in their books.
-If students are struggling to construct fractions with a hands on activity
then outline that they can draw their fractions (dependant on their learning
style).

Conclusion /Closure
How will you capture the
main ideas of the lesson?
Recap/revision etc.
5 mins

Assessment Strategies
What are the assessment
strategies used throughout
this lesson? These should be
closely aligned to your
lesson aims. How you will
you record student learning
outcomes?

Lesson Planner

-Bring all students back together and quiz students on some comparisons on
fractions so that they continue to think about these and get a grasp on the
topic.
-Discuss what they students learnt in this lesson.
-Discuss what the students enjoyed/dislike about the creative activities
provided for them.

-Labeling the fractions that they have created to show that they understand
the content being provided.
-Using the number lines and lego fractions as reference points for future
lessons.