Teaching pack · Year 4 Numberseegongsik /au
Equivalent Fractions: a week of ready-to-teach maths
Five days of lessons for Year 4 Number. Print this pack and the week is prepared.
AC9M4N03
find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “A fraction as a bar”, “Equivalent fractions”, “Making equivalents”, “Fractions and decimals”, “Spot the equivalent”.
seegongsik.com/au/y4/number/AC9M4N03
Aligned to Australian Curriculum V9 (AC9M4N03). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | A fraction as a bar | Practise the idea with talk, board and worksheet | Board: A fraction as a bar |
| 2 | Equivalent fractions | Practise the idea with talk, board and worksheet | Board: Equivalent fractions |
| 3 | Making equivalents | Practise the idea with talk, board and worksheet | Board: Making equivalents |
| 4 | Fractions and decimals | Practise the idea with talk, board and worksheet | Board: Fractions and decimals |
| 5 | Spot the equivalent | Practise the idea with talk, board and worksheet | Board: Spot the equivalent |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on equivalent fractions. Ask: What did you practise today?
seegongsik.com/au/y4/number/AC9M4N03/pack
Day 1 · Teacher planDay 1 of 5
A fraction as a bar
Children practise “A fraction as a bar” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain a fraction as a bar in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “A fraction as a bar”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “A fraction as a bar”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “A fraction as a bar” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N03
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about a fraction as a bar.
Day 1 · Worksheet
A fraction as a bar
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Equivalent fractions
Children practise “Equivalent fractions” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain equivalent fractions in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Equivalent fractions”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Equivalent fractions”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Equivalent fractions” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N03
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about equivalent fractions.
Day 2 · Worksheet
Equivalent fractions
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Making equivalents
Children practise “Making equivalents” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain making equivalents in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Making equivalents”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Making equivalents”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Making equivalents” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N03
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about making equivalents.
Day 3 · Worksheet
Making equivalents
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Fractions and decimals
Children practise “Fractions and decimals” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain fractions and decimals in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Fractions and decimals”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Fractions and decimals”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Fractions and decimals” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N03
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about fractions and decimals.
Day 4 · Worksheet
Fractions and decimals
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Spot the equivalent
Children practise “Spot the equivalent” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain spot the equivalent in Year 4 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Spot the equivalent”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Spot the equivalent”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Spot the equivalent” on screen for the main block.
seegongsik.com/au/y4/number/AC9M4N03
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about spot the equivalent.
Day 5 · Worksheet
Spot the equivalent
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Equivalent Fractions
Cut out. Hold up a card and give an example.
A fraction as a bar
Give an example.
Equivalent fractions
Give an example.
Making equivalents
Give an example.
Fractions and decimals
Give an example.
Spot the equivalent
Give an example.
Store in an envelope labelled AC9M4N03.
Mini-check · End of week
Show what you know: Equivalent Fractions
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (equivalent fractions) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.