Lesson Planning 01.10 .19

1. INFORMATION FOR SESSION FACILITATOR Length: 1 hour Lesson Planning 01.10 .19 • Session Outcomes: • By the end of this session participants will:  • Know a definition of a fraction • Know frequent misconceptions with fractions • To use Name the steps and Bar modelling in direct modelling • Be familiar with the progression and know how to differentiate • * Know how fractions in GCSE questions • Supernumerary Participant Development Framework: • Theme 2 • Links to other sessions or Subject Knowledge Enhancement: • 4 • Resources:

2. Things to think about How are fractions different to percentages ? To decimals ? To ratio ? Are fractions an operator or a number ? Do Now: 3 mins What is a fraction – come up with a definition You can include pictures ? 1 or

3. To understand the teaching and learning of fractions 1st October @TeachFirst @teachfirstuk

4. To understand the teaching of learning of fractions To understand the definition of a fraction • To examine misconceptions in teaching fractions To use Name the steps and Bar modelling in direct modelling To understand progression and how to differentiate when teaching mathematics To familiarize ourselves with fractions in GCSE papers

5. To examine misconceptions in teaching fractions Work your way through these questions noting down what mistakes may arise . 3 minutes 1) Which is bigger or + 3) x 4) 4 - 5) Write 3 as an improper fraction 6 ) 4 x • + 8) Half of

6. To use Name the steps and Bar modelling in direct modelling Name the Steps (TLaC 21) Break down complex concepts into clear steps to improve pupil understanding and to highlight any pupil misconceptions. Page 164 of TLaC 2.0 Rosenshine Principle: Present new material in small steps with pupil practise after each step

7. Name the Steps • Success criteria  • The concept is broken down into steps.  • The steps are logical to fit with the concept or process.  • The steps are numbered.  • Where appropriate, the steps are displayed visually using words or pictures.

8. Use name the steps to model + Practice 3 minutes to script , and then model explanation with feedback

9. Other ways to explain https://www.youtube.com/watch?v=eQa2S92ftNo • Watch the explanation ? • What are the advantages and disadvantages of using this method to model ? • Of students using this method in class ?

10. To understand progression and how to differentiate when teaching mathematics • On the next slide is an AFL board for fractions . • Work your way through the problems • When do you think students will start to get stuck – what difficulties will they have

11. 1) Find of 15 2) Find 35% of 200 3) = 4) Cancel down into a fraction in it’s lowest form 5) Write as a mixed number 6) Write 3 as an improper fraction Fractions AFL 7) 1 - 8)a) + b) 1 + 2 + + ? = 1 Find ? 10) 6 - 4 11)a x b) 3 ÷ 12) of a number is 21 . What is the number ? 12 Half of 13) Write as a fraction of

12. Lesson Objective To add fractions Tips to ensure progression Use bigger more difficult numbers - use answers / numbers that go over a set amount e.g. 100 or 1 Use negatives, fractions and decimals in the question Set the question in a word problem Use inverse problems The answer is . . . . what is the questions Identify a mistake and explain it Task • What progression in difficulty of questions will you use ? • Use this to write the success criteria

13. To familiarize ourselves with fractions in GCSE papers • Fractions are only found in Paper 1 • Since the new style GCSE papers fluency in fraction knowledge have become more important that straight computations • Fractions more than 1 are common e.g. find of 18

14. Try these questions – what skills do students need ? 15 23

15. To understand the teaching of learning of fractions To understand the definition of a fraction • To examine misconceptions in teaching fractions To use Name the steps and Bar modelling in direct modelling To understand progression and how to differentiate when teaching mathematics To familiarize ourselves with fractions in GCSE papers