Sequence Learning Intention and Success Criteria Warm up / Mini Lesson Independent Learning Reflection Resources Focus Group
Monday Learning Intention

We will understand how to show fractions on a number line

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Success Criteria:

I can explore drawing and using a number line for identifying fractions

I can represent fractions from the halving family on a number line

I can discuss how I identified my fractions on a number line

Warm Up:

Teachers – Use any tape you have access to. You will use it to make a “number line” on the carpet in your classroom. Alternatively you might like to go outside and draw it with chalk.

Find yourself a partner or 2 and your teacher will give you post it note with a different fraction from the halving family (0, 1, half, quarters, eighths, sixteenths)

Discuss how we will put these post it notes on the class number line with your team.

In your team get up and place your post note where you think it should go on the number line. Share and discuss your choice and why did you put your fraction there.

Mini Lesson:

Today we are going to be using our knowledge of the halving family to put fractions on a number line. Below is an example of what it should look like.



Model drawing (ruling a number line) begins at the number line at 0 and at the end a 1 to demonstrate that line shows 1 whole and we are finding half and the halving family.

S+L- Think, Pair Share – Where would half be? How would you show quarters? What could you do to solve this? Students will need to think in their head first, then pair up and share their thinking with each other. Students need to choose a spokesperson to share back their thoughts.

To find half estimate where half would be (making each part of the line as equal as possible) then to find quarters find half of your halves. (write the words half and quarters instead of the symbol as they have not been taught the symbol yet.)

Task 1 –

Print a range of different number lines for students. You can cut your number lines out and fold the paper in half to identify half of the number line. Then you can find a different size number line and do the same cutting, folding and exploring half of a number line. If you feel confident you can also fold your halved number line into half again to find quarters.


Task 2 – Using a ruler draw a number line. Estimate where half would go on your number line. Make a mark where half would go and write the word half. To find quarters on your number line, identify where half of your half would be and make a mark and write the word quarters. If you feel confident you can continue halving your parts on your numbers line to find more fractions from the halving family.

(half, quarters, eighths, sixteenths, etc.)


Once you have completed this make another halving family number line of a different size and practice finding your fractions on a different sized number line.

What did you notice?


Task 3- Complete the same activity as task 2 however you will need to find and identify all of the fractions from the halving family (half, quarters, eighths, sixteenths, and any more you can do).

Complete the activity in the slides exploring equivalent fractions and renaming fractions on a number line.



S+L  -Find a partner that completed the same task as you.

Have a discussion about your findings today.

Do you agree or disagree with the fractions they have shown and found today on a number line?

Is there something they could do differently or improve on for next time?

What did you notice about the different number lines you have drawn today?

–          Tape  
    Melbourne Cup Public Holiday        
Wednesday Learning Intention

We will understand how to make, name and draw thirds


Success Criteria:

I can consider different ways to make halves

I can make, draw and name thirds.


I can explain what I noticed when naming my third


What is a third?

How would you fold a paper into thirds?


Ext ideas: If this is a third, can you make me a whole?

Today we will be starting a new fraction family called thirds.


What do you think thirds are?


*Show students a piece of paper and ask*

–          What strategy can I use to fold my paper into thirds?


Demonstrate to students how to fold a piece of paper into thirds.

–          A possible strategy


  1. Estimate where one third is on your piece of paper and fold it.
  2. From the bottom half, fold it towards the third line (where you fold it). To create two thirds.


From this whole paper, when I fold it into thirds, what did you notice about the paper?

Get students to discuss when the paper was folded into thirds, the size of each part went smaller.


Paper was divided into 3 equal parts.


Ask students, “If I fold the paper into thirds again, what will happen to the piece of paper?”


Possible answers:

–          The size of each part will go smaller.

–          There are more parts

–          There are nine equal parts

–          Turned thirds into ninths.


Tell students because I third thirds, I have created ninths (9 equal parts). This means that ninths is part of the thirding family.


Task 1:

Grab a piece of paper, third the piece of paper and record what you notice when you fold the paper into thirds.


Task 2

Make thirds by folding your paper and objects in third. After you have made the fraction you need to represent your fraction by drawing the thirds and then record the fractions you made by writing the name of the fraction as a word. e.g.thirds, ninths etc…


Record yourself explaining what you noticed every time you made a half and what happened when you made your fraction.

What happened when you folded your shape?

What happened to the size of your fraction?

How many parts make up the whole?

Was it harder to fold or make thirds with different objects? why?


Task 3:

Complete the same activity as Task 2 and then…

Explore finding thirds in different ways. So using the same shapes objects or paper fold in a different way to find thirds  in  different ways.


Explain how you know this is still third. You can record yourself explaining the different ways you made third and how you know it is still third.


For example, explaining how one third is similar to 3 ninths.


S+L  -Find a partner that completed the same task as you.

Share the best strategy you found for folding – identifying thirds as a fraction?

Do you agree or disagree with your partner? Why?

paper for folding  
Thursday Learning Intention

We will understand how to rename thirds


Success Criteria:

I can represent thirds in different ways

I can show my understanding of thirds

I can explain the different ways I made thirds

Today we are going to be learning how to rename fractions from the thirding family.


From when we did renaming with the halving family.


What is your understanding of renaming fractions?


Renaming fractions is where we:

–          Find the equivalent fractions to another fraction. For example, 4 eighths can be renamed to 1 half

–          or rename a given improper fraction with the total number of parts with it’s given parts. For example 1 and a half can be renamed to 3 halves


Today we are going to explore how to rename thirds by identifying equivalent fractions.

*Provide square paper to students and ask them to fold them into thirds


Model to students how to find equivalent fractions to 1 third. Fold the paper into thirds, colour in thirds.

–          Fold the paper into ninths and ask students to explore how many parts are equivalent to 1 third.



Ater students have explored, have a class discussion on the equivalency to 1 third and ask them to explain their thinking process.


Task 1 : (Support) Today you will continue to make thirds by folding paper in thirds, drawing what you made  and naming the fraction that you have made. Remember the thirding family consists of thirds, ninths etc…

*if students still need support with halves. Continue with halves before starting thirds.


Task 2: Today you will make equivalent fractions by folding paper.

Start by folding a piece of paper in thirds. Colour in 2 thirds of your paper. draw this in your book.

Then continue folding your paper in further thirds and open it each time to see the equivalent fractions to half that you have made.

–          Make it and draw it in your book at the same time like the example shows.

–           6 ninths, 18  twenty sevenths etc…


Task 3: Using a fraction wall, what fractions are the same and why? Look at equivalent fractions to half first.

What rule did you notice with equivalent fractions to thirds?

How do you know that these fractions are equal to thirds?






S+L  -Find a partner that completed the same task as you.

True or false?

The thirding family consists of thirds, ninths and twenty sevenths?

How do you know?

Do you agree or disagree with your partner? Why?

paper for folding


Friday   Based on your class’ understanding of the lessons taught this week. Use this hour to go through any misconceptions or clarifications your class may need. Possible activities:

Fractions on a number line:

–          tape around the room on floor

–          Sticky notes with different fractions and placing them around the room to show that fraction (in pairs). Justify thinking


Making and renaming fractions:


–          Create a fractions wall using the thirding family and explore the equivalent fractions.


–          Ask students to get two different sized paper and fold it into thirds. Ask students to explore the size of each part from the different sized paper and compare (and explain) their findings.



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