Year Level

Year 4

Duration

60 minutes

Class Size

25 students

---

Learning Objectives

By the end of the lesson, students will be able to:

1. Understand and represent fractions as parts of a whole (AC9M4N04).
2. Identify and compare fractions using visual models and number lines (AC9M4N04).
3. Perform simple addition and subtraction of fractions with the same denominator (aligning with the foundational understanding needed for later years).
4. Develop problem-solving skills involving fractions through hands-on activities.
5. Demonstrate understanding of fractions through formative assessments (quizzes and practical tasks).

These objectives directly reference the Victorian Curriculum Content Description AC9M4N04, which focuses on counting, representing, and locating fractions including mixed numerals, emphasis on parts of a whole and number lines.

---

Curriculum Alignment - Victorian Curriculum

• Content Descriptions:

  • AC9M4N04: "Count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines."
  • AC9M4N01 (decimal notation introduction linked to fractions)
  • AC9M3A01 (understanding addition and subtraction through inverse relationship, useful for fraction addition/subtraction introduction)

• Elaborations to support the lesson:

  • Use of physical objects (like orange slices, sandwich pieces) to physically represent fractions.
  • Using number lines subdivided into equal parts representing fractions.
  • Introduce the names and sequence of fractions: one-quarter, two-quarters, etc.
  • Convert between mixed numerals and improper fractions for deeper understanding.

---

Materials Needed

• Fraction circles or fraction bars (physical or digital interactive tools)
• Paper and pencils
• Whiteboard and markers
• Number lines (marked with fractions)
• Pre-cut paper strips to fold into fractions
• Quiz worksheets (printed)
• Counters or coloured blocks for games

---

Lesson Structure Breakdown

1. Introduction (10 minutes)

• Begin with a warm-up discussion: Ask students about sharing — "If we share a pizza into 4 equal parts and I eat 1 part, what fraction of the pizza did I eat?"
• Demonstrate with a circle cut into 4 parts. Colour 1 part and label the fraction 1/4.
• Show how fractions represent parts of a whole, reinforcing the language of numerator and denominator.
• Use a number line drawn on the board to show 0, 1/4, 2/4, 3/4, and 1.
• Link this to the curriculum description emphasizing physical and visual models (AC9M4N04_E1, E2).

2. Activity 1: Visual Fraction Models (15 minutes)

• Distribute fraction circles or fraction bars.
• Task 1: Students identify and name fractions from given coloured parts.
• Task 2: Fold paper strips into halves, quarters, eighths, and label fractions accordingly.
• Ask students to compare fractions visually (which is larger: 1/2 or 1/4? Why?)
• Use guided questions to foster reasoning: "How do we know 1/2 is bigger than 1/4?"
• This develops their ability to recognise fractions as parts of a whole and compare them.

3. Activity 2: Hands-on Fraction Games (15 minutes)

• Divide students into pairs or small groups.
• Play a card or matching game where students match fraction cards to visual models and number line points.
• Incorporate simple addition and subtraction using fraction pieces with the same denominator:
  • Example: Combine 1/4 + 2/4 and ask what fraction is this sum? Show physically with fraction bars.
  • Represent subtraction similarly.
• Circulate to provide support and check understanding.

4. Activity 3: Problem-solving Exercises (10 minutes)

• Present word problems involving fractions shaped like everyday contexts:
  • "Sal has 3/4 of a chocolate bar. She gives 1/4 to her friend. How much chocolate does Sal have now?"
• Use bar models or diagrams drawn on the board.
• Ask students to work individually then discuss answers in pairs.

5. Assessment & Review (10 minutes)

• Conduct a short quiz with 5 questions on:
  • Identifying fractions from pictures.
  • Comparing two fractions.
  • Adding simple fractions with the same denominator.
  • Locating fractions on a number line.
• Alternatively, have a practical task where students demonstrate fraction addition using manipulatives.
• Review answers as a class and clarify misconceptions.

---

Differentiation

• For students needing extension: Introduce mixed numerals and improper fractions via number lines (AC9M4N04_E3).
• For those needing support: Use more concrete materials; reduce the number of fractions in addition and subtraction problems.

---

Reflection and Teacher Notes

• Encourage students to use mathematical language precisely — numerator, denominator, quarter, half.
• Connect fractions to real-life examples to enhance relevance.
• Emphasise concepts over speed; ensure students understand equivalence and comparison visually before symbolic.
• Integrate culturally respectful examples and First Nations contexts where possible, e.g. sharing stories of equal sharing to illustrate fractions (referencing materials like AC9MFN06 which explores equal sharing concepts).

---

Summary Timing Overview

Lesson Segment	Time (minutes)
Introduction	10
Visual Fraction Models	15
Hands-on Fraction Games	15
Problem-solving Exercises	10
Assessment & Review	10

---

This lesson plan actively incorporates Victorian Curriculum guidelines and draws on elaborations to provide a hands-on, engaging, and conceptually deep exploration of fractions for Year 4 students. It balances teacher instruction, student collaboration, and formative assessment with age-appropriate activities while incorporating visual, tactile, and cognitive learning modes to deepen understanding.