Fractions · B4 Mathematics

Lesson notes

Learning Objectives

Indicator: B4.1.3.1.1 - Generate unit fractions and locate a unit fraction, e.g. one-eighth, on a number line by defining the interval from 0 to 1 as the whole and partitioning it into 8 equal parts and that each part has size 1/8.

By the end of the lesson, learners can:

Define the interval from 0 to 1 on a number line as representing one whole.
Partition the interval from 0 to 1 into a given number of equal parts (2, 3, 5, 6, 8, 10) and name each part as a unit fraction.
Generate unit fractions such as 1/2, 1/3, 1/5, 1/6, 1/8, and 1/10 by drawing and dividing number lines.
Locate and mark a given unit fraction, such as 1/8, accurately on a number line.
Read unit fractions from a number line and justify why each part has the same size.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Fractions (1.3)
Content standard: B4.1.3.1 - Develop an understanding of equivalent and improper fractions
Indicator: B4.1.3.1.1 - Generate unit fractions and locate a unit fraction, e.g. one-eighth, on a number line by defining the interval from 0 to 1 as the whole and partitioning it into 8 equal parts and that each part has size 1/8.
Suggested placement: Term 1, Week 12 (Week 12 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.19
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 19
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Use number line to locate one eight by defining the interval from 0 to 1 as the whole and partitioning it into 8 equal parts

Wide black-and-white mathematical teaching visual is organised as a number line with horizontal divisions, vertical... — A wide black-and-white mathematical teaching visual is organised as a number line with horizontal divisions, vertical divisions, open white space around the main marks. Visible labels, values, and notation include: 00; 0IN; 0|w; T/0; 00|0r; 00/0n; 00~; 1.

E.g. 2. Ask pupils to draw several lines, 30 units each, and mark the ends 0 and 1. For each line ask them to partition the interval from 0 to 1 into each of the following unit fractions 1/2, 1/3, 1/5, 1/6, and 1/10.
E.g. 3. Ask pupils to use the number chart they have drawn to read fractions that are equivalent e.g. 1/3 = 2/6 = 3/6 .

Wide colour mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions,... — A wide colour mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions, coloured regions. The wide colour table is arranged with horizontal divisions, vertical divisions, coloured regions.

 All the fractions here are set as stacked numerator over denominator and are written inline. E.g. 3 prints the chain as one-third = two-sixths = three-sixths, which is what the page shows.