Mathematics  Middle Years  Lesson 3  What is a fraction
Lesson Overview
Revisit fractions of shapes to review the different fraction words. Following this, instruct Marty to walk a line and then instruct Marty to walk a fraction of that distance. Have learners measure both distances and think about how they compare.
 fraction, half, third, quarter, fifth, tenth,
Content Sections
Mathematics  Middle Years  Lesson 3  What is a fraction
Lesson Overview
Revisit fractions of shapes to review the different fraction words. Following this, instruct Marty to walk a line and then instruct Marty to walk a fraction of that distance. Have learners measure both distances and think about how they compare.
 fraction, half, third, quarter, fifth, tenth,
 Tablet with Bluetooth 4.2+
 Mathematics  Fractions

 Activity pages
 Marty the Robot V2
 A device with MartyBlocks to show the fraction lengths in action
Learning Objectives
 I can compare a whole and a fraction.
 I can say how many parts make up a whole.
PreLesson Preparation
Open the Marty the Robot app and build the code from the teacher guide into the workspace.
This code will have Marty walk a set number of steps and then walk a fraction of the first distance. You need to enter the values manually before running the code.
Save this code in the app and give it an appropriate name. Please consult the teacher guide for stepbystep instructions for building it.
WarmUp
Share with learners the objectives and success criteria for the day's lesson, from slide 2 of the presentation in the resource section; perhaps display this before the lesson starts and keep it displayed until another slide is needed.
Tell learners that they are going to play the four corners game.
Below is the procedure for the four corners game
1. In each corner of the room is a fraction picture.
2. You will cover your eyes and allow learners to choose one of the corners and go it.
3. You will call out a fraction: half, third, fourth/quarter or fifth.
4. Learners who are in that corner are 'out' and need to sit in the middle of the room or off to the side.
5. The game continues until one or two learners are left.
6. Repeat as desired
The goal is to remind learners about the comparative size of fractions, taken from the same whole.
Get Learning
Have learners remind you of fractions that they know and what it means to be a fraction. Learners may suggest half, quarter, third and fifth, from the warmup activity. Some learners may suggest other ones as well. Learners may suggest that, "A fraction is a part of something; fractions are all the same size, so my half is the same as your half; fractions make up a whole." Take time to question what learners mean by their statements; there may be some confusion with what they have remembered.
Extend the idea of fraction to a line:
 display slide 3 of the presentation, which shows rectangles being cut along the long edge, there are 4 examples for the 4 fraction pizza images.
 display slide 4 of the presentation, which shows lines being cut and organised in parts
 highlight how many parts make the whole for both slides: a half needs two parts to make a whole; a third, three; a quarter/fourth, four; etc.
Ask learners if they would like to estimate about how long part of a line is. Slide 5 of the presentation presents a number of different lines and fractions that can match with them. By exiting the presentation mode, learners will be able to drag fractional lines to go with the 'whole' line.
Time for Practice
Display Marty and inform learners that Marty is going to walk a distance and then Marty will walk a fraction of that distance.
 Place an x on the ground where Marty is to start, this could be with tape or a pencil/pen mark on a piece of paper stuck to the ground.
 After Marty walks a 'whole' distance, mark the stopping point and have a volunteer measure the distance to the nearest unit.
 Choose the fraction of the whole distance Marty will walk, on the app, and press that code block.
 Have learners look to see 'about' how much of the distance Marty walked,
 encourage the use of about when learners answer:
 I think it is about half, a third/fourth/quarter/fifth of the whole distance.
 Tell learners how many times Marty will need to walk the fractional distance to walk the full distance, this will reinforce what the fraction means when compared to the whole
 Because Marty is walking in the real world, different surfaces using the same code will affect the distance they travel
Share with learners the practice activity in the workbook, in the resources section, which shows a collection of Martys walking a distance, with a line trailing behind. For each question, learners need to identify which of the lines goes with which fraction name for the original. It is hoped that learners will quickly realise that a half is more than a third, which is more than a fourth/quarter, which is more than a fifth but initially, learners will line up the lines with a measuring tool to compare the lengths.
As the activity questions continue, the challenge will increase: learners will have more choices than there are fraction lines.
Cool Down
Bring learners back together to discuss what they found interesting about fractions.
Suggested questions you might ask:
 How did you make sure your fraction line was accurate?
 What did you notice about the number on the bottom of the fraction?
 What do you think will happen as the bottom number continues to increase?
Carry out any end of lesson routines.
Extensions & Support
Extend
Challenge learners to create lines for a partner that they need to draw relevant fractional lengths for. Include all the examples in the lesson: 1/2, 1/3, 1/4, 1/5.
Support
Provide manipulatives  unit cubes or some such small resource that can be used repeatedly to build a length  for learners who lack confidence with fractions. When learners line up the resources against each of the lines, they should be able to more easily 'break off' a half or other fraction to see what would be left.
Then, learners could compare what they have left to the lines or draw a line about that length, from the questions.
 CSTA Education Standards
 National Curriculum  Mathematics KS2: Number  fractions
 Mathematics:
 Literacy & English: Listening and Talking
 Health and Wellbeing: Mental, Emotional, Social and Physical Wellbeing
 Numeracy: Number, Money and Measure
 Australian Curriculum  Mathematics: Number and Algebra  Fractions and decimals
 Elementary Math: Knowledge and Skills