Lesson video

Hi everyone, my name is Miss Sabzvari and I am really excited you decided to join me today for our Maths lesson.

The unit we're studying is fractions.

In the previous lesson, we focused on identifying unit fractions of quantity.

In this lesson, we'll continue to identify unit fractions of quantity.

So, when you're ready, let's begin.

So let's have a look at today's lesson agenda.

So, first we'll begin by finding half a quantity then we'll move on to our talk task.

After that we'll be looking at some statements and deciding whether they are true or false and finally you'll complete your independent task.

And before we begin today's lesson, you will need the following items. You will need something to write with and something to write on and you will need some cubes or counters.

Alternatively, you can ask your parent or carer to cut out some small pieces of paper that you can use instead.

So, please pause the video now and get the items that you need.

Half of a quantity.

So, let's have a look at the shapes on our screen.

What I would like you to do is to write down on your piece of paper what fraction of each shape is shaded.

Do that now.

Great job.

So looking at my first shape, I can see that it has been divided into four parts, okay? So I know my denominator it's going to be four.

And one equal part has been shaded therefore my numerator is one.

So one-quarter of the shape has been shaded.

Great job.

Let's have a look at our second shape.

Again, it has been divided into four equal parts So my denominator is four.

And this time two parts have been shaded therefore my numerator is two.

So two quarters of the shape has been shaded.

Great job.

Now, let's have a look at our work problem.

Follow with me.

Here is a picnic that Mark and Harry are going to share equally.

Can you tell us what each of them will have? First, what I'd like you to do is to pause the video and to tell me what is known and what is unknown.

Do that now.

Great job.

So we know that two people are having a picnic and they're going to share their food equally into two groups, okay? What fraction could I write to represent sharing into two equal groups? Tell your screen.

Great job.

Have a go at writing the fraction down.

Correct, so the first thing I'm going to do in order to write my fraction and I'm going to draw my vinculum, okay? And I know that I'm sharing this picnic into two equal groups so my denominator is going to be two.

Great job.

And each person is going to get one part.

Therefore my numerator is going to be one.

Now what I would like you to do is to draw the part-whole model to represent one-half.

Do that now.

Great job.

So your part-whole model should look something like this.

You should have the whole and you should have two parts because we are dividing or sharing into two equal groups, okay? So the sandwiches, I know that I have four sandwiches all together.

So half of four is equal to two.

So each person is going to get two sandwiches.

Great job.

Now what I would like you to do is to use your part-whole model to work out half of the tomatoes and half of the orange juice.

Do that now.

Great job.

So we can see as we discussed earlier, each person's going to get two sandwiches.

And each person is going to get one orange juice because half of two is equal to one.

And finally half of eight is equal to four.

So each person is going to get four tomatoes.

Great job.

Great job.

So moving on to our talk task.

What I would like you to do is to find half of one of the food or drink options of a part-whole model.

And then I would like you to say the fraction, okay? So here is a picnic that Jack and Joe are going to share equally.

Can you tell us what each of them would have? Do that now.

Great job.

So I know that half of two is one.

So they're each going to get a sandwich and a cake.

And I know that half of four is two, okay? So each person is going to get two cartons of orange juice.

And finally, I know that half of eight is four.

Great job.

True or false? So let's have a look at our statement.

one-third of nine is less than one-quarter of 16.

First thing I would like you to do is to pause the video and to draw the part-whole model to represent our fractions.

Do that now.

Great job.

Now what I would like you to do is to get nine counters and to get 16 counters and to share them into three and four equal groups.

Do that now.

Great job.

So if I have nothing counted and I share them into three equal groups or three equal parts, each part has the value of three, okay? And if I share 16 into four equal parts, each part will have a value of four.

So let's have a look at our statement.

One-third of nine, okay? Which is three, is less than one-quarter of 16, which is four is the statement true or false? Tell your screen.

Great job.

The statement is true because one-third of nine is three and one-quarter of 16 is four.

And I know that three is less than four.

Great job.

So moving on to our independent task.

What I would like you to do is to investigate these statements by using manipulatives on part-whole models, okay? Then I would like you to record your findings.

And finally, I would like you to say this sentence out loud.

So, "This is true or this is false because.

." Okay? So let's have a look at our statement.

One-quarter of eight is greater than one-third of nine.

Is this statement true or false? I would like you to tell me why.

And your next statement is, one-half of six is less than one-quarter of 16.

Off you go.

Great work.

So let's have a look at the answers together.

The first statement is one-quarter of eight is greater than one-third of nine, okay? So here I have my whole which is eight and I'm sharing it into four equal groups, okay? And the value of each part is two.

Good work.

And here my whole is nine and this time we're finding one-third, okay? So I'm dividing, I'm sharing it into three equal groups.

And I'm looking to see what the value of one part is.

And I can see that the value of one part in here is three.

So, one-quarter of eight is greater than one-third of nine.

Is this statement true or false? Well, I know this statement is false because two is not greater than three, okay? Good work.

Looking at my second statement, it says one-half of six is less than one-quarter of 16.

Again, here I have my whole which is six and I have divided or shared into two equal groups and the value in one part is three, okay? Because my numerator is one, so I want to know what the value one part is.

And here I have the whole which is 16 and I have shared it into four equal parts, okay? And the value of one part is four.

So, one-half of six is less than one-quarter of 16 and as you can see three is less than four therefore, this statement is true.

Great work if you got all of that correct.

And if you'd like to, please ask your parents or carer to share your work on Twitter tagging @OakNational and #LearnwithOak.

And now it's time for you to complete your end of lesson quiz.