Lesson video

Yeah.

Yep, no, I'll see you at the weekend, mum.

Oh, mum, mum, I've got to go, I've got a lesson to start teaching.

Yeah, yeah, see you at the weekend, okay, bye.

Bye, bye, bye.

I'm so sorry.

I should have been ready for the lesson.

In fact, let me make sure my notifications are switched off so that I can keep focused on this maths lesson for the next 20 minutes.

So, so sorry.

Can you do the same though, please? If you've got an tablets close by or other technology that's switched on, can you turn it off? Or move yourself away from it.

Somewhere quiet where you're able to give me your undivided attention for the next 20 minutes.

I promise that I will be able to do the same for you, now that my phone is switched off.

Sorry, again.

Press pause if you need to get yourself sorted in a quiet space and come back when you're ready to start.

In this lesson, we will be representing, identifying, naming and writing fractions.

Our agenda for the lesson, we're going to start off with some paper folding before we have a focus in on the importance of equal parts.

Then we're going to be looking at the amount shaded on a series of shapes and working out the fraction that's shaded.

All of this will leave you with the skills needed for your independent task.

Things that you're going to need, a pen or pencil, some paper, a pad or book, a ruler and then if you're able to, I've given some examples there, some strips of paper, ideally cut into different shapes already but if you can't manage that, that's absolutely fine.

So if it's just four or five rectangles, strips of paper, that will work too.

Press pause, get yourself sorted collecting those items. Ask a parent or carer to help you with the shapes or the paper strips, come back when you're ready.

Let's start off then, shall we? Hold up your paper, let me see who managed some strips, some rectangles.

Let me see who managed some different shapes.

Okay.

So let's put these to some good use.

Using those pieces of paper, how many different fractions can you represent by folding? Record the fractions represented within the folded parts of your paper once you've finished folding.

Press pause.

Have some fun with your paper, representing different fractions through folding your paper up.

Come back and play again when you're ready to take a look at what I've created and when you're ready to share with me yours.

Okay, hold your folded paper up, let me take a look and see how you have folded and which fraction I think you've represented.

Try and keep it steady, I'm trying to read those fractions.

Not too far away.

Oh, too blurry, no matter.

I can see the folds are there.

Let's have a think about whether those folds have created equal parts or not.

Here are some shapes then that I worked with.

I folded them.

Can you tell me the fractions I've represented? On this first one, what I have I represented? Halves, good.

And how do you know? Because I folded my whole into two equal parts.

How about on this one? What have I represented here? And how do you know? Good, this time I have folded my shape into four equal parts.

Each equal part represents 1/4 of the whole.

How about this one? What? You're not happy with it? Why not? Ah, I have folded into four parts.

The parts are not equal.

So each part is not 1/4 of the whole.

Good spot.

Really important when we're working with fractions that the equal parts of the whole shape, number, set are equal.

How about this one? How many equal parts? Two, three, four, six.

Each equal part is 1/6 of the whole.

Take a look at these now.

I'd like you to pause and decide which of these shapes has been divided into four equal parts and which have not.

Come back when you're ready to share.

How did you get on? How many of them did you decide are representing quarters because the parts are equal? Okay, and how many are not representing quarters because the parts are not equal? Okay.

I sorted them like this into two groups.

What's the same and what's different about these two groups that I've sorted them into? Yes, so this set, the parts are not equal and so the parts are not representing quarters.

Although there are four parts, each part is not equal.

Whereas in these shapes, the parts are equal in size, so they are representing quarters.

Do you have any questions about this set? Do you agree that they are all representing quarters? Some you're not sure about.

I'm going to show you for a couple of them how we could check and confirm that they are equally sized parts, so therefore are representing quarters.

It's these two that I'd want us to look at.

And before I show you, I wonder if you can have a think about something you might do with these pieces of paper and the fold lines to help you check if the parts are equal.

Let's start with this one.

So perhaps you've got some ideas.

Maybe you've paused and tested it out.

If you didn't, and you want to, press pause now because I'm about to show you how I would check these parts are equal.

So I'm going to add an extra fold line.

I've already got two vertical fold lines.

With a third, I can now see that if I fold the paper into quarters this way, the two outside sections are equal to 1/4.

So the two outside sections are definitely each 1/4.

Now I need to focus in on this middle part.

So if I fold horizontally here, and then I fold along those vertical lines, I would end up with this one square.

By folding that way, I can see that each middle section is half of a half.

And so I've got four sections that are equal in proportion.

Next one.

Now again, if you haven't already had a go at playing around with this shape and finding a way to show that the parts are equal, press pause and do it now because I'm going to show you how I would approach it.

So I would add an additional horizontal fold to prove that the top two sections are equal and both represent quarters.

Once I've done that, I'm going to focus in on those triangles.

I'm going to make a diagonal cut to create two triangles.

Then with some moving around of the pieces and some turning and laying on top of one another, I can see that the triangles are equal in size, are both representing the same amount of space, the same proportion.

So I've been able to show that both the top two sections are equal and the bottom two sections are equal.

They're half of a half at the bottom, each triangle half of 1/4 each.

So this shape is representing equal parts of 1/4.

Next, taking a look at these three shapes, what fraction of each shape is shaded and how do you know? Press pause, have a really close look and play around with the shapes.

Be creative to work out the fractions shaded.

Come back when you're ready.

How did you get on? Can you call out to me? Let's get the answer out of the way.

Call out to me from left to right the fractions that are shaded.

Go.

And.

And.

Okay.

So those are the fractions shaded.

Let's think about why.

That's the more important bit.

So the answers are out of the way.

Let's focus in on this one.

How did you work out this was 9/15 shaded? Let me share with you my thinking.

I noticed that the whole is made up of five of these L shapes in different orientations.

And each of the L shapes is made up of three squares.

So five threes, three fives, 15.

There are 15 squares all together.

And nine of those squares are shaded, 9/15.

This next one, 3/8.

How did you go about finding that this was 3/8? A bit louder.

Okay, compare it to mine.

I noticed that each rectangle, there are eight of them, each rectangle has been split into unequal parts but those unequal parts can be matched up with these two purple arrows pointing out the parts I could match to make a whole rectangle there.

The pink arrows, I could match these two parts up to make a whole rectangle and then the same here.

If I do that, I'm then left with three whole rectangles shaded in.

Three out of the eight, 3/8 shaded.

Finally, how did you prove, find out that this was 1/8 shaded? Good noticing.

So starting off fairly simply.

Yes, we've got five squares.

Five whole squares.

And I'll be looking at those additional parts.

Parts of squares.

Well, the ones that look like this, two of those would make one square.

There are four of those shaped triangles.

So we could have another two squares.

And these parts, of which there are four of them, four of them would make one whole square.

So we've got another square there.

We had five plus two plus one, eight.

And one of the eight is shaded.

1/8 shaded in.

I hope you enjoyed that activity.

I really did when I had a go at it as well because it allows you to think really deeply and to be creative and make some changes to help find the solutions and explain them as well.

Let's get you ready for your independent task.

If the orange rod has a length of one, what is the length of the red rod? Now, underneath my video, you can see rods, I think we've got three, six, we've got 10 rods there.

Use the other rods as well to help you work out the size and the value too.

Press pause, have a quick go, come back when you're ready to tell me the length of the red rod.

What do you think? Have you worked out the length? Need a little bit more support? Take a look at this.

Does this confirm what you were thinking? Or help to support it further? So tell me the size of the red rod.

Good, 1/5.

It's 1/5 of one.

It's 1/5.

How about this one? So I'm not going to give you the pause icon this time.

But take a look.

Look at the rods from white to orange under my video.

Think about that black rod, connections to other rods that will help you work out its size.

Press pause if you want to.

I'm going to give you another image now to support your thinking further.

So if you don't want to see it just yet, press pause.

Here it comes.

How does this help you to work out the size of the black rod.

What is it? Good, 7/10.

The black rod is 7/10 of the orange rod and we've used the white rod to help us work that out.

Seven whites make one black.

10 whites make one orange.

We can use the connections there to help.

Two more.

Press pause and have a think about this one.

Come back when you're ready.

Something to support your thinking or your explanations.

What is the size of the green rod? Good, 3/4.

It's 3/4 of the brown rods.

The brown rod is made up of four reds.

How many reds is the green rod made up of? Three reds.

And how about this one? So if you want to press pause, otherwise something's coming up to support your thinking.

What is the size of the pink rod? Good, 4/7.

4/7 of the black rod.

Press pause and have a go at completing your activity.

As you're completing it, you might notice some connections across the two mini tasks within it.

Come back when you're ready to share.

How did you get on? Hold up your paper, let me see what you've recorded.

How you've laid out your thinking.

The solutions that you've come up with.

Let's take a look.

So here, the blue rod is worth one.

We're working out the value of the other three rods.

You should have 1/3, 2/3 and 2/9.

For the next one, the brown rod is now worth one.

We should have 1/4, 1/2 and 3/4.

And for the last one, if the black rod is worth one, then we should have, now, it looks a bit grey there, doesn't it but that is the white rod.

We should have 1/7, 5/7 and 2/7.

Did anyone get anything different for those solutions? Okay.

Perhaps on the next page, some connections will come through.

How did this page compare to the previous? Was this easier or trickier? Why do you think it was? Yeah, let's take a look then.

So this time, they're all white but we've got three rods to work out the value of.

3/9, 6/9, 2/9 compared to the first rod, which is divided into nine equal parts.

Simplified, 3/9 is equal to 1/3.

6/9 is equal to 2/3.

2/9 is equal to 2/9.

That links back to the previous set of questions.

So it might be that some of you came up with 3/9, 6/9, 2/9 for the last ones.

If I bring you back up to here.

Perhaps you had some equivalent fractions here.

These instead of these.

But they're equivalent and both correct.

The next one, you should have 2/8, 4/8 and 6/8.

Or 1/4, 1/2 and 3/4.

So again, perhaps on the previous round of questions, you had 2/8, 4/8 and 6/8.

Finally, we should have 1/7, 5/7, 2/7.

No changes.

If you would like to share any of your learning from this session with Oak National, please ask your parent or carer to share your work on Twitter, tagging @OakNational and #LearnwithOak.

That was another brilliant lesson.

Thank you so much for joining me, for participating, engaging and working so, so hard.

I'm really proud of each and everyone of you and you should be proud of yourselves as well.

Now, what next? Do you have more learning lined up for the day? Is it time for a break? I'm going to give my mum a call back and speak to her properly after cutting her off at the start of the lesson.

Whatever you're planning to do next, I hope that you enjoy it and that you do it with a big smile.

I look forward to seeing you again soon for some more maths lessons.

Bye.