Year level: Year 5

Strand: Number

Lesson length: 85 mins

In this second lesson in the series, students investigate fractions by exploring the colourful world of flags, including Aboriginal and Torres Strait Islander ones. They use a grid to understand fractions, and guide a partner to draw an Asian flag using precise mathematical language and locating fractions on a number line.

This lesson was developed in collaboration with the Australian Association of Mathematics Teachers (AAMT).

### Achievement standard

Students order and represent, add and subtract fractions with the same or related denominators. They represent common percentages and connect them to their fraction and decimal equivalents.

### Content descriptions

Compare and order fractions with the same and related denominators including mixed numerals, applying knowledge of factors and multiples; represent these fractions on a number line. AC9M5N03

### General capabilities

General capabilities

• Literacy: Speaking and listening (Level 4)
• Numeracy: Interpreting fractions (Level 5)

Cross-curriculum priorities

• Aboriginal and Torres Strait Islander Histories and Cultures (A_TSICP1)
• Asia and Australia’s Link with Asia: Growing Asia–Australia engagement (AAG1)
• Reserve some time at the end of the lesson for students to reflect and demonstrate their learning.
• Use the Flag fractionisation exit ticket (slide 5) in the teacher's slides to ask: ‘What fraction of this shape is black? How do you know?’
• Expect responses such as: Half because there are two different colours; 13 64 because they see the middle as  1 64 not  4 64 .
• Basic arithmetic skills (addition, subtraction and multiplication)
• Some awareness of flags is useful

Some students may:

• find the introduction of terms such as ‘numerator’ and ‘denominator’ a bit abstract and may confuse them. Continue to model correct metalanguage to build students’ language confidence and skill.
• initially find it challenging to understand that different visual representations can still represent the same fraction (equivalency of fractions). For example, two different flag designs could both represent , even though they look different. Emphasise that fractions represent a proportion of an amount, so that it is the quantity (or area in this case) that matters, not the shape. Paper folding may help with this (to illustrate different ways a square may be folded in half for example).
• find that flags are an emotive issue (for instance, based on current world events or specifically for students from war-torn refugee backgrounds) so sensitivity may be needed.

## What you need:

• Lesson plan (Word)

• Teacher’s slides (PowerPoint)

• Fractions of a flag worksheet (Word)

• Flags of Asia worksheet (Word)

• Art supplies (coloured pencils, rulers, etc)