Year level: 3

Strand: Number

Lesson length: 50 mins

In this lesson, we use fruit to explore common/decimal fractions relating to tenths. Engage students in a hands-on exploration of fractions with a delightful twist of fruity fun. In this lesson, students will use coloured Unifix cubes to represent tenths of a fraction on a ‘fruit kebab’. They will discover the idea of equivalent fractions and make connections using a fraction wall. The lesson uses interactive activities, discussions and collaborative tasks to reinforce the concept of fractions and deepen students' mathematical understanding.

This lesson is one of a series of lessons developed in collaboration with the Australian Association of Mathematics Teachers (AAMT).

### Achievement standard

Students represent unit fractions and their multiples in different ways.

### Content descriptions

Students recognise and represent unit fractions including  12,  13,  14,  15  and  110 and their multiples in different ways; combine fractions with the same denominator to complete the whole. AC9M3N02

### General capabilities

Numeracy

Cross-curriculum priorities

Aboriginal and Torres Strait Islander Histories and Cultures (A_TSICP1)

The following formative assessment opportunities are listed below.

• Preserve time at the end of the lesson for students to reflect and demonstrate their learning. Use the Exit ticket on slide 6 from the teacher's slides. Create a fruit kebab with 10 pieces that includes 2 quandong, 1 apple, 2 finger limes. What could it look like? Share with a partner.
• Expect responses such as: students putting only the 5 listed fruits on the kebab when it states there are 10; all in a sequence – 2 quandong, 1 apple, 2 finger lime – help students explore different sequences/orders.

Some students may:

• find understanding the concept of fractions as some students may find it challenging to grasp the fundamental concept of fractions, especially if they haven't been exposed to it before
• find the introduction of terms such as ‘numerator’ and ‘denominator’ can be a bit abstract for younger students – students may confuse these terms
• find non-continuous fraction parts difficult and that fractions like ‘five-tenths’ of an apple don’t necessarily have to be in a single continuous line. Students may need to understand that fractional parts can be scattered among different sections.

Students have:

• basic arithmetic skills (addition, subtraction and multiplication)
• basic understanding of colours and fruits.

## What you need:

• Lesson plan (Word)

• Teacher's slides (PowerPoint)

• Various Unifix colours for each student

• Playing cards (optional)

• Real-life fruit kebab with 10 pieces of fruit on it (optional)