Year level: 3 / 4

Strand: Number

Lesson length: 60 mins

Students demonstrate knowledge of fractions through creating their very own simulated ‘fruit salad’. Pose the questions: if you were to create a fruit salad what would it have in there? In what ratios/proportions? Are there any fruits you wouldn’t want in there? Which fruits go/don’t go together? Showcase your understanding of common (and decimal) fractions through this hands-on ‘Creative Craft’ learning experience.

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.
• They recognise equivalent fractions and make connections between fraction and decimal notations. Students count and represent fractions on a number line.

Content descriptions

Students recognise and represent unit fractions including   1 2  ,   1 3  ,   1 4  ,   1 5   and    1 10  and their multiples in different ways; combine fractions with the same denominator to complete the whole. AC9M3N02

They find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation. AC9M4N03

Students count by fractions including mixed numerals; locate and represent these fractions as numbers on number lines. AC9M4N04

General capabilities

Literacy

Numeracy

Critical and Creative Thinking

• Create possibilities (Level 3)
• Draw conclusions and provide reasons (Level 3)

Cross-curricular priorities

Aboriginal and Torres Strait Islander Histories and Cultures: Country/Place (A_TSICP1)

The following formative assessment is suggested for this lesson.

Students present their ‘fruit salads’ to the class, or alternatively celebrate the lesson with a hands-on fruit fraction feast, allowing students to enjoy real fruits in fractions and showcase their learning.

Some students may:

• express fractions creatively; that is, creative application of fractions and decimals in crafting fruit salad representations may pose challenges, as it requires students to think abstractly and find innovative ways to visually represent proportions
• lack of deep understanding of fractions and may think, for example, that if they add another banana piece to their fruit salad which is currently   2 18   banana, it will now be    3 18   banana, not    3 19
• not be used to being autonomous in a task such as this, so may get stuck choosing materials, or which fruits they may wish to use.

It is expected that students have:

• basic arithmetic skills (addition, subtraction, and multiplication)
• some familiarity with common fruits and their shapes or parts is useful
• some experience with common (and decimal) fractions.

What you need:

• Lesson plan (Word)

• Teacher's slides (PowerPoint)

• Guess who fractions game (Word)

• Cardboard posters for each student

• Different coloured Unifix, MultiLink, Lego, coloured paper or other physical materials

• Real chopped fruit (optional)