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This is a favourite lesson idea using cups to enable students to visualize- what is a fraction and how do we add or subtract from it?

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Below are a few youtube videos to help in lesson planning for future fractions work.
First we have Math Man and his Fraction Museum- another interactive class activity- let's students move, communicate, create and have fun.

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Fraction Lesson: teach your class fractions with Math Man

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An extra worksheet for the next lessons homework or students that are ahead of the game...

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YES! This is a document to be modified for your class- Just a quick checklist of engagement and understanding during activities.

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HOMEWORK: Here is a do-it-yourself Fractions Chart Kit for homework- this enables understanding through hands on application of what we went through today. The second sheet of homework can be kept by the teacher as a record or formative assessment.

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This is the opening page, after explicitly showing students the first park game they can be split into small groups to explore and discuss fractions with their peers- this gives the teacher an opportunity to focus on the students that need a little extra attention.

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Line and Peg activity- keep the class moving and having fun with Maths!

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Is an excellent tool for letting students explore and create using ICT. It clarify's what we have been learning in today's lesson. To the right is what it will look like for your students

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Not sure how to put together a fractions chart for the classroom? Here's how. This can also be a lesson in itself, but I've used it as a lesson aid and homework.

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THE COOLEST HANDS-ON FRACTION ACTIVITY EVER!

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Where to find Year 3 Fractions outcomes:

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Access the General Capabilities here: ACARA

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ICT capability supports and enhances student learning across all areas of the curriculum. Students develop and apply ICT knowledge, skills and appropriate social and ethical protocols and practices to investigate, create and communicate, as well as developing their ability to manage and operate ICT to meet their learning needs. All learning areas provide the content and contexts within which students develop and apply the knowledge, skills, behaviours and dispositions that comprise ICT capability. However, it is more explicit and foregrounded in the Australian Curriculum: Digital Technologies.

The learning area or subject with the highest proportion of content descriptions tagged with ICT is placed first in the list.
Technologies
In the Australian Curriculum: Digital Technologies, students develop an understanding of the characteristics of data, digital systems, audiences, procedures and computational thinking. They apply this when they investigate, communicate and create digital solutions. Students learn to formulate problems, logically organise and analyse data and represent them in abstract forms. They automate solutions through algorithmic logic. Students decide the best combinations of data, procedures and human and physical resources to generate efficient and effective digital solutions. They create digital solutions that consider economic, environmental and social factors.

In the Australian Curriculum: Design and Technologies, key ICT concepts and skills are strengthened, complemented and extended. Students become familiar with and gain skills using a range of software applications and digital hardware that enable them to realise their design ideas. Students use ICT when they investigate and analyse information and evaluate design ideas and communicate and collaborate online. They develop design ideas; generate plans and diagrams to communicate their designs and produce solutions using digital technologies, for example, creating simulations, drawings and models and manufacturing solutions (from basic drawing programs to computer-aided design/manufacture and rapid prototyping).
The Arts
In the Australian Curriculum: The Arts, ICT capability enables students to engage with digital and virtual technologies when making and responding to artworks. Students can, for example, use interactive multimedia platforms, communication and editing software, and virtual tools and environments, to design, create and share their artworks. Students learn to apply social and ethical protocols and practices in a digital environment, particularly in relation to the appropriate acknowledgment of intellectual property and the safeguarding of personal security when using ICT. They use digital technologies to locate, access, select and evaluate information, work collaboratively, share and exchange information, and communicate with a variety of audiences.
F-6/7 Humanities and Social Sciences (HASS)
In the F-6/7 Australian Curriculum: Humanities and Social Sciences, students develop ICT capability as they learn how to build discipline-specific knowledge about history, geography, civics and citizenship, and economics and business. Students use a wide range of ICT, independently and collaboratively, to pose questions, research, analyse, evaluate and communicate information, concepts and ideas about people, places and processes of the past, present and future.

To locate, process, analyse and communicate information about people, places, events and phenomena, students use their ICT capability to access and manage a range of digital sources of information. They critically analyse evidence and historical events, developments, perspectives, trends and issues of the past, present and future. They organise, present and communicate information and findings digitally using multimodal elements, for a variety of reasons and audiences; and collaborate, discuss and debate with others to co-construct their knowledge.

Students develop ICT capability when they locate, select, evaluate, communicate and share geographical information using digital technologies and learn to use spatial technologies, exploring the effects of technologies on places, on the location of economic activities and on people's lives. They also access and use digital technologies as an investigative and creative tool to locate, evaluate, research, plan, share and display economics and business data, information and ideas. Students learn about and have opportunities to use social media to collaborate, communicate, share information and build consensus on political, legal and social issues, reflecting on safety awareness and ethical protocols for ICT use.

Through humanities and social science studies, students come to understand the geographical, environmental, social and economic changes produced by the increasing use of technology.
7-10 History
In the Australian Curriculum: History, students develop ICT capability when they locate, process, analyse and communicate historical information. They use their ICT capability to access a range of digital sources of information; critically analyse evidence and historical trends; communicate, present and represent their learning; and collaborate, discuss and debate to co-construct their knowledge.
7-10 Geography
In the Australian Curriculum: Geography, students develop ICT capability when they locate, select, evaluate, communicate and share geographical information using digital technologies and learn to use spatial technologies.

They enhance their ICT capability by exploring the effects of technologies on places, on the location of economic activities and on people's lives. They understand the geographical changes produced by the increasing use of technology.
7-10 Civics and Citizenship
In the Australian Curriculum: Civics and Citizenship, students develop the knowledge and skills to use digital technologies to research and source information on civics and citizenship, including critically analysing that information. Students learn about and have opportunities to use social media to collaborate, communicate, share information and build consensus on political, legal and social issues. Students develop and apply ICT skills through organising and presenting information digitally using multimodal elements.
7-10 Economics and Business
In the Australian Curriculum: Economics and Business, students develop ICT capability when they access and use digital technologies as an investigative and creative tool. They locate, evaluate, research, plan, share and display data and/or information. Using digital technologies, students create, communicate and present economics and business data and information for a variety of reasons and audiences.
Mathematics
In the Australian Curriculum: Mathematics, students develop ICT capability when they investigate, create and communicate mathematical ideas and concepts using fast, automated, interactive and multimodal technologies. They use their ICT capability to perform calculations; draw graphs; collect, manage, analyse and interpret data; share and exchange information and ideas; and investigate and model concepts and relationships.

Digital technologies, such as spreadsheets, dynamic geometry software and computer algebra software, can engage students and promote understanding of key concepts.
English
ICT capability is an important component of the Australian Curriculum: English. Students use ICT when they interpret and create print, visual and multimodal texts. They use communication technologies when they conduct research online, and collaborate and communicate with others electronically. In particular, they use ICT to access, analyse, modify and create hybrid, digital and multimodal texts, using digital publishing.

As students interpret and create digital texts, they develop their capability in ICT including word processing programs and other software, navigating and following research trails and selecting and evaluating information found online.
Science
In the Australian Curriculum: Science, students develop ICT capability when they research science concepts and applications, investigate scientific phenomena and communicate their scientific understandings. In particular, they use their ICT capability to access information; collect, analyse and represent data; model and interpret concepts and relationships; and communicate science ideas, processes and information.

Technology can be used to access information beyond our senses capability and to represent scientific phenomena in ways that improve students' understanding of concepts, ideas and information. Digital aids such as animations and simulations provide opportunities to view phenomena and test predictions that cannot be investigated through practical experiments in the classroom and may enhance students' understanding and engagement with science.
Health and Physical Education
The Australian Curriculum: Health and Physical Education enhances ICT learning by helping students to effectively and safely access online health and physical activity information and services to manage their own health and wellbeing. Students further develop their understanding of the role ICT plays in the lives and relationships of children and young people. They explore the nature of ICT and the implications for establishing and managing relationships in the twenty-first century. Students develop an understanding of ethical online behaviour, including protocols and practices for using ICT for respectful communication. Students use ICT as key tools for communicating, collaborating, creating content, seeking help, accessing information and analysing performance in the health and physical education field. Students become confident and critical consumers of a multitude of wellbeing apps that can assist them to seek help, relax, be mindful, report bullying, and so on.

They use a range of ICT to analyse, measure and enhance movement performances and to access and critically evaluate health information, products and services. They also use ICT to develop personalised plans for nutrition, physical activity participation and wellbeing.
Languages
Learning in the Australian Curriculum: Languages is enhanced through the use of multimodal resources, digital environments and technologies in the target language. Accessing live target language environments and texts via digital media contributes to the development of information and communication technology capabilities as well as linguistic and cultural knowledge. Accessing different real-time contexts extends the boundaries of the classroom.
Work Studies
ICTs are key tools for communication, collaboration, content creation, seeking help, accessing knowledge and analysing performance in work and professional fields. In the Australian Curriculum: Work Studies, Years 9-10, students have opportunities to become competent, discriminating and creative users of ICT. Students learn how to access online career, employment and work information and services effectively and safely. They can use a range of ICT tools to analyse, measure and enhance their pathways after Years 9-10. Students develop an understanding of the breadth of communication, collaboration and content creation protocols and legalities related to online and mobile technologies. They learn different workplace strategies to minimise the risk of harm through the use of ICT.

Knowledge of how ICTs impact on the individual, the workplace and society supports students to be successful lifelong learners in an environment of e-work, e-business and e-commerce.

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Information and Communication Technology (ICT) Capability

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This lesson is aimed at Year 3 students (ACARA, 2017) as a preparation for a solid foundation in fraction knowledge. As fractions knowledge is a topic that students generally have difficulty in conceptualising, it is important to cover a wide range of different materials using hand on applications of fractions use. The lesson begins with revising fractions as part of a whole area or object and aims to transfer that knowledge to representing fractions in a lineal form- using line and pegs to encourage class cooperation, communication and fun.

As Assessment FOR Learning is occurring as a regular part of the teaching process, during the activity, it enables an effective teacher to focus on students that need extra time, so the teacher can shape the learning process to meet their needs (Curriculum Corporation, n.d). This lesson provides the scaffolding required for a solid number sense required for future lessons in adding and subtracting fractions. Engaging the students in fun activities relating to mathematics encourages a positive mindset and creates interest, therefore finishing the lesson with a fractions game encourages peer interaction and an organised space for the teacher to observe the class and participate as necessary.

The fractions game is also a necessary tool to achieve a new level of understanding through what Vygotsky (1978) describes as the Zone of Proximal development, allowing for the knowledge learnt in class to be explored with the guidance of a knowledgeable adult (Foster, 2009). This allows for direct feedback opportunities for individual students that are struggling with fractions, allowing for re-teaching opportunities and extra time for practising (Brady & Kennedy, 2009).