Capacity Building of Key Stage 1

Teachers on Learning Recovery in

Literacy and Numeracy via School-
based Learning Action Cell
 Module 2
Session 1
Learning More About Dissimilar
Fractions
 Professional Standards
Covered

Proficient Teachers

1.4.2 Use a range of teaching strategies that enhance

learner achievement in literacy and numeracy skills.
 Professional Standards
Covered

Proficient Teachers

2.3.2 Manage classroom structure to engage learners,

individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of physical
learning environments
 Professional Standards
Covered

Highly Proficient Teachers

2.3.3 Work with colleagues to model and share effective

techniques in the management of classroom structure to
engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a
range of physical learning environments.
 Session Objectives
Terminal Objectives:

Highly Proficient Teachers

model effective techniques and strategies to engage

learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities in
visualizing, representing and arranging dissimilar fractions
in increasing or decreasing order
 Session Objectives
Terminal Objectives:

Proficient Teachers

develop activities that apply strategies to engage learners,

individually or in groups, in meaningful exploration,
discovery and hands-on activities in visualizing,
representing and arranging dissimilar fractions in increasing
or decreasing order.
 Session Objectives

Enabling Objectives

Specifically, they shall be able to:

1.discuss different engaging teaching strategies on
visualizing, representing and arranging dissimilar
fractions in increasing or decreasing order;
 Session Objectives

2. apply a range of teaching strategies that enhance

learner achievement in visualizing, representing and
arranging dissimilar fractions in increasing or
decreasing order in developing different activities
 Session Objectives

3. share reflections on practices which are effective in

teaching visualizing, representing and arranging
dissimilar fractions in increasing or decreasing order
 Leading Activity

A PIECE OF CAKE

Teacher Gigi is teaching her class about dissimilar

fractions. She brings 2 round cakes of the same size to
use as her concrete example.
 Leading Activity

The first cake is chocolate while the other one is ube.

Illustrated by A.
 Leading Activity

She slices the chocolate cake into 8 equal parts

Illustrated by A.
 Leading Activity

while she slices the ube cake into 4 equal parts.

Illustrated by A.
 Leading Activity

She gives 4 slices of and 1 slice of ube

cake to her pupils.
chocolate cake

Illustrated by A.
 Leading Activity

Probing Questions

1. Which of the two cakes has a bigger part given/shared?

2. Will Teacher Gigi be able to teach dissimilar fractions

using the piece of cake as an example? How?
 Leading Activity

3. Why do you think is it difficult teaching “Visualizing,

representing and arranging dissimilar fractions”?

4. When you are teaching this competency, what went

well and what went less during your class discussion?
 Leading Activity

5. Have you identified some misconceptions in

teaching this topic? What are those and how did you
address such misconceptions?

6. If you were Teacher Gigi, how will you teach this

competency to your learners, especially to those who are
not confident in fractions?
 Self-Reflection

Reflect on your teaching strategies and learning

activities in relation to the identified least mastered
competency and how you apply the given PPST
indicators in your Mathematics class.
 Self-Reflection

As a Proficient Teacher…
… I know a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills and how to
I know... manage classroom structure to engage
learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments in
teaching dissimilar fractions.
 Self-Reflection

As a Proficient Teacher…
… I feel that it is important to equip
learners with the basic foundations to
I feel... develop their numeracy skills and that
they will learn best and learning is more
permanent if they will acquire knowledge
through meaningful exploration,
discovery and hands-on activities.
 Self-Reflection

As a Proficient Teacher…
… I do apply a range of teaching
strategies that enhance learner
achievement in literacy and numeracy
I do... skills and how to manage classroom
structure to engage learners, individually
or in groups, in meaningful exploration,
discovery and hands-on activities within
a range of physical learning
environments in teaching dissimilar
fractions.
 Self-Reflection
YOUR TURN!!!
Write your reflections using the template below.

I know... I feel... I do...

As a As a As a
Proficient/Highly Proficient/Highly Proficient/Highly
Teacher… Teacher… Teacher…

. .
 Key Concepts/Contents

ARRANGING FRACTIONS

*Arranging individual fractions from the lowest value

to the highest one, or the other way around

*Starts with the process of comparing one fraction to

another, so that the bigger or smaller parts of a whole
can be identified
 Key Concepts/Contents

DISSIMILAR FRACTIONS
*Are fractions with different denominators

EXPLORATION
*An active learning approach which helps learners
learn through curiosity and inquiry
 Key Concepts/Contents

HANDS-ON ACTIVITIES

*Offer learners unique learning opportunities that

paper and pencil tasks simply just can’t. It’s approach
is the idea that students need to feel and touch what
their learning through a concrete learning experience
before they are exposed to more of the abstract
learning
 Key Concepts/Contents

NUMERACY

*The knowledge, skills, behaviors and dispositions that

students need in order to use mathematics in a wide
range of situations. It involves recognizing and
understanding the role of mathematics in the world and
having the dispositions and capacities to use
mathematical knowledge and skills purposefully.
 Suggested Teaching-Learning Activities

The following are the different

teaching strategies that you may
consider to make teaching and
learning delivery of dissimilar
fractions easier for our learners.
This will include meaningful
exploratory, discovery and hands-
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on activities to give impact to
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student learning.
GROUP ACTIVITY

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1. SCAFFOLDING
Before you can deliver teaching the
competency about “Visualizing, representing and
arranging dissimilar fractions”, the best way to start
is to check the foundational understanding of
learners on similar fractions and its parts.
You may have mini lessons on the following:

 Comparing fractions with the same numerator;

The greater the denominator, the smaller the
fraction.

 Comparing fractions with the same denominator;

The greater the numerator, the greater the fraction
2. BENCHMARK FRACTIONS

Using benchmark fractions for comparison .

Fractions are placed on a number line against a
benchmark
A benchmark fraction is a reference or guide for
identifying other fractions. Common fractions that are
more familiar are used as benchmarks to help find the
less familiar fractions.
 BENCHMARK FRACTIONS

https://www.splashlearn.com/math-vocabulary/fractions/benchmark-fractions
 BENCHMARK FRACTIONS

https://www.splashlearn.com/math-vocabulary/fractions/benchmark-fractions
3. CONCRETE, PICTORIAL ABSTRACT APPROACH
(CPA)
The Concrete Pictorial Abstract Approach is an
essential tool in teaching your Key stage 1 learners.
This is where your learners build their foundational
understanding through studying concrete objects,
followed by a pictorial representation before moving on
to the abstract digits and symbols.
 CONCRETE PICTORIAL ABSTRACT APPROACH (CPA)
Using Manipulatives/Real
Objects/Illustrations/Diagrams
 *Using real objects
*Using pattern-blocks/
Concrete (C) geogebra/Fraction Bar
*Modelling
*Using lego
REAL APPLES
https://www.shutterstock.com/image-photo/six-red-
apples-isolated-on-white-1028826493
 *Using drawings/
illustrations
*Visual
Representations/
Pictorial (P) *Using fraction strips &
different shapes
*Partitioning Set
Models)
PICTURE OF APPLES
https://www.pngitem.com/middle/bxTwRb_apple-png-
clipart-apple-clipart-six-apples-cartoon/
 Using numbers
and symbols
Abstract (A) 6 apples
(Fractional
symbols)
 In the CPA Approach, you will introduce
“Visualizing, representing and arranging dissimilar
fractions in increasing or decreasing order” using any
objects that your learners are familiar with. When they
are already confident with their knowledge on this
competency, introduce the use of drawings or
illustrations as pictorial representations of the concrete
objects you have used.
 Then, you will use the numbers and symbols of
a fraction. Provide enough examples so that all
learners in your class will be able to learn this
lesson.
Using the CPA approach in your classes will help
learners better understand the connection between
numbers and the real world. This will secure their
understanding dissimilar fractions.
4. FRACTION
BARS

The use of fraction bars will give them idea on how

they will visualize, represent and arrange dissimilar
fractions in increasing order or decreasing order.
FRACTION BARS
 Through the bars, your learners will be able to
compare the given fractions based on the size of the bars.
For example, fractions , , may be
represented and arranged as shown below
Once you have presented these bars to your class, you
can ask them to arrange the given fractions in order.
5. USING FRACTION
MODELS

https://www.k-5mathteachingresources.com/fraction-models.html
 a). Draw a shape that best represents what you are trying
to model.

b). Split the shape into equal parts, the total number of
portions is determined by the denominators.

c). Shade the portions indicated by the numerator.

 6. CHANGING TO SIMILAR
FRACTIONS
STEPS IN ARRANGING DISSIMILAR FRACTIONS

a) Find the LCD of the given set of fractions

b). Determine the equivalent fractions sharing the LCD

c). Arrange the numerators of the equivalent fractions from

least to greatest or greatest to least.
 Suggested Assessment
Strategies

Written Work on Visualizing, Representing and

Arranging Dissimilar Fractions
Suggested Assessment
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Let’s check your work!

https://www.istockphoto.com/illustrations/green-check-mark
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 Suggested Assessment
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Performance-Based Assessment
*Using Real-life Objects/Manipulatives

Activity Title: FRACTIONS YOU CAN TOUCH (By

pair or by group)
This is a very good performance-based assessment
that you can give to your pupils. Ask them to bring
clay, lego and other materials.
 Suggested Assessment
Strategies

A.Using clay

1.Ask/Guide your learners to make a small plate-size

pizza using their clay
2.Guide them in making fraction pizzas which are cut in
equal parts like halves, thirds or fourths.
3.Give a fraction and randomly call a group and ask
them to show that part to the class.
4.Ask each pair/group to present their work.
Suggested Assessment
Strategies
 Suggested Assessment
Strategies

4. Each group will roll a die twice to determine the

numbers in the fraction. The smaller number rolled will be
the numerator and the bigger number will be the
denominator.

5. Use two colors of legos to create the fraction.

 Suggested Assessment
Strategies

Rubrics:
Timeliness: 25%
Output: 50%
Presentation: 25%
 Other Suggested Strategies

A. COMPARING FRACTIONS CARD GAME

1.Learners will play by partners

2.Each student gets half a deck of cards
3.Each partner flips over one card
4.Learners compare the values of the fractions
 Other Suggested Strategies

5. The pair with the higher fraction ‘wins’ the cards

If the cards are equivalent, it’s a ‘war’ and students put
down a second card and compare these. The student
with the greater fraction wins all the cards.
6. Play continues until one player has won all the cards
(or until time is up)
 Other Suggested Strategies

B. VIDEO LESSONS
Use the following links to provide your learners with
additional supplementary information.

https://www.youtube.com/watch?v=4CGEssgAIlA
https://www.youtube.com/watch?v=i2PfHDs88YE
https://www.youtube.com/watch?v=QGMvzDMZ91w
https://www.youtube.com/watch?v=jyer7KHbwvM
 Other Suggested Strategies

C. FIX IT: FRACTION PUZZLES

1.Prepare at least 10 different fractions.

2.Ask your learners to choose five fractions, none of
which have the same denominator or equal.
3.Ask the learners to write the fractions in order (maybe
arranged in increasing or decreasing order).
4.Ask your learners to present their arrangement and
explain their work.
5.Based on their work, ask them to make a “Fix It
Puzzle” for others to solve.
 Application

For Highly Proficient Teachers

SIMULATION ACTIVITY:

All highly proficient teachers will be equally

divided/distributed into the number of groups of the
proficient teachers.
 Application
For Highly Proficient Teachers

In the group, HPs will model and share a technique

which had been effective in their classrooms in the
management of classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities in visualizing,
representing and arranging dissimilar fractions in
increasing or decreasing order through simulation.
 Application
Note:

During the simulation, the proficient teachers

shall capture or take note of the effective strategies
shared which they can use in doing the next activity.
 Application

For Proficient Teachers

GROUP ACTIVITY:

After the HPs have modelled an effective

technique, proficient teachers will think off an activity
that will apply strategies to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities in visualizing,
representing and arranging dissimilar fractions.
 Application

Remember that the key in attaining the objective of

visualizing, representing and arranging dissimilar
fractions is to develop the skills of our learners from
concrete to pictorial and pictorial to abstract. There
should be a strong foundation on the basic concepts of
similar fractions for this will be used as prerequisites for
dissimilar fractions.
 Application

1. Create your own Activity Title

2. Write a brief description about the activity
3. Write the materials which will be needed
4. Give the step by step process on how the activity
will be conducted
 Application

Consider the type of learners in your classes. Be able to

share and explain your output with your groupmates. The
documenter will write the consolidated answers of the
group. The leader will present the group’s output.

While one group is presenting, one group will provide

feedback as part of our team learning.
 Sharing of Reflections

What have you realized when you did the activities?

What are your plans after this session? How will you
execute those plans?
 Closure

A man is like a fraction whose numerator is what he

is and whose denominator is what he thinks of
himself. The larger the denominator, the smaller
the fraction. – Leo Tolstoy
 Resource Library
Cognitive Cardio Math. https://tinyurl.com/4xvjh2w2
Comparing and Ordering Similar and Dissimilar Fractions 4th Grade Math Worksheets
https://helpingwithmath.com/worksheet/comparing-and-ordering-similar-and-dissimilar-frac
tions/
Learning Intranet. Curriculum Design. Teaching Strategies. https://tinyurl.com/4jbspndk
MBmath. Fix It: An Activity for Ordering Fractions.
https://marilynburnsmath.com/fix-it-an-activity-for-ordering-fractions/
Numeracy for all Learners. Department of Education. Victoria State University.
https://tinyurl.com/t6zx3urt
The Fraction Bar Model. How to Teach Fractions Using Bar Models. Asher, Vanessa. 2022
https://thirdspacelearning.com/blog/fraction-bar-model/
The Teacher Next Door: Fraction Activities that Students Love.
https://the-teacher-next-door.com/fraction-activities-students-love/
What is Concrete Pictorial Abstract Approach (CPA) and How To Use It in Maths. Johnson,
Emma. 2022. https://thirdspacelearning.com/blog/concrete-pictorial-abstract-maths-cpa/