Class : 6

Subject : Mathematics
Chapter Title : Fractions
Total no. of classes : 15
LEARNING OUTCOMES :

 Identify different types of fractions, such as proper, improper, and mixed fractions
 Compare fractions with different denominators.
 Convert fractions into equivalent fractions and reduce them to their lowest terms.
 Add and subtract fractions with different denominators.
TEACHER ACTION STUDENT ACTION
Pre- The teacher as part of pre-assessment can let the students solve the Solve the questions
Assessment below questions individually, printed on a sheet. If they can’t solve,
encourage them to move on to the next question. This data will help
to know where the students need better understanding and
reinforcements as we move along the chapter.

Q1)

Q2)

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 Q3)

Q4)

Engage About Fractions Create their own

fractions and work to
Let the students play a game using fraction kit pieces to begin and
learn from their peers
recall the fractions. The teacher shuffles and randomly gives one
piece to one student from the fraction kits, distributing it to all
students. Let the students spread out in the room. (If possible, remove
the furniture from the center of the classroom or take the students to
the playground.)
On the teacher's call or the ringing of a bell (she can also play a piece
of soothing music, and when it stops), the students will find other
students with the same pieces to make a whole circle. For example,
the student with 1/8 piece with him will see seven more students with
the same piece and create an entire circle on the ground or a table
using the pieces. Then, the teacher reshuffles the pieces, distributes

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 them again, and plays the same game twice or thrice.
The teacher will go through the exercise explained in the NCERT
book, pg 154. To reinforce this activity, the teacher can give small
rectangular paper cutouts and tell the students to divide the paper into
different fractions (they can cut or color the pieces for the given
fractions). To do this, she can make groups of 5 students each. Each
student in the group will get a different fraction to cut or color, like
¼, 1/8, 1/6, ½, or 1/3. Once done, the teacher will call out for
students who made similar fractions and regroup them. For example,
now, all the halves are together in one group, all the 1/3rds are
together in one group, and so on. Now, the students are told to see
each other's work and see how the others have made their
fractions…this exercise allows students to learn from their peer
group.
Explore Mixed Fractions

The teacher draws 1/3 fraction on the whiteboard

Teacher – what the fraction of the shaded portion is.

Expected answer – 1/3
Teacher – Now she shades another portion and asks what the fraction
of the shaded portion is.

Expected answer – 2/3

Teacher – She shades another portion and asks what the fraction of
the shaded portion is.

Expected answer – 3/3 or whole

Teacher: The teacher creates another portion of the same size
separately and shades it. She asks what the fraction of the shaded
portion is.

Expected answer – 4/3

At this point, she will let the students observe the image and let them
share their observations.

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 Expected answer – One strip is wholly shaded, and 1/3 of another
strip is shaded; hence it is 4/3.

The teacher asks, "Can the fraction be 4/6?" There are six portions in
total, and four portions are shaded. Let the students be a little
confused; let them observe and come up with valid answers and
reasons.

Expected answer: It is not like that since one complete strip is not
divided into six pieces. It cannot be 4/6. A strip is completely shaded,
and another strip of the same size is shaded 1/3. Hence, the total
shaded is 4/3.

Teacher – What happens to the numerator and denominator when the

fraction is less than a whole? She let the students focus on the first
three drawings.

Expected answer: The numerator is smaller than the denominator.

Teacher – What happens to the numerator and denominator when the

fraction is more than a whole? She let the students focus on the last
drawing.

Expected answer: The numerator is smaller than the denominator.

Toward the end of the session, the teacher can show the video given
below for more clarity and understanding.

Mixed Fractions

Equivalent Fraction

The teacher will begin the class by folding a strip of paper into half
and another strip into four folds…she asks the students how much
fraction is one portion of the 1st strip and two portions of the second
strip.

Expected answer – ½ and 2/4

Now, she will hold the strips one above the other and ask where the
folds in both strips coincide.

Expected answer – ½ and 2/4

She will create the below-given anchor chart with the students and
pin it to the class board, where it will be visible.

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 She will let students write in their notebooks as many equivalent
fractions as they can find from the chart. She will also hold a
discussion on why they think (based on what they have written in
their notebooks) they are equivalent fractions. After looking into the
students' notebooks, she needs to ask questions to a few students
whose work is correct and a few that are incorrect.

Below is a game that can be played in class or initiated in class.

Students can also play it with their parents or friends at home.

Players advance around the game board by finding the missing

numerator on playing cards with equivalent fraction equations. The
missing numerator is the number of spaces the player moves.
If they STOP (i.e., the last space in their count) on a space with GO
BACK instructions, they must move toward the start of the number of
spaces noted.
If a player STOPs on a space with the back end of an arrow, they can
follow the arrow and skip spaces on the board.
The first player to make it to the finish wins.
The resources are provided in the attached pdf file.
Explain Compare fractions Practice sums
The teacher draws two strips on the board or shades of same-size individually and revert
paper cutouts (whichever is easier for the teacher) and has the to peers for feedback.
students determine the more considerable fraction. One is 4/5, and the
other one is 7/9

Expected Answer – 4/5

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 Teacher – So for smaller fractions, we can draw and find out. How do
we deal with when the fractions are big, like how will you compare
which one is bigger, 36/42 or 49/63.

We make the denominator the same by finding the LCM of the

denominator or simply multiplying the denominators.
For example to compare 7/9 and 17/21…

 The LCM of 9 and 21 is 63

 Now that the denominators are the same i.e. 63, let's check out
the numerators
 For the first fraction, 7/9, 9 (i.e., the denominator) is
multiplied by 7 to get 63. Hence, we will multiply 7 (i.e., the
numerator) by 7 as well. This will be 49.
 Similarly, for the second fraction, 17/21, 21 (i.e., the
denominator) is multiplied by 3 to get 63. Hence, we will
multiply 17 (i.e., the numerator) by 3 as well. This will be 51
 The fractions we have now to compare are 49/63 and 51/63.
Which one do you think is bigger?

The students can be given more practice in their notebooks. They can
work individually and show their work to their partners. Let the
partner check each step of their work and give feedback if the sum is
correct or where exactly they might have gone wrong.

The students can attempt the attached sheets for more practice.
Elaborate Add And subtract Understand, discuss,
This is explained step by step using drawings in the NCERT book and practice sums.
from page 175 onwards. The teacher can follow the same guidance.
She can either show the drawing on the projector and ask questions,
or she can draw it on the whiteboard. It is advisable to use these
drawings in the beginning of explaining the addition and subtraction
of fractions.
Evaluate The students can do the entire chapter from the workbook as part of Solve the questions
the evaluation or attempt a few parts of it. The teacher can decide,
depending on time availability and students' exposure. In that case,
the rest of the parts can be done before or after the evaluation.
Enrichment Students can work on the history of fractions provided in the NCERT Going beyond
book towards the end of the chapter. They can work in groups of 3 to calculation and practice
discuss what they understood from the text and write the key points
in 3 or 4 bullet points. They can then present their understanding to
another group in the class.
Below are a few fun facts. Encourage the students to find some more;
they can also create some themselves.
 "Fraction" means "broken":

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 The word "fraction" comes from the Latin word "fractus" which
means "broken," reflecting how fractions represent parts of a whole!.
 The line is called a "vinculum":
The line separating the top number (numerator) and bottom number
(denominator) in a fraction is called a "vinculum," which is a fancy
word for "bond" or "tie."
 Ancient Egyptian fractions:
Ancient Egyptians mostly used fractions with a "1" as numerator, like
1/2, 1/3, or 1/4.
 Music and fractions:
Musical notes use fractions to show how long a note should last, like
a "half note" being 1/2 of a whole note.
 Decimal connection:
Every decimal number can be written as a fraction, like 0.5 is the
same as 1/2!
 Can't divide by zero:
Remember that you can never divide by zero, so the denominator of a
fraction can never be zero!

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