Lesson 1:

WALT: Recognize the need to have equal wholes to compare partitioned fractions. WILF: Understand that the size of the whole affects the value of the fraction.

Introduction: 1. Begin the lesson by displaying two different lengths of timber, one shorter and one longer. 2. Ask the students to estimate and discuss how many equal parts each length can be divided into. 3. Write their estimations on the board.

Development: 1. Explain to the students that fractions represent parts of a whole. 2. Introduce the concept of equal wholes by drawing two rectangles on the board, one larger and one smaller. 3. Divide the larger rectangle into four equal parts and shade one part. 4. Divide the smaller rectangle into four equal parts and shade one part. 5. Ask the students to compare the shaded parts and discuss if they are equal or not. 6. Guide the students to understand that even though both shaded parts represent a quarter, they are not equal because the wholes are different sizes. 7. Emphasize that the size of the whole affects the value of the fraction.

Practice: 1. Provide the students with a worksheet containing various lengths of timber divided into different numbers of equal parts. 2. Instruct them to compare the shaded parts and determine if they are equal or not. 3. Circulate the classroom to provide assistance and monitor their progress.

Conclusion: 1. Gather the students together and review the concept of equal wholes and how they affect the value of fractions. 2. Discuss any challenges or misconceptions that arose during the practice activity. 3. Summarize the lesson by reiterating the importance of having equal wholes when comparing partitioned fractions.

Lesson 2:

WALT: Recognize the need to have equal wholes to compare partitioned fractions. WILF: Explain why a quarter of a length of timber can be more than a quarter of another length if the wholes are different sizes.

Introduction: 1. Begin the lesson by displaying two different lengths of timber, one shorter and one longer. 2. Ask the students to estimate and discuss how many equal parts each length can be divided into. 3. Write their estimations on the board.

Development: 1. Review the concept of equal wholes from the previous lesson. 2. Divide the longer length of timber into four equal parts and shade two parts. 3. Divide the shorter length of timber into four equal parts and shade one part. 4. Ask the students to compare the shaded parts and discuss if they are equal or not. 5. Guide the students to understand that even though both shaded parts represent a quarter, the longer length has more shaded parts, making it more than a quarter of the shorter length. 6. Explain that this is because the longer length has a larger whole, so each part represents a smaller fraction of the whole.

Practice: 1. Provide the students with a set of timber lengths divided into different numbers of equal parts. 2. Instruct them to compare the shaded parts and determine if one is more than a quarter of the other. 3. Encourage them to explain their reasoning using the concept of equal wholes. 4. Walk around the classroom to provide support and monitor their progress.

Conclusion: 1. Gather the students together and review the concept of equal wholes and how they affect the value of fractions. 2. Discuss the example of a quarter of a length of timber being more than a quarter of another length if the wholes are different sizes. 3. Allow students to share their reasoning and explanations from the practice activity. 4. Summarize the lesson by emphasizing the importance of considering the size of the whole when comparing partitioned fractions.