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Day 20 · Unseen equivalent-fraction checkYear 4 Maths · T1 W3–4 · Day 20 lesson

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Year 4 / Mathematics / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Fresh learner checks

Codes: AC9M4N03, AC9M4N01 (partial). Goal: independently connect an unpractised fifths fraction with tenths/hundredths and decimal location. Prepare: Day 20 unseen learner check, blank equal-whole aids and separate staff key.

  1. Invite · 2 min. Say the fresh situation shows what to practise next; a pupil may explain in a chosen mode.
  2. Model · 5 min. Revisit 1/5 = 2/10 = 0.2 only on a practice strip. Fold it away before the check.
  3. Guided · 6 min. Rehearse 3/5 = 6/10 = 0.6 with a different fictional context and confirm the same whole. Keep the held-out fraction unshown.
  4. Independent check · 6 min. Give Items 1–2 from the new learner check; adult may read but not select or point to the answer.
  5. Check exit · 4 min. Items 3–4 compare and repair. Retain first answers and exact prompts. If no accessible opportunity or time, complete later without scoring a blank as wrong.
  6. Note · 2 min. Record equivalent grouping, number-line location, comparison and claim repair separately. Only after evidence, offer D20-A/B/C for later practice.

Access/home/extension: Folded paper and ten raised positions give the same whole without printing or colour. Do not send the held-out check home as a coached worksheet.

Responsive teaching across all ten days: If a learner counts tick marks rather than equal spaces, re-establish endpoints. If 0.7 and 0.07 are conflated, show seven of ten versus seven of a hundred using same-sized wholes. If a child treats 1/4 as 0.4, pair four equal 25-cell groups with the written 100. If an equivalence changes only denominator, split each original part visibly and recount numerator. Recheck on a different number or fraction and record the support; avoid fixed “visual/auditory/kinaesthetic learner” labels.

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