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Day 6 — Fraction operations keep the whole in viewYear 7 Maths · T1 W1–2 · Day 6 lesson

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Year 7 / Term 1 / Weeks 01 02 / Mathematics

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

Open for this lesson: Sources and materials · Check guide.

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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.

Codes: AC9M7N06. Goal: add/subtract positive fractions using equivalent denominators and check magnitude. Prepare: eighth strips and fraction cards.

  1. Launch · 2 min. Ask: “If half a page and a quarter page are filled, should the answer be less or more than one half?”
  2. Model · 5 min. Turn 1/2 into 2/4, then 2/4 + 1/4 = 3/4. Mark both shares on the same whole strip. Explain why adding denominators to get 2/6 would change unit size and be wrong.
  3. Guided subtraction · 6 min. Change 3/4 to 6/8; 6/8 − 1/8 = 5/8. Ask which whole is represented and whether 5/8 is between 1/2 and 3/4.
  4. Partner choices · 7 min. Choose 2/3 + 1/6 = 5/6 or 5/6 − 1/3 = 1/2. One partner builds equivalent parts, another checks with the strip or inverse. Swap. Offer like-denominator practice before unlike cases if prerequisite knowledge is insecure.
  5. Domain link · 3 min. “A fictional mural uses 1/2 of a board for sketches and 1/4 for titles. What fraction is used?” 3/4, and 1/4 remains if the areas do not overlap.
  6. Exit · 2 min. Everyone solves 3/4 − 1/8 = 5/8 with one clear conversion. Focus learners explain denominator choice.

Access: same-size physical fraction strips, raised partitions, written or spoken symbols; a partner may move pieces at the learner's direction.

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