| Objectives | Students will be able to: (1) find unit fractions of quantities (1/4 of 20); (2) extend to non-unit fractions (3/4 of 20) via divide-then-multiply. |
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| Materials | Counters; sharing circles; quantity cards with Caribbean contexts (fish catch, mango crop, acreage). |
| Key vocabulary | fraction of, unit fraction, divide then multiply |
| Engage (starter) | (10 min) The catch-share custom: a fisherman lands 20 fish; the boat owner takes 1/4. The counters share into 4 circles: 5 fish. Custom becomes calculation. |
| Develop (main) | (35 min) 1. Unit fractions first: 1/3 of 18, 1/5 of 30 — divide by the denominator, always. 2. The non-unit step: 3/4 of 20 = (20÷4)×3 = 15 — "find ONE part, take THREE." 3. Six-pack with contexts (3/5 of a 25-mango crop for market...). 4. The whole-from-part teaser: "1/4 of my money is $50 — how much have I?" (Reverse gear, gently.) |
| Plenary (close) | (10 min) Chant crystallised: "Divide by the bottom, times by the top!" |
| Assessment | Unit fractions 3 of 3; non-unit 4 of 6; the chant explained not just recited. |
| Teacher notes | Fraction-of-quantity is THE most examined fraction skill in regional assessments — the divide-then-multiply structure taught with counters survives every future numerator. |
| Objectives | Students will be able to: (1) convert between mixed numbers and improper fractions; (2) place both forms on a number line past 1. |
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| Materials | Fraction circles (many wholes); number lines 0-4 in quarters/thirds; conversion frames. |
| Key vocabulary | mixed number, improper fraction, whole part |
| Engage (starter) | (10 min) The greedy-quarters problem: 9 quarter-slices of bammy on the tray — MORE than two wholes! 9/4 the improper way; 2 and 1/4 the mixed way. Same bammy, two dialects. |
| Develop (main) | (35 min) 1. Build with circles: 7/3 assembled into 2 wholes + 1/3. 2. The conversion machinery both ways (division with remainder RETURNS: 9÷4 = 2 r 1 → 2 1/4!). 3. Line placements past 1: peg 5/4, 2 1/2, 7/3. 4. Six conversions mixed directions. |
| Plenary (close) | (10 min) Dialect duel: teacher calls one form; class answers in the other, fast. |
| Assessment | 4 of 6 converted; the division-remainder link stated; pegs correct. |
| Teacher notes | The remainder connection (9÷4 = 2 r 1 IS 2 1/4) unifies this week with last — division and fractions revealed as one country with two flags. |
| Objectives | Students will be able to: (1) solve one- and two-step fraction word problems; (2) present working in labelled lines. |
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| Materials | Tiered problem packs (land plots, water tanks, school populations); working frames. |
| Key vocabulary | of, remaining, altogether |
| Engage (starter) | (10 min) The land-plot classic: "A farmer plants 2/5 of a 30-acre plot in yam. How many acres?" Read twice, choose the machinery, solve: 12 acres. |
| Develop (main) | (35 min) 1. Guided two-step: "3/8 of 40 students walk; how many do NOT?" (Find the part; subtract from the whole — OR spot 5/8 remain!). Two roads shown. 2. Tiered packs: support with counters; core in pairs; stretch holds the reverse problem ("2/3 of the tank is 40 litres — full tank?"). 3. Working-lines discipline throughout. 4. One presented solution per group. |
| Plenary (close) | (10 min) Roads census on the two-step: part-then-subtract vs remaining-fraction — elegance applauded. |
| Assessment | Core pack 3 of 4 with working; one two-step by either road; stretch attempted where ready. |
| Teacher notes | The remaining-fraction insight (not-walking = 5/8) is proportional reasoning's first blossom — celebrate every sighting by name. |
| Objectives | Students will be able to: (1) read and construct bar graphs with scaled axes (2s, 5s, 10s); (2) extract and compare data across bars. |
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| Materials | Scaled-graph exemplars (rainfall by month, runs by innings); grid paper; survey data sets with larger counts. |
| Key vocabulary | scale, interval, axis, represents |
| Engage (starter) | (10 min) The too-tall bar problem: graphing 40 votes at one-square-per-vote climbs off the page! The rescue: let each square carry FIVE — the scale is born. |
| Develop (main) | (35 min) 1. Reading scaled exemplars: a bar reaching 6 marks on a 5-scale means 30 (multiplication on duty!). Half-square readings included. 2. Rainfall-graph interrogation: wettest month, driest, difference between two (hurricane-season months tower — discuss why). 3. Construct: pairs graph a 4-row data set (counts to 50) choosing a sensible scale. 4. Scale-choice debate: why 5s here, not 2s or 10s? |
| Plenary (close) | (10 min) Graphs swapped and read: one comparison question answered from a neighbour's work. |
| Assessment | Scaled readings 4 of 5 including a half-square; construction with sensible scale; one comparison extracted. |
| Teacher notes | Scaled axes are where multiplication meets data — and rainfall/hurricane-season graphs make the scale regionally alive. Misread scales are the top graph error in national exams; today inoculates. |
| Objectives | Students will be able to: (1) demonstrate the month across strands; (2) complete the month-one checkpoint circuit. |
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| Materials | All kits; month sheets; stamps. |
| Key vocabulary | All September vocabulary |
| Engage (starter) | (10 min) Parade: a population card, the area model, a boat-problem card, the fraction wall. |
| Develop (main) | (35 min) Circuit: S1 six-digit read/expand/round; S2 one 2×2-digit multiplication with estimate; S3 one division with remainder interpreted + inverse check; S4 equivalence chain + one benchmark comparison; S5 one missing-side perimeter with costing. |
| Plenary (close) | (10 min) Stamps and the October horizon: "adding and subtracting fractions, decimals' grand entrance, and data that tells national stories." |
| Assessment | Month sheet across five stations; the remainder-interpretation and benchmark items are the discriminators. |
| Teacher notes | Grade 5 September rebuilt the four operations at scale and opened fractions properly — the two pillars of the PEP-preparation architecture now under construction. |