CLIL ICT UoL 05 - Grade 6: Equivalent Fractions Through Cooking Activities

Sep 24, 2026

Grade 6 learning unit integrating ICT and CLIL approaches to develop understanding of equivalent fractions. Students explore visual representations, compare fractions with different denominators, and use the least common multiple to convert fractions to a common denominator. Activities include addition, subtraction, and multiplying fractions by a natural number, supported by language for topic and interaction. Assessment covers hetero, initial, continuous, and final criteria, leading to a group baking cookies task where measures in different fractions are unified to achieve correct ingredient quantities.

LanguageEnglish

CategoryPresentations

FormatPDF

Pages3

Reading Time1 min

AccessFree to download

Learning Unit Overview

Educational Level, Area, and Unit

Student Learning Outcomes (4Cs)

Teaching Objectives

Assessment Criteria

Materials and Resources

Final Task

| Educational Level(s) | | | Grade 6 of Primary School | | --- | --- | --- | --- | | Area(s) | | 000 | Mathematics & english | | Unit(s) | | 005 | Cooking fractions | | Number of Lesson(s) | | 005 | 􀁸 Let’s play with equivalent fractions!
􀁸 Why not use a common denominator?
􀁸 Addition and subtraction of fractions
􀁸 Multiply a fraction by a natural number
􀁸 Working with cooking recipes and baking cookies | | STUDENT LEARNING OUTCOMES (4CS FRAMEWORK) | | | | | Content | 􀁸 Understand what equivalent fractions are.
􀁸 Compare fractions with different denominator.
􀁸 Apply the least common multiple to reduce two fractions to a common denominator.
􀁸 Addition and subtraction of fractions.
􀁸 Multiplication of a fraction by a natural number. | | | | Cognition | 􀁸 Identify equivalent fractions.
􀁸 Analyse if two or more fractions are equivalent.
􀁸 Classify fractions with a common denominator.
􀁸 Identify where and when they must use the least common multiple.
􀁸 Use the addition, subtraction and multiplication of fractions when it’s necessary.
􀁸 Reflecting on the learning process. | | | | Culture | 􀁸 Co-operative work. Pair work. Group work.
􀁸 Learn to read cooking recipes.
􀁸 Follow instructions.
􀁸 Cook and bake. | | | | Communication | Language for the Topic AND for Interaction | | | | CONTENT
OF (WHAT) | 􀁸 Natural numbers (one, two, three, four…)
􀁸 Fractions
􀁸 Equivalent fractions
􀁸 Numerator/Denominator
􀁸 Least common multiple
􀁸 Add/Addition/Plus
􀁸 Subtract/Subtraction/Minus
􀁸 Multiply/Multiplication
􀁸 Food ingredients
􀁸 Kitchen tools | | | | META-COGNITION & GRAMMAR SYSTEM FOR (HOW TO) | 􀁸 They’re equivalent fractions/They’re not equivalent fractions.
􀁸 These two pictures represent the same fraction, so they’re equivalent fractions/These two pictures aren’t equivalent fractions.
􀁸 These two fractions have the same denominator.
􀁸 Let’s do the least common multiple. | | | | | | | 􀁸 The least common multiple of these fractions is…
􀁸 A plus B is/equals/makes…
􀁸 A minus B is/equals/makes…
􀁸 A multiplied by B is/equals/makes…
􀁸 Draw/Skip/Reverse/Colour’s change/One card left | | --- | --- | --- | --- | | COGNITION
THROUGH (WHY) | | | 􀁸 What’s this in English?
􀁸 Finished.
􀁸 Can I use the…?
􀁸 Can I go to…?
􀁸 It’s my turn. Your turn.
􀁸 Can you help us, please?
􀁸 I agree. I don’t agree.
􀁸 I don’t know. I don’t understand. | | KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES) FOR LIFELONG LEARNING (EU ACT) | | | | | 01 | | Communication in the mother tongue | | | 02 | | Communication in foreign languages | | | 03 | | Mathematical competence and basic competences in science and technology | | | 04 | | Digital competence | | | 05 | | Learning to learn | | | 06 | | Social and civic competences | | | 07 | | Sense of initiative and entrepreneurship | | | 08 | | Cultural awareness and expression | | | TEACHING OBJECTIVES | | | | | 􀁸 IDENTIFY EQUIVALENT FRACTIONS USING VISUAL SUPPORT.
􀁸 IDENTIFY EQUIVALENT FRACTIONS USING THE LEAST COMMON MULTIPLE TO REDUCE TWO FRACTIONS TO A COMMON DENOMINATOR.
􀁸 ADD AND SUBTRACT FRACTIONS WITH COMMON AND DIFFERENT DENOMINATOR.
􀁸 MULTIPLY FRACTIONS BY A NATURAL NUMBER.
􀁸 APPLY THE LEARNED CONTENTS ABOUT EQUIVALENT FRACTIONS AND OPERATIONS WITH FRACTIONS TO BAKE COOKIES. | | | | | ASSESSMENT CRITERIA | | | | | HETERO | | | 􀁸 Show interest in learning new contents.
􀁸 Take part in the activities of the unit.
􀁸 Help their classmates. | | INITIAL | | | 􀁸 Be able to match fractions with their pictorial representation.
􀁸 Know what is the numerator.
􀁸 Know what is the denominator.
􀁸 Identify two fractions with the same denominator. | | CONTINUOUS | | | 􀁸 Participate actively in class, doing the activities and helping his/her partners. | | FINAL | | | 􀁸 Be able to identify equivalent fractions using visual support as well as the

FAQs

How do students identify equivalent fractions in this unit?

They use visual support to recognize equivalent fractions, then apply the least common multiple to convert two fractions to a common denominator.

Which fraction operations are taught and practised?

Students add and subtract fractions with common and different denominators, and multiply a fraction by a natural number.

What is the final group task and how does it use fractions?

In groups of four, students bake cookies using the same recipe expressed with different fractions; they must operate fractions, create equivalent fractions, and unify measures to match the correct ingredient quantities.

Sep 24, 2026

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