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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.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/clil-ict-uol-05-grade-6-equivalent-fractions-through-cooking-activities/382835/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/clil-ict-uol-05-grade-6-equivalent-fractions-through-cooking-activities/382835.png","ImageObject",442,249,{"name":88,"@type":89},"eBook King","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-18","2026-09-24",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"How do students identify equivalent fractions in this unit?","Question",{"text":108,"@type":109},"They use visual support to recognize equivalent fractions, then apply the least common multiple to convert two fractions to a common denominator.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"Which fraction operations are taught and practised?",{"text":113,"@type":109},"Students add and subtract fractions with common and different denominators, and multiply a fraction by a natural number.",{"name":115,"@type":106,"acceptedAnswer":116},"What is the final group task and how does it use fractions?",{"text":117,"@type":109},"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.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},382835,1791735693,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":47,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":76,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":9},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| Educational Level(s) |  |  | Grade 6 of Primary School |\n| --- | --- | --- | --- |\n| Area(s) |  | 000 | Mathematics & english |\n| Unit(s) |  | 005 | Cooking fractions |\n| Number of Lesson(s) |  | 005 | 􀁸 Let’s play with equivalent fractions!\u003Cbr>􀁸 Why not use a common denominator?\u003Cbr>􀁸 Addition and subtraction of fractions\u003Cbr>􀁸 Multiply a fraction by a natural number\u003Cbr>􀁸 Working with cooking recipes and baking cookies |\n| STUDENT LEARNING OUTCOMES (4CS FRAMEWORK) |  |  |  |\n| Content | 􀁸 Understand what equivalent fractions are.\u003Cbr>􀁸 Compare fractions with different denominator.\u003Cbr>􀁸 Apply the least common multiple to reduce two fractions to a common denominator.\u003Cbr>􀁸 Addition and subtraction of fractions.\u003Cbr>􀁸 Multiplication of a fraction by a natural number. |  |  |\n| Cognition | 􀁸 Identify equivalent fractions.\u003Cbr>􀁸 Analyse if two or more fractions are equivalent.\u003Cbr>􀁸 Classify fractions with a common denominator.\u003Cbr>􀁸 Identify where and when they must use the least common multiple.\u003Cbr>􀁸 Use the addition, subtraction and multiplication of fractions when it’s necessary.\u003Cbr>􀁸 Reflecting on the learning process. |  |  |\n| Culture | 􀁸 Co-operative work. Pair work. Group work.\u003Cbr>􀁸 Learn to read cooking recipes.\u003Cbr>􀁸 Follow instructions.\u003Cbr>􀁸 Cook and bake. |  |  |\n| Communication | Language for the Topic AND for Interaction |  |  |\n| CONTENT\u003Cbr>OF (WHAT) | 􀁸 Natural numbers (one, two, three, four…)\u003Cbr>􀁸 Fractions\u003Cbr>􀁸 Equivalent fractions\u003Cbr>􀁸 Numerator/Denominator\u003Cbr>􀁸 Least common multiple\u003Cbr>􀁸 Add/Addition/Plus\u003Cbr>􀁸 Subtract/Subtraction/Minus\u003Cbr>􀁸 Multiply/Multiplication\u003Cbr>􀁸 Food ingredients\u003Cbr>􀁸 Kitchen tools |  |  |\n| META-COGNITION & GRAMMAR SYSTEM FOR (HOW TO) | 􀁸 They’re equivalent fractions/They’re not equivalent fractions.\u003Cbr>􀁸 These two pictures represent the same fraction, so they’re equivalent fractions/These two pictures aren’t equivalent fractions.\u003Cbr>􀁸 These two fractions have the same denominator.\u003Cbr>􀁸 Let’s do the least common multiple. |  |  |\n\n\n|  |  |  | 􀁸 The least common multiple of these fractions is…\u003Cbr>􀁸 A plus B is/equals/makes…\u003Cbr>􀁸 A minus B is/equals/makes…\u003Cbr>􀁸 A multiplied by B is/equals/makes…\u003Cbr>􀁸 Draw/Skip/Reverse/Colour’s change/One card left |\n| --- | --- | --- | --- |\n| COGNITION\u003Cbr>THROUGH (WHY) |  |  | 􀁸 What’s this in English?\u003Cbr>􀁸 Finished.\u003Cbr>􀁸 Can I use the…?\u003Cbr>􀁸 Can I go to…?\u003Cbr>􀁸 It’s my turn. Your turn.\u003Cbr>􀁸 Can you help us, please?\u003Cbr>􀁸 I agree. I don’t agree.\u003Cbr>􀁸 I don’t know. I don’t understand. |\n| KEY COMPETENCES (KNOWLEDGE, SKILLS AND ATTITUDES) FOR LIFELONG LEARNING (EU ACT) |  |  |  |\n| 01 | | Communication in the mother tongue |  |\n| 02 | | Communication in foreign languages |  |\n| 03 | | Mathematical competence and basic competences in science and technology |  |\n| 04 | | Digital competence |  |\n| 05 | | Learning to learn |  |\n| 06 | | Social and civic competences |  |\n| 07 | | Sense of initiative and entrepreneurship |  |\n| 08 | | Cultural awareness and expression |  |\n| TEACHING OBJECTIVES |  |  |  |\n| 􀁸 IDENTIFY EQUIVALENT FRACTIONS USING VISUAL SUPPORT.\u003Cbr>􀁸 IDENTIFY EQUIVALENT FRACTIONS USING THE LEAST COMMON MULTIPLE TO REDUCE TWO FRACTIONS TO A COMMON DENOMINATOR.\u003Cbr>􀁸 ADD AND SUBTRACT FRACTIONS WITH COMMON AND DIFFERENT DENOMINATOR.\u003Cbr>􀁸 MULTIPLY FRACTIONS BY A NATURAL NUMBER.\u003Cbr>􀁸 APPLY THE LEARNED CONTENTS ABOUT EQUIVALENT FRACTIONS AND OPERATIONS WITH FRACTIONS TO BAKE COOKIES. |  |  |  |\n| ASSESSMENT CRITERIA |  |  |  |\n| HETERO |  |  | 􀁸 Show interest in learning new contents.\u003Cbr>􀁸 Take part in the activities of the unit.\u003Cbr>􀁸 Help their classmates. |\n| INITIAL |  |  | 􀁸 Be able to match fractions with their pictorial representation.\u003Cbr>􀁸 Know what is the numerator.\u003Cbr>􀁸 Know what is the denominator.\u003Cbr>􀁸 Identify two fractions with the same denominator. |\n| CONTINUOUS |  |  | 􀁸 Participate actively in class, doing the activities and helping his/her partners. |\n| FINAL |  |  | 􀁸 Be able to identify equivalent fractions using visual support as well as the","cbCaigv5jLCuyDrj","https://ap.wps.com/l/cbCaigv5jLCuyDrj","pdf",531873,"English","# Learning Unit Overview\n## Educational Level, Area, and Unit\n## Student Learning Outcomes (4Cs)\n## Teaching Objectives\n## Assessment Criteria\n## Materials and Resources\n## Final Task","[{\"question\":\"How do students identify equivalent fractions in this unit?\",\"answer\":\"They use visual support to recognize equivalent fractions, then apply the least common multiple to convert two fractions to a common denominator.\"},{\"question\":\"Which fraction operations are taught and practised?\",\"answer\":\"Students add and subtract fractions with common and different denominators, and multiply a fraction by a natural number.\"},{\"question\":\"What is the final group task and how does it use fractions?\",\"answer\":\"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.\"}]","CLIL ICT UoL 05 - Grade 6: Equivalent Fractions Through Cooking Activities | PDF",1790252603]