[b][center][size=150][/size][size=150][/size][size=150]All Parts Make a Whole[/size][size=150][/size][/center][/b]

[b][center][/center][/b][list][*]At the end of the lesson, students are expected to:[/*][/list][list][*]Understand and apply the concept of fractions as parts of a whole[br][/*][/list][list][*]Identify and compare unit fractions (1/2, 1/4, 1/6) in various real-life contexts[br][/*][/list][list][*]Recognise the diversity of food across cultures and the natural habitats of animals[/*][/list][list][*]Collaborate with peers to solve fraction-based and logic puzzles[br][/*][/list][list][*]Apply knowledge of fractions to create models and visual art[/*][/list][list][*]Use digital tools to visualise food distribution and draw with software[/*][/list]

[br][list][*]Pre-cut fruits or safe chopping tools and whole fruit[/*][/list][list][*]Recipes for fruit salad (with quantities in fractions)[br][/*][/list][list][*]Slides (PDF) 1–11[br][/*][/list][list][*]Mobile phone apps: [url=https://play.google.com/store/apps/details?id=com.risecreative.mypyramid&hl=en_US]MyPyramid[/url], [url=https://play.google.com/store/apps/details?id=gov.usda.startsimple&hl=en_US][/url][url=https://play.google.com/store/apps/details?id=gov.usda.startsimple&hl=en_US]Start Simple with MyPlate[/url][/*][/list][list][*]Large circular paper templates for Fraction Pizza[br][/*][/list][list][*]A3 worksheets with blank carpet templates[br][/*][/list][list][*]Worksheets with carpet grid (for differentiation)[br][/*][/list][list][*]Microsoft Paint or similar drawing software[br][/*][/list][list][*]Recyclable materials (cardboard, plastic caps, pipe cleaners, fabric scraps)[br][/*][/list][list][*]Drawing and building supplies (scissors, glue, tape, markers)[br][/*][/list][list][*]Fraction Creature planning sheet (optional)[/*][/list]

[size=100][b][br]Objectives:[br][/b][br]• Recall and apply basic fraction knowledge (½, ¼, etc.) in a practical, engaging context.[br][br][b]Instructions:[/b][br][br][/size][list][size=100][*]Students are placed in small groups and given a recipe to make a fruit salad using pre-prepared fruit portions.[/*][*] Each recipe uses simple fractions (e.g. ½ banana, ¼ apple, ⅓ orange).[/*][/size][*]After preparing the salad, the teacher leads a discussion:[/*][/list][list][*][i]What does one half mean?[br][/i][/*][*][i]How many quarters make a whole?[br][/i][/*][*][i]Which fruit had the biggest share?[/i][/*][/list]

[b][br]Objectives:[/b][size=100][br]• Understand diversity in food and animal habitats; apply classification skills.[br][br][/size][size=100][b]Instructions :[br][/b][br]• Students will learn about the food pyramid and nutritional goals.[br][br]• Using the [b]My Health Pyramid[/b] or [b]Start Simple with My Plate[/b] apps, students build a digital food pyramid.[br][br]• Discussion: What do healthy food choices look like in different cultures?[br][br]• Explore international foods like caterpillars, grasshoppers, shrimp, frogs, and fish.[br][br]• Link each food to its animal class (insect, bird, amphibian, mammal) and habitat.[br][br][b]Links to Apps: [/b][br][br][url=https://play.google.com/store/apps/details?id=com.risecreative.mypyramid&hl=en_US ]MyHealthPyramid[/url][br][br][url=https://play.google.com/store/apps/details?id=gov.usda.startsimple&hl=en_US]StartSimpleWithMyPlate[br][/url][/size]

[size=100][b]Objectives:[br][/b][br]• Reinforce understanding of fractions and animal classification through logic and movement[br][br]• Encourage teamwork and peer interaction.[br][br][b]Instructions :[/b][br][br][justify]Among many relay races, the Caterpillar Race is one of the most fun. Players are divided into two or more equal teams of 5–8 members. Each team selects a captain who leads the line. The captain sits, placing hands on the legs of the player behind, while teammates grab the ankles of the person behind them to form a caterpillar.[br][br]Teams race from the starting line to a set finish point, moving together while staying connected. The first player must always touch the ground with at least one hand. If a team detaches, they receive a penalty (e.g., return to start, pause, or do exercises). The first team to cross the finish line fully connected wins.[br][/justify][br][b]Variations: [/b][br][br][list][*]Players sit with their legs around the person in front and move using their hands.[/*][br][*]Players hold shoulders and move on their knees (requires a soft surface).[/*][/list][/size][list][*]Pupils wear vests with a question or task on the front and an answer to a different question on the back; they must find their match among classmates, link by holding shoulders, and form a moving caterpillar—reinforcing learning topics like fractions or animal classification through movement and teamwork.[/*][/list]

[b]Variation of the Caterpillar Game[/b]

[justify]Caterpillar games can be played in different ways and the most interesting one is with balloons. The players are divided in two or more groups. Each group should optimally consist of five to six players. The starting line must be clearly marked. Before the game starts, the players are positioned behind the starting line. Each team has one box with balloons that should be placed on the ground about 10-15 meters away from each team's starting line. The first player runs towards the box and takes one balloon with them back to the starting line. When they reach the starting line, they put the balloon in between them and another player, where the player in the front holds the balloon with their back, and the one in the back holds it with their stomach. Then, they return to the starting point to pick up the next player. They repeat this procedure until all the members of the team form part of the growing Caterpillar without having dropped one balloon. If this were the case, the whole team would have to start over again from zero.[/justify]

[b]Objectives:[br][/b][br]To develop students’ agility, spatial awareness, and cooperative play skills through an active role-playing game that encourages quick decision-making, safe movement within marked boundaries, and respectful interaction in a group setting.[br][br][b]Instructions :[/b][br][br]This is an active role-playing game where each player is assigned a role before starting. The play area, ideally a rectangular court (e.g. volleyball or basketball), is clearly marked with end lines. One or two players are chosen as Zoo Hunters and stand in the centre, while others line up at one end and are secretly given animal names (2–4 players share the same name). When the hunter calls an animal, those players must run to the opposite side without being tagged; if caught, they go to the “animal cage.” After a few are tagged, all are released, and new hunters are chosen to keep everyone moving. [br][br][b]Variations: [br][br][/b]Include switching themes—Cooks tagging fruits or vegetables, Painters tagging colours, or [i]Pizza Tag[/i], where players are toppings and must run when their topping is called. Younger children can also mimic animal movements during the game.

[b][br]Objectives:[br][/b][br][list][*]Practice creating and interpreting visual fractions[/*][*]Foster collaboration and communication[/*][/list][br][br][b]Instructions :[/b][br][br][list][*]Each group receives a large circular "pizza" divided into slices (e.g. 8 parts).[/*][/list][list][*]Teacher gives topping rules using fractions: [/*][/list][br]    *1/2 mushrooms, 1/4 tomatoes, 1/8 olives, rest any topping.[br]    *Students colour and label each section, then present their "Fraction Pizza" to the class. 

[b]Objectives: [/b][br][br][list][*]Reinforce the concept that parts combine to form a whole[/*][*]Apply engineering, planning, and creativity skills[/*][*]Connect nature, mathematics, and sustainability[/*][/list][br][b]Instructions:[br][br][/b][list][*]In small groups, students build a[b] Fraction Creature[/b]- an animal (real or imaginary) where each body part represents a fraction of the whole. [/*][*]Example plan:[/*][/list][br][br]    * 1/2 of the creature is its body (torso and head)[br]    * 1/4 of it corresponds to its legs[br]    * 1/8 of its whole is the tail, and[br]    * 1/8 of its body is the wings[br][br][list][*]Groups first sketch their design, then construct it using recyclable materials.[/*][*]Each part must be labelled with its fraction. [/*][/list][br][b]Presentation: [/b][br][br]• Each group explains how the parts add up to one whole and describes the creature’s features or habitat.[br][br]Alternative: [br]Before building, students sketch the creature and plan how they will represent the fractions.[br]• For construction, students are encouraged to use leftover organic materials from the fruit salad activity:[br][list][br][*]Apple cores, peels, banana skins, orange rinds, leafy stems, etc.[/*][br][*]These may be combined with recyclable or natural materials (e.g. cardboard, twigs, string, dry leaves).[/*][br][*][i]Important note:[/i] Emphasise safe handling[b] [/b]and[b] [/b]hygiene, and only use clean, non-rotting parts.[/*][br][/list][br]• Each body part must be labelled with its fraction (e.g. “¼ = legs”).[br]

[b]Objectives:[br][/b][br]• Visualise and apply fractions in design[br][br]• Strengthen ICT and group work skills[br][br][b][br]Activity:[/b] [br][br]• Students design a carpet pattern on A3 paper using these colour-fraction rules:[br][br][list][br][*]Red = ⅓, Yellow = ¼, Orange = ⅙, Blue = the rest.[br][br]• If needed, grid templates help with precision.[br][br]• Final designs are recreated using [b]Microsoft Paint[/b] or similar drawing tools.[/*][br][/list][br][b]Discussion:[/b][br][br]• How did you calculate the areas?[br][br]• What design challenges did you face?

[br][list][*][b]Science:[/b] Classification of animals, understanding habitats.[/*][*][b]Technology:[/b] Use of apps, digital drawing.[/*][*][b]Engineering:[/b] Building Fraction Creatures from component parts. [/*][*][b]Physical Education:[/b] Movement in Caterpillar and Cone games.[/*][*][b]Art:[/b] Designing pizzas and carpets using fractional concepts.[/*][*][b]Mathematics:[/b] Applying, comparing, and visualizing fractions. [/*][/list]