MATHEMATICS UNIT PLANNER

Topic: Decimal fractions

Key mathematical understandings
(2-4 understandings only; written as
statements believed to be true about the
mathematical idea/topic):
An understanding of the base ten place
value system that extends to incorporate
decimal fractions.

Fractional language to interpret and

describe decimals.

Converting fractions to decimals and an

understanding of the connection between
fractions and decimals.

Various representations can be used to

represent decimal fractions.

Year Level: 4

Week:

Key AusVELS Focus / Standard (taken directly from AusVELS documents):

Content strand(s):
Number and Algebra
Measurement and Geometry
Sub-strand(s): Fractions and Decimals

Date:
Statistics and Probability

Level descriptions:
Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions
and decimal notation (ACMNA079)
Proficiency strand(s):
Understanding
Fluency
Problem Solving
Reasoning
Understanding- Interpret and represent decimal fractions and be able to recognise the connection between fractions as
decimals.
Reasoning- Justifying and explaining how the decimal fraction/s was/were interpreted, in order to represent.

Key skills to develop and practise (including

strategies, ways of working mathematically,
language goals, etc.) (4-5 key skills only):

Term:

Locating and placing decimals on a number line

between two given numbers.

Key equipment / resources:

Decipipes

LAB

Decimat template

Converting fractions to decimals, using decimal

place value units.

Shaded tenths grid and hundredths grid cards,

decimal symbol cards and decimal word cards.

Interpreting and representing decimals using

concrete and semi-concrete materials.

Blank tenths grids and hundredths grids.

Making connections between

collection -> symbol -> word
to practice interpreting decimal fractions.

Number line, rope, pegs, whole number cards and

decimal number cards

Place value chart template

Ipads

Butchers paper

Textas

Rice

Measuring cups

Key vocabulary (be specific and include definitions

of key words appropriate to use with students)
Fractional language; tenths, hundredths.
Decimal point: The decimal point indicates the digits
unit position (Van de Walle et al., 2013).
Decimal fractions- decimal fractions are another way
of writing fractions.
Place Value: The numerical value that a digit in a
decimal has by referring to its position in the overall
number (Van de Walle et al., 2013).
Greater than, less than, larger than, smaller than
Partitioning: Dividing a quantity (decimal) into parts,
to focus on the place value of each digit.
Numerator: the top number in a fraction which shows
how many parts of the whole are shaded.
Denominator: The bottom number in a fraction which
shows how many equal parts the whole is divided
into.

Possible misconceptions (list of misconceptions

related to the mathematical idea/topic that
students might develop):

Learning
strategies/ skills

Longer is larger: the more digits in a decimal, the

larger the decimal number is (Stacey & Steinle,
1998, 1999).
Shorter is larger: the less digits in a decimal, the
larger the decimal is (Stacey & Steinle, 1999).
Whole number thinking: decimal portion read as
a whole number (Stacey & Steinle, 1998, 1999).
Reciprocal thinking: that 1/4 is 0.4 in decimal
notation (Steinle & Stacey, 1998).
Annexing zeros: zero is added to the shorter
decimal to compare it to another longer decimal.
(Stacey & Steinle, 1999, 2001).
Ignoring zeros directly to the right of the decimal
point (Steinle & Stacey, 2001).

Analysing
Estimating
Checking
Explaining
Classifying
Generalising
Co-operating
Hypothesising
Considering options
Inferring
Designing
Interpreting
Elaborating
Justifying
MATHEMATICAL
TUNING IN
FOCUS
(WHOLE CLASS FOCUS)

Learning
intention/outcome

iPads and Game link:

http://www.sheppardsoftware.com/mathgames/fra
ctions/FractionsToDecimals.htm

Key probing questions (focus questions that will

be used to develop understanding to be used
during the sequence of lessons; 3 5 probing
questions):

Tell me how did you work it out?

How do you know?

Number line experience: Why did you place

the decimal there?

Is there another way to represent the

decimal?

What does the decimal show?

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
INVESTIGATIONS
SESSION
(INDEPENDENT
LEARNING)

Performing
Reading
Seeing patterns
Persuading
Recognising bias
Selecting
Planning
Reflecting
information
Predicting
Reporting
Self-assessing
Presenting
Responding
Sharing ideas
Providing feedback
Restating
Summarising
Questioning
Revising
Synthesising
REFLECTION & MAKING
ADAPTATIONS
CONNECTIONS
SESSION
- Enabling prompt
(WHOLE CLASS FOCUS)
(to allow those
experiencing difficulty to
engage in active
experiences related to the
initial goal task)
- Extending prompt
(questions that extend
students thinking on the
initial task)

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ASSESSMENT
STRATEGIES

Session 1
Introduction to
decimalsWe are
learning key
features of
decimal
numbers.

Decimal number digit

placement
Display a decimal number
on the board to the tenths
place eg. 123.9
Probing questions:
Can anyone tell me what
kind of number this is?
and to assist, prompt by
hinting such as, Is it a
whole number? a
decimal?
Copy the decimal number
into the place value chart
template (Appendix A) as
prepared on butchers
paper. Where would I
place these digits in this
chart? Point to the digit
after the decimal point.
Can anyone tell me what
this digit shows?
Write the number as a
word.

Session 2
We are
learning to
interpret
decimals.

Decimal number
interpretation and
representation
Display a decimal number
in words. For example;
three hundred twenty one
and nineteen hundredths
(321.19)
Probing questions:
How could we write this

Decimal number place

value and
representation
In pairs, students will
choose a decimal number
word card. Each student
will individually record the
number into a place value
chart template and then
compare with their
partner. They will then
have the choice to make
the decimal using
decipipes or LAB blocks.
Teacher will be roving
around, observing and
asking probing questions.

Students go on a gallery
walk to view their peers
work and then whole
class reflective
brainstorm.
Probing question: What
is something we have
learnt about decimal
numbers today?
What are some key words
we use to describe
decimals?
How are decimal numbers
different to other
numbers?

Enabling prompt:
Students are given the
decimal number card and
word card to assist them
in filling in the number on
the place value chart
template using base ten
blocks.
Extending prompt:
Working on decimal
numbers to the
hundredths place.
How did you work out that
does decipipes/LAB
blocks represent
hundredths?

Probing questions:
How did you know to put
the digits in those
columns?
How did you work out that
those decipipes/LAB
blocks represent tenths?

Decimal interpretation
and representation
Students will work in
pairs, each selecting a
decimal number word
card (appendix B) for the
other person to complete
the learning experience
on. Their task is to record
the symbol (notation) for
the decimal number word
and make a collection for

Students invited to the

floor for whole class
reflection.
Choose students based
on their strategies, to
share their decimal
interpretations with the
class.
Probing question: what
words from the decimal

Extending prompt:
How many tenths in one
hundredth?
How else could the
decimal be represented?
If student has completed
decimal representations
using both LAB blocks
and decipipes, could give
them a decimat template
(appendix C), as another
visual representation to

Teacher roving and

listening out for the use of
fractional and place value
language in students
discussion about decimals.
Photos to be taken of a few
students displays and
corresponding place value
chart template.
Through this evidence, the
teacher will analyse that
the student has placed the
decimal number digits in
the correct place value
columns and that the
representation reflects the
decimal the student
worked on.

Teacher roving and

observing how students
are working.
Teacher selects a few
students to record
explanations of how
students interpreted the
decimals they were given
and their responses to key
probing questions,
particularly their

decimal as a symbol?
How could we represent
this decimal using
decipipes and the LAB
blocks?
Nominate two students to
demonstrate how they
would represent the
decimal with the
decipipes and two to
demonstrate for the LAB
blocks.
Ask both pairs of
students; Can you
describe your
representation? What
value do the
decipipes/LAB blocks
show?

this decimal, using LAB

blocks or decipipes. The
students in each pair,
need to justify to one
another, how they know
that they have interpreted
the decimal correctly.
Teacher roving, making
observations and asking
students probing
questions.
Probing questions:
What is the decimal
showing?
Tell me how you worked
it out?
How did you know that
the fraction, decimal and
word go together?

number word, helped you

to write the decimal as a
symbol?

interpret the given

decimal.

justifications as to how
they know that their cards
do in fact link together.

Probing questions:
What do we know about
tenths and hundredths?
Is one value bigger than
the other? Which one?

Enabling prompt: Give

student/s a place value
chart (Appendix A) to
assist in recording the
decimal number, to
enable them to then
represent the number
using materials.

Photographs will be taken

of these students work, to
analyse that they have
correctly linked at least 2 of
3 decimal words to its
corresponding symbol
(decimal notation) and
formed a matching
collection to represent the
decimal.

Session 3
We are
learning to
link fractions
to decimals

Convert fractions to
decimals
Game for tuning in:
http://www.sheppardsoftw
are.com/mathgames/fracti
ons/FractionsToDecimals.
htm
For a few minutes,
students will play this
game in pairs on the iPad,
selecting level one or two.
The game requires them
to match the displayed
fraction to its
corresponding decimal.
Teacher roving and
asking a few students the
following probing
questions: How did you
work out which decimal
matches with the fraction
that was shown?
What does the decimal
show?

Session 4
We are learning
to link fractions
and decimals.

Open-ended task
introduction
To prepare students for
the open task which they
will carry out in
investigation, students
will be making
conjectures of which
decimal quantity they
believe is the largest and
which is smallest.

Matching card game

(appendix B)
Students work on a
matching card game
which consists of
matching common
fractions to the
corresponding decimal
symbol and the decimal
fraction word.
Students do this
individually first and then
collaborate with a partner
to compare their links,
explaining how they
worked out the
connection between the
fraction -> decimal ->
word and justifying how
they know they are
correct.
Probing questions:
Tell me how did you
match up the decimal with
the fraction and the word?
How do you know these
three cards match
together?
Open-ended task
Students work in a triad,
and will be measuring out
quantities of rice, to
determine whether their
conjectures are correct.
Students also have the
fraction for the decimal to
assist with making these
measures. Students may
need to convert the
decimals to fractions to

Whole class
reflection/discussion.
Brainstorm:
Form a table on butchers
paper, with one column
stating similarity and the
other difference.
How are fractions and
decimals similar and how
are they different?
What key features do
fractions and decimals
share, when we describe
them?
What did we learn about
the link between fractions
and decimals?
Record on the board
some common fractions
that students work on.
For each of these ask
students, Put your hand
up if you can tell me what
this fraction looks like as
a decimal?

Which decimals were

largest and which were
smallest? Record
responses on the board.
Ask a few students to
share how they converted
the fractions to decimals.
Finally, record six
fractions on the board
(mostly common
fractions) that students

Enabling prompt: Give

student the pictorial
representation tenths grid
and hundredths grid
(Appendix D), to assist
them with matching up
the fraction with
corresponding decimal.
-mixed ability paired
collaboration.
Extending:
Challenge student by
moving beyond
converting common
fractions to slightly
challenging fractions.
Such as, thirds, sixths,
eighths.

The teacher is listening out

for fractional language in
the students explanation
of what the decimal
represents.
The teacher will also
assess some students in
relation to how they
worked out the
corresponding decimal that
links with the fraction by
recording responses.
Furthermore, the teacher
will take photos of these
students work, to analyse
that correct links have
been made.

Probing question:
Tell me, how did you work
it out?

Observe how many

students contribute to the
final part of reflection, to
see whether students are
acquiring an understanding
of the link between
fractions as decimals.

Enabling prompt: For

students to decide which
decimal is larger in each
pair, give students the
pictorial tenths and
hundredths grid card
representations
(Appendix D) so they can
visual and compare the
quantities for those
recorded on the board.

The teacher will collect the

work samples that students
completed in the reflection
and making connections
part of this session. The
teacher will assess
whether students have
been able to correctly
convert at least four of the
six fractions into decimal
notation.

Record at least 6
decimals and 4 fractions
on the board and students
choose a few of each,
with at least 2 being
fractions, converting
these to decimals. Ask
students to circle which
they think is the largest
decimal and which is
smallest.
Select a couple of
students to share their
conjectures and ask: what
makes you say that?

Session 5
We are learning
to locate
decimals on a
number line.

Learning
experience
adapted from
EDMA360 Tutorial
6: Exploring
decimal fractions

Begin the lesson by

recapping on students
prior knowledge of some
common fractions and
how these are
represented as decimals,
as completed in previous
sessions. List these on
butchers paper.
Probing question: For
each fraction ask, what
does this fraction look
like as a decimal?
Record responses.
Next, display two whole
numbers (0 and 1), at
either end of the front of
the room, asking 2
students to hold the string
at either end.
Display 3-4 decimal
numbers (Appendix B).

measure the quantities.

Probing questions:
Which of the decimals is
the largest? Which is the
smallest?
Was your conjecture
correct?

have previously converted

to decimals. Have
students record these on
a piece of paper.
Individually, students are
to covert these fractions
into decimal notation.

Extending prompt:
Which of the decimals are
closest to 1, to and 0?

Observe weather students

choose the larger/smaller
decimal based on the
fraction or decimal
notation.

Did you need to covert

the decimal to a fraction
to help you measure?
How did you know the
decimal symbol for the
fraction?

Students work in a triad,

to locate additional
decimal numbers
(appendix C) on a number
line, with the
corresponding fraction.
This is to be set out and
completed within a flat
surface space, in the
room.
Rove around and choose
a few triads to question
about the placement of
their decimal numbers.
Probing questions:
Why did you place the
decimal number there?
How do you know the
decimal goes there?

The teacher will also take

photos of some students
initial conjectures, to
examine for any
misconceptions in relation
to their selections of which
decimal is smaller r larger.

Gallery walk.
Students walk around to
view other groups
number lines, to compare
similarities and
differences in relation to
the placement of
numbers.
Reflection on some of the
differences.
Probing questions: Why
did you place the decimal
number there?
How did you decide to
place the decimals where
you did?

Enabling: Benchmarking.
Where would half (1/2 =
0.5) go?

Extending:
What are some other
decimals that we did not
locate, that would go
between 0 and 1?
Probing questions:
How did you work it out?

Choose a few students to

base assessment on.
Observe whether they
used the fraction or
decimal to indicate the
decimals placement on the
number line.
Assess that at least five
decimals are correctly
placed.

Listen out for how students

make decisions about
where decimals should be
placed the number line.

For each ask: On the

number line, where would
this number go? Choose
students to place the
decimal numbers on the
number line.