EDMA310/360

Mathematics unit planner

Liana Decunto
Unit Overview

Unit title:
Exploring Decimal Fractions

Content maths area:
Decimal Fractions

Grade/year level:
Grade 5, Level 5

Learning Focus:
Content strand: Number and algebra
Sub-strand: Fractions and decimals
Proficiency strand: Understanding

Rationale:
Learning about decimal fractions is important for students as it provides opportunities for them to learn meaningful and purposeful
mathematics relevant to their everyday lives (Anthony & Walshaw, 2009). It is important for decimal fractions to be taught well and
understood as they are an important foundation for further mathematical studies and help to grasp new mathematical concepts
(Braithwaite, 2014). Decimal fractions enhance students multiplicative reasoning and thinking, whist also developing their equivalence
and fractional knowledge (Wright, 2004).

Assumed prior knowledge of students:
The students have place value and fractional knowledge
Have multiplication and division knowledge
Have experienced working with tenths and hundredths columns extensively.
Have been exposed to thousandths and beyond in little detail.
Have had experiencing using (<.>,=) signs
Grouping strategies to support learning:
Throughout my lessons I have decided that I will not use ability grouping but instead offer the students in the class an enabler or
extender if the task is proving to be too difficult or not challenging enough. This allows the students to be provided with learning goals
that are achievable regardless of their abilities. I have decided against ability grouping as I feel it does not provide the best environment
for the students. Boaler (2013) supports this idea by stating that when classrooms adopt ability grouping, the students beliefs about

their own potential change in regards to the groups they are placed into. He also talks about schools that abandon ability grouping
seeing an increased achievement and participation rate in their students (Boaler, 2013). Clarke & Clarke (2008) build on this idea by
expressing that most students are in fact disadvantaged by classes according to ability and it not only having a negative impact on the
low and middle groups but also does not help to further develop high achievers.

Overview of assessment:
In my lessons I plan to use formative assessment. I am using formative assessment because my lessons are not at the start or end of the
unit so it is important that I am able assess the students while they are still learning key concepts. Formative assessment will allow me
to continuously gather evidence about the students learning and identify where the students are at and how I can adapt future lessons
to help them reach the desired learning goals (Heritage, 2007). I will do this by viewing what the students are doing, listening to
misconceptions being expressed by the students when they are working in pairs or asking questions and through questioning them
(Heritage, 2007). I will also gather some of the worksheets they work on and use this as assessment. During my lessons I will also use
peer assessment. I believe my lessons will include quite a few group or partner activities as I plan to teach through the use games or
activities that cannot be performed alone. I believe peer assessment is a good way for the students to stay on task and to focus even
when it is their partners turn in a game. Toppin (2009) expresses that peer assessment can improve the effectiveness and quality of
learning for both the assessor and assessee and the students react more positively when receiving feedback from their peers. The
feedback also tends to be richer than when given from the teacher in peer assessment (Toppin, 2009).


References:

Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics (Vol. 19). International Academy of Education. Retrieved from
http://unesco.atlasproject.eu/unesco/file/7003a59d-3f2f-4e79-9ddc-5835d113b828/c8c7fe00-c770-11e1-9b21-
0800200c9a66/183624e.pdf

Boaler, J. (2013). Ability and mathematics: the mindset revolution that is reshaping education. Forum (Vol. 55, No. 1, pp. 146).
http://www.ncpdf.org/pdf/steering/2013-09-06/12.0%20Boaler_FORUM_55_1_web.pdf

Braithwaite, C. (2014). Decimal numbers: Comparing representations.

http://search.informit.com.au.ezproxy1.acu.edu.au/fullText;dn=247343877087212;res=IELHSS

Clarke, D., & Clarke, B. (2008). Is time up for ability grouping. Curriculum leadership, 6(5).
http://cmslive.curriculum.edu.au/leader/default.asp?id=22535

Heritage, M. (2007). Formative assessment. EED Winter Conference: Informing Instruction, Improving Achievement. Anchorage, AK, 141
- 144
http://prekprograms.cmswiki.wikispaces.net/file/view/FA%20What%20do%20teachers%20need%20to%20know%20about%20for
matives!.pdf/247610871/FA%20What%20do%20teachers%20need%20to%20know%20about%20formatives!.pdf

Topping, K. J. (2009). Peer assessment. Theory into practice, 48(1), 22-23
http://www-tandfonline-com.ezproxy2.acu.edu.au/doi/pdf/10.1080/00405840802577569

Wright, V. (2004). Decimals Getting the Point, 1-5

MATHEMATICS UNIT PLANNER

Topic: Decimal Fractions

Year Level: 5

Term: 2 Week: 3

Date: 15/04/2016

Learning
strategies/
skills

Key mathematical understandings

Key AusVELS Focus / Standard (taken directly from AusVELS documents):
(2-4 understandings only; written as statements
Content strand(s): Number and Algebra
believed to be true about the mathematical
Sub-strand(s): Fractions and Decimals
idea/topic):

Students understand that the place value system
Level descriptions:
extends beyond the hundredths place
Recognise that the place value system can be extended beyond hundredths (ACMNA104)
Students understand the multiplicative nature of
Compare, order and represent decimals (ACMNA105)
the base 10 place value system

Students understand how to compare and order
Proficiency strand(s): Understanding

decimals containing tenths, hundredths,
Understanding includes making connections between representations of numbers, comparing and ordering decimals and
thousandths and ragged numbers.
representing them in various ways
Key vocabulary (be specific and include definitions
Key skills to develop and practise (including strategies, Key equipment / resources:
of key words appropriate to use with students)
ways of working mathematically, language goals, etc.)
Whitebaord/mini portable whiteboards
Tenths
(4-5 key skills only):
Enlarged laminated deci-mat
Hundredths
Regular Die
Students are using appropriate decimal language eg:
Thousandths
Die with thousandths, hundredths and tenths written
hundredths, thousandths, ect.
Decimal
Deci-mats
Larger
Students are learning to look at the place value columns Battleship worksheet
Smaller
to compare decimals to find the larger or smaller
Decimal Golf playing card
Compare
decimal
Decimal comparisons sheet
Order
Deci-pipes
Students are learning to order fractions that have the
Deci-mat
LAB
same, or a different number of digits on a number line.
Deci-pipe
Laminated decimal cards

Students are learning to think multiplicatively
Long rope

Links to other contexts (if applicable, e.g., inquiry
Possible misconceptions (list of misconceptions related Key probing questions (focus questions that will be used
to develop understanding to be used during the sequence unit focus, current events, literature, etc.):
to the mathematical idea/topic that students might
of lessons; 3 5 probing questions):

develop):

Are thousandths larger or smaller than hundredths?

The students are doing a geography unit in inquiry
When comparing/ordering decimals

How can we tell if a number is larger or smaller than

and are researching how far countries are apart
- whole number thinking
another number?
from each other
- longer is larger

Whats the first thing we should do to see which

They are also learning about some of the tallest
- shorter is larger
number is larger?
buildings in these countries and comparing them.
- zeros acting as a whole number or being disregarded

What does that look like in terms if the whole?

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

MATHEMATICAL
FOCUS

TUNING IN

INVESTIGATIONS SESSION

(WHOLE CLASS FOCUS)

(INDEPENDENT LEARNING)
(extended opportunity for students to work
in pairs, small groups or individually. Time
for teacher to probe childrens thinking or
work with a small group for part of the time
and to also conduct roving conferences)

(What you want the children
to come to understand as a
result of this lesson short,
succinct statement)

(a short, sharp task relating to the focus of the

lesson; sets the scene/ context for what students do
in the independent aspect. e.g., It may be a problem
posed, spider diagram, an open-ended question,
game, or reading a story)

Session 1

Students
understand what 1
thousandth looks
like in comparison
to 1 whole, 1
hundredth and 1
tenth.

Enlarged Deci-mat
What does 1 tenth of 1 whole look
like?
What does 1 hundredth look like?
Is there a decimal place that is
smaller than 1 hundredth?
What is it?
What does this look like?
Ensure decimal language is used.

Have an enlarged laminated deci-mat
on the board.
How would I colour a tenth,
hundredth, thousandth on this
deci-mat?
Start off by giving the students
decimals up to thousandths and
asking them what you should
colour/how you would split the
deci-mat up to represent the
values.
Have a class discussion after each
decimal as to why/what it
represents
Ask the students to formulate
some decimals and give them the
opportunity to come up to the
board and colour themselves.

Deci-mat activity
Work in pairs
Have 2 die, 1 dice with the
numbers 1 - 6 and 1 dice with
thousandths, thousandths,
thousandths, hundredths,
hundredths, tenths
Give the students a deci-mat.
What would you colour if you
rolled 3 tenths?, 2
hundredths?, 6 thousandths?
Students will work in pairs
and take turns in rolling the
die and colouring the
decimals on their deci-mat.
Eg: if they role a 5 and a
tenth, they will colour 5
tenths.
After each role the students
will record how much of their
deci-mat is coloured
The student who colours their
deci-mat first wins the game.
How can you figure out how
much of your deci-mat is
coloured?
See Appendix 1
(Downton, 2015, Tutorial 6)

REFLECTION &
MAKING
CONNECTIONS
SESSION
(WHOLE CLASS FOCUS)
(focused teacher questions and
summary to draw out the
mathematics and assist children to
make links. NB. This may occur at
particular points during a lesson.
Use of spotlight, strategy, gallery
walk, etc.)

What are the best
combinations to role?
Why?
Whats the quickest
way to colour the
whole?
How many thousandths
would you need to role
to colour in the same as
1 tenth?
What are you hoping to
roll now? Why?

ADAPTATIONS

- Enabling prompt
(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)

Enabling:
Have die with only tenths
or tenths and hundredths
Is a hundredth bigger or
smaller than a tenth?
Is a thousandth bigger or
smaller than a hundredth?
If a hundredth is smaller
and this is 1 tenth what
might 1 hundredth look
like?
Extending:
Have a dice with only
hundredths and
thousandths
Have a dice that includes
tens of thousandths and
make the deci-mat bigger
How much more do you
need to colour to get to a
whole?
If you could choose what
you role for the rest of the
game what would it be to
help you win and colour
your whole in as little
moves as possible?

ASSESSMENT
STRATEGIES

(should relate to objective. Includes what
the teacher will listen for, observe, note or
analyse; what evidence of learning will be
collected and what criteria will be used to
analyse the evidence)

Listen out for: please be a.. I

need to roll a.. I will win if I...
Observe if the coloured deci-
mat mirrors what is written
at the bottom. If the students
can write what they have
coloured correctly they
understand the relationship
the place value columns.
Observe how the student
split up their deci-mat
making sure their tenths are
split into hundredths and
hundredths into
thousandths dividing each
by 10.
Also use peer assessment
ensuring students are
watching if their partner is
colouring the correct
representations.


Session 2

Students
understand the
names, values and
decimal language
for place value up to
ten-thousandths.

What is the decimal place that is

smaller than the hundredths place?
Do you think there could be
decimals smaller than
thousandths? What would they be?
What would they look like?
Make sure you are using the
correct language when referring to
the columns
Hangman
Think of a number and on the
whiteboard, write the numbers
you will be using, draw the
number of lines for how long the
number is, and draw where the
decimal point is.
Can be extended beyond
thousandths
The students have to guess the
number by guessing what column
the numbers go in and using the
correct language. Eg: 5 in the
hundredths place.
If they get it wrong or use the
wrong language, the rules of
hangman are adopted.
When they have guessed all the
numbers they must say the
number in words. Eg: four hundred
and thirty seven thousandths.

(TES Australia, 2014)

Battleship place value

Which one is the ten-
Enabling:
Played in pairs
thousandths place?
Start off with 5 numbers
Give each student 2 sets of
Which column are you
then build on this in the
numbers from 1 9 and a
talking about when you
next round.
battleship board.
say hundredths? What
What columns are you
Each player creates a decimal
about hundreds?
confident with? Why dont
number that includes
Whats the difference?
you start off with these?
numbers in the columns from Are you making sure

hundred thousands up to ten-
youre listening out for Extending:
thousandths
the th to know if your Ask the students to draw a
They hide their numbers and
partner is talking about
battleship in their books
the other player must ask
the
c
olumn
a
fter
t
he
that extend beyond ten-
questions about the number.
decimal
o
r
b
efore
t
he
thousandths and play the
Eg: does your number have a
decimal?
same game with this.
number in the thousandths
place? Is there a 5 in the
tenths place?
If answered hit the player
puts the number in the
correct place value column on
the my partners number and
their partner turns this
number over on their board.
If it is not correct the partner
says higher or lower so
they can narrow their options
next time.
When they think they have
sunk the other players ship,
they must guess their number
using appropriate decimal
language eg: seven hundred
and eighty one thousandths.

See appendix 2
(Two Sisters Teach, 2012)

Use this lesson to observe if

the students are using the
correct decimal language
and understand the names
for the place value.
Ensure they have grasped a
good understanding of the
thousandths and tens of
thousandths columns by
being able to identify them
Ask questions such as what
column do you need to guess
correctly to sink his/her
ship?


Session 3

Students
understand how to
compare decimals
by analysing place
value.

Decimal Golf
Teacher against the students game
Have 4, 6-sided die (2 for teacher,
2 for student) and a Decimal Golf
playing card enlarged on the white
board.
Give each student a mini
whiteboard and marker
The teacher and students take
turns in rolling and arranging their
3 dice/numbers on the dice to get
as close as they can to the par on
the sheet
They can make whole numbers
with decimals or just decimal
numbers. Eg roll 2 and 1 (2.1, 1.2,
0.12, 0.21)
Whilst they are arranging their
numbers the rest of the class write
down the selection of numbers
from the teachers dice or the
students, which they think is
closest to the par.
The team who is closest gets a
point

How can we tell/how do we know
which one is closest?
How can we compare decimals?
What should we look at?
Why is this number closest?
What if you could use any of the 4
numbers? What would you do?
What if there were more dice but
the pars were still only to
hundredths.
What does this > mean?
What does < mean?
What does = mean?

See Appendix 3
(Ontario, 2006, p.54)

Use the deci-pipes to

compare decimal numbers.
Give the students a sheet
with decimal comparisons.
Start with decimals only
containing tenths, then
hundredths, then
thousandths and ragged
decimals.
Have the children provide
the correct sign to create in
inequality (<,>,=)
Ask them to check if their
predictions are correct
using the deci-pies.
They are to make both
decimals and compare their
values with the deci-pipes

See appendix 4

What should we look

out for straight away
when comparing the
decimal numbers?
How do we know
which one is bigger?
How does the deci-pipe
show which is bigger?
If the tenths value is
the same what should
we do next?

If my decimal number
also had whole
numbers how would I
test this on the deci-
pipe? Do I still need to
make it up?

Enabling:
Allow these students to use
the deci-pipes to create the
inequalities while
answering the questions.
What does a tenth look like
on the deci-pipe?
Hundredth? Thousandth?
Is a tenths bigger than b
tenths?
Even though a has more
numbers than b does it
mean its bigger? Test it.

Extending:
Have challenges on the
board where the students
compare decimals that are
close together (have the
same tenth/hundredth
value)
How many numbers could
go between these two
numbers?
What number could you
make that would go in
between the two numbers?
How much bigger is a
than b

Assess through questioning

Self assessment: Ask the
students to hand in their
worksheets after they have
corrected them using the
deci-pipes
Look at if the answers have
been answered correctly or
if they have been changed
after the use of the deci-
pipes.
If the students have checked
their answers with the deci-
pipes and they are still
incorrect a misconception is
evident.


Session 4

Students
understand how to
find decimal
numbers between
two numbers by
extending place
value.

Decimal numbers between

Tell the class youre thinking of a
number between a and b and can
they guess the decimal number
that has x amount of digits that is
between it
Write the first number at the top of
the white board and the second at
the bottom
For each number they suggest, add
it in the middle wherever it fits.
Tell them if it is higher or lower
than the number they suggested.
If they guess the number in 15
turns they get a point otherwise
the teacher gets the point.

Now that we know its higher than
_ but lower than_ what should we
do?
Where do we need to focus our
attention?
Could the number be _____ why
not?
Where would that number go?

Decimal numbers between

Ask students to write down

15 numbers between 2
decimal numbers eg: 3.1 and
3.4
Once they have 15 numbers
ask them to group up with
others who have 15
numbers.
Ask the students to discuss
if they think the other
students answers are
correct and why/why not?
Ask the students to use
concrete materials eg: deci-
pipes or LAB to make the
numbers that they cannot
agree on to see if they are
correct or not. (they must
also make the numbers
given to be able to
compare/order)

Why do you think youre
correct?
How are you going to prove
it?

(Victoria State Government,
2014)

How many numbers

do you think fit
between these two
numbers? Is it less
than 15 or more?
What do we already
know about these two
numbers that can help
us find the numbers
between them?
Can we write decimals
that have hundredths
and thousandths and
beyond or do we have
to stick with numbers
that only have tenths?
Why/why not?
Do you think using the
materials helps to find
the numbers
between? How?

Enabling:
Allow the use of concrete
materials to find the
decimals between the
numbers.
How many tenths,
hundredths, thousandths
have you used?
What do the tenths,
hundredths, thousandths
look like/represent?

Extending:
Have decimals which are
closer together eg: 3.2346
and 3.2347
Ask them to find all the
possible numbers between
2 numbers.

Peer assessment:
When working in the group,
all group members should
be playing close attention to
the numbers that their peers
have selected.
If they believe one of the
answers is wrong they
should tell their peer who
wrote it down and tell them
why they have this
assumption.
They should also ask if they
are not sure about a number
that has been written down.

Session 5

Students
understand how to
order decimal
numbers on a
number line from
smallest to largest.

Clothes line Task

Have the students sit in a circle
Give each student a laminated
decimal number between 0 and 3
with tenths, hundredths,
thousandths and beyond.
Have a long rope in the middle of
the circle to act as a number line
Mark where 0, 1, 2 and 3 are
One by one have the students put
down their decimal number where
they think it goes on the number
line and have them justify why
they think this.
If there is an error encourage other
students to explain what they may
think is incorrect and why.
How do we know if a decimal is
larger or smaller than other
decimals?
If I have 0.3 and 0.29834 which
one would come first on the
number line? Why?

(Downton, 2015, Tutorial 4)
See appendix 5

Number line task.

Working in pairs, give the
students a set of cards
including decimal numbers
that extend beyond
hundredths and
thousandths and are ragged.
Have the students place
these values in order from
lowest to highest.
Ask the students to make up
a decimal between each
decimal they have placed on
the number line



See appendix 6

What should you do to

see which number
goes first?
Whats are some
effective strategies we
can use to order the
decimals?
If two decimal
numbers have the
same amount of digits
does it mean they go
next to each other?
Why?
How should we treat
zeros? Do we just
ignore them?

Enabling:
How do we know if a
decimal number is bigger
or smaller than another
decimal fraction
What is the first place
value column we should
look out for? Why?
If I have a and b which
one would go on the
number line first? Do any
of the other decimal cards
go in-between these two
numbers? How do you
know?
Give the students a simpler
set of decimals that are not
ragged.

Extending:
Give the students decimals
that have whole numbers
Give the students decimals
that extend far beyond
thousandths but are
similar
Give the students another
set of decimals to add to
their number line.

Listen out for any

disagreement between the
pairs or reasoning as to why
a particular number should
be placed in a particular
spot.
Use observation to check if
the pairs are putting the
numbers in the correct
order
Use questioning to see if
there are any
misconceptions.
Make sure the task is not
solely performed by one
person in the pair and there
is a conjoined effort with
discussion.




Appendix 1:






Appendix 2:




Appendix 3:


Appendix 4:



Appendix 5:



































* Laminate and cut out


Appendix 6:




































* laminate and cut out

References
Downton, A. (2015) EDMA310: Rational Number: Exploring decimal fractions, week 6 notes [Powerpoint slides]. Retrieved from
http://leo.acu.edu.au/course/view.php?id=16076

Downton, A. (2015) EDMA310: Rational Number: Fractions understanding fraction learning & teaching, week 4 notes [Powerpoint slides].
Retrieved from http://leo.acu.edu.au/course/view.php?id=16076

Ontario Education, (2006). Number sense and numeration, grades 4 to 6: A guide to effective instruction in mathematics, kindergarten
to grade 6, 54. Retrieved from
http://www.eworkshop.on.ca/edu/resources/guides/NSN_vol_6_Decimal_Numbers.pdf

TSL Education Australia Pty Ltd. (2014). TES Australia. Retrieved from:
http://www.tesaustralia.com/teaching-resource/Place-Value-Hangman-6338136/

Two Sisters Teach. (2012) Place Value. Retrieved from
http://twosistersteach.blogspot.com.au/2012/09/place-value.html

Victoria Education and Training, (2014). Comparing decimal numbers: Level 5. Retrieved from
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continuum/pages/compdecnum40.aspx