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Assessment Task 2: Unit Plan Rebecca Calleja

Part One: Insights into childrens understanding of the mathematics content

area

It is well documented that fractions are among the most complex mathematical
concepts that children encounter in their primary years. (Charalambous & Pitta-Pantazi,
2006: Siebert & Gaskin 2006; Ashton & Jenny, 2007). Kieren (1976) was one of the first to
establish that the concept of fractions consists of five interrelated sub-constructs, these
being: part-whole relationships, ratio, operator, quotient and measure (Moseley &
Okamoto, 2008). Students therefore need a good understanding and experience within
each of these key areas in order to develop a well-rounded understanding of fractions.
Research on childrens fraction difficulties reveal how students existing knowledge about
whole numbers interferes with making sense of fractions (Gabriel et al., 2012). Students
often inappropriately apply whole number ideas to fractions, for example if asked to
compare fractions such as 1/6 and 1/8 students may respond one eighth is bigger because
eight is bigger than six (Ashton & Jenny, 2007). Students also struggle to recognise the part
whole relationships of fractions (Charalmbous & Pirra-Pantazi, 2006; Siebert & Gaskin,
2006), that is recognising the bottom number represents the total number of equal-sized
parts which make up the whole and the top number are the parts of interest. Students
instead see the numerator and denominator as separate values, for example when looking
at 4 counters, three red and one green, students would not connect red to representing
out of one whole but as three out of four whole objects (Siebert & Gaskin, 2006). Students
also struggle to identify that the partitioned parts of the whole must be of equal size. (Van
De Walle, p. 312). When children encounter a circle cut into 3 pieces, one half piece and
two quarter pieces, it is typical that they will identify each piece as representing 1/3, only
considering the number of pieces cut and not their magnitude. Further confusion can occur
when students are dealing with improper fractions, when looking at 5/4 for example it is
common for students to represent this value as five wholes and shade one quarter in each.
Students will grasp the idea of a fraction representing equal parts within a whole value
through partitioning exercises. Paper folding exercises which involve repeated halving are a
good beginning to start students visualising and representing various basic fractional
values.

A further well-known difficulty for students in solving fractions is developing an

understanding of the rational number relationship (Gabriel et al., 2012). Students need
explicit teaching before they are able to develop rational understanding that is seeing the
two numbers as being in a multiplicative relationship (Moseley & Okamoto, 2008). The
most natural path to assist students in understanding this relationship is to explore
equivalent fractions (Charalambous & Pitta-Pantazi, 2006). Once again a linear model such
as paper strips or a number line is a highly effective method to do this. When children are
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able to physically see and order fractions of equivalent values on the same numerical
position they begin to question how this is possible. Charalambous & Pitta-Pnataz (2006)
further assert that in doing this they will be able to see how two quantities in a rational
relationship change together so that the relationship between them remains invariant.

Additionally, children also lack understanding of the measure construct which

involves understanding a fraction as a distance from zero (Moseley & Okamoto, 2008).
Measure sub construct is necessary for proficiency in additive operations of fractions
(Charalambous & Pitta-Pantazi, 2006). Students have initial difficulties in comprehending
that between any two fractions there is are infinite number of fractions. Number lines are a
measure as they allow us to determine distance from one point to another. Students should
be capable of locating a number on a number line and be able to identify a number
represented by a certain point on the line (Charalambous & Pitta-Pantazi, 2006). Students
also experience great difficulty with the quotient interpretation. Major difficulties occur
when students solve equations whereby the fractions role is the stretcher or shrinker of
quantities (Clarke, Roche & Mitchel, 2008; Moseley & Okamoto, 2008) such as x 12. The
misconception that multiplication always makes bigger and division always makes
smaller is common due to prior experiences with whole numbers. (Johanning & Mamer,
2014). Students lack experience in using fractions as operators and therefore the
realisation that this thinking does not apply is a source of real confusion (Clarke, Roche &
Mitchel, 2008). Johanning & Mamer (2014) state that modelling is a central instructional
component to helping students interpret multiplication and division of fractions. Teachers
must allow for students to both encounter and create many kinds of representations of
fractions as this is essential to addressing key misconceptions and facilitating a correct
understanding of all fraction constructs (Fennel, McCord Kobett & Wray, 2014; Gould, 2014)
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Assessment Task 2: Unit Plan Rebecca Calleja

Part Two: Critical discussion regarding links with curriculum documentation

While Curriculum documentation provides teachers with explicit learning objectives for
teaching instruction it does not sufficiently address critical areas of knowledge when
teaching fractions. As discussed earlier a solid understanding of fractions relies upon
efficiency in each of the 5 sub constructs (Charalambous & Pitta-Pantazi, 2006). Clarke
(2006) asserts that despite substantial research on the importance of key concepts of
fractions there has been little impact on curriculum documents to give these areas the
attention they deserve. The part-whole construct is noted in the curriculum for younger
grade levels as they begin to encounter fractions. Through exploring equal sized partitions
of a whole students are able to develop a clear understanding of fractions parts of a whole
value from the beginning. Victorian Curriculum for grade 6 places key emphasis on
students ability to locate and represent fractions on a number line (VCAA, 2016). This
ensures that students develop knowledge of fractions as measures, however since there
are subtle distinctions between a variety of fraction representations it is important students
encounter various models in their instruction in order to develop a deeper sense of rational
number (McLeman & Cavell, Fennell, McCord Kobett & Wray, 2014). Specifically it is ratio
and quotient constructs which are not given nearly enough emphasis in the school
curriculum (Van De Walle et al., p. 311; Clarke, Roche & Mitchell, 2008). There is no
necessity for teachers to explore the notion of fractions in a multiplicative relationship.
While students do explore equivalent fractions it is done without teaching of fractions as an
expression of a ratio, causing them to lack in this understanding. Furthermore the operator
construct has little presence within the curricula, such as 3 pizzas shared equally among 5
girls being the same as expressing the fraction three-fifths. Due to this limited exposure to
fraction as division by the end a grade 6 students are still unaware of this construct and
lack fluency with problem solving (Clarke, Roche & Mitchell, 2011).
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Assessment Task 2: Unit Plan Rebecca Calleja
EDMA310 S00170593
Assessment Task 2: Unit Plan Rebecca Calleja
MATHEMATICS UNIT PLANNER Teacher/Team:
Topic: Fractions Year Level: 6 Term: 4 Week: Date: 3/10-7/10
1-2
Intended Learning Focus/Intentions (taken directly from Victorian Curriculum documents):
Content strand(s): Number and Algebra Measurement and Geometry Statistics and Probability
Sub-strand(s):

Level content descriptions:

Compare fractions with related denominators and locate and represent them on a number line (VCMNA211)
Solve problems involving addition and subtraction of fractions with the same or related denominators(VCMNA212)

Proficiency strand(s):
Understanding Fluency Problem Solving Reasoning
Between every whole number value there is an infinite Fractions are integers which can be represented on a number
line
set of numbers which can be represented as fractions
Identifying equivalent fractions in order to perform addition and
Different fractions may be of the same value if numerator subtraction of fractions with unlike denominators
and denominator have been multiplies by the same value
Common misconceptions Success criteria Equipment / resources:
Students view numerator and Understand and demonstrate
Paper for fraction strips
denominator are separate values fractions as being parts of a whole
Fraction cards
rather than representing portion of
Accurately order fractions with Clothespins
a whole value
related denominators on a number String
Students may think the numerator line
Fraction wall activity sheet
represents number of parts shaded Standard dice
Create equal partitions of a whole
rather than equal sized parts. Special dice for fraction wall game
to form range of fraction values
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Assessment Task 2: Unit Plan
Students often assume fractions
with smaller denominators
represent a smaller value
Fractions can be added together
the same way as natural numbers
(eg. + = 2/4)
Rebecca Calleja
Articulate and record methods to
find equivalent fractions
Use fraction wall to help solve
fraction addition scenarios
Key vocabulary:
Fraction, partitioning, numerator,
denominator, whole, part of whole,
proper fraction, improper fraction,
mixed fraction, equivalence, order,
estimate, number line,
benchmarking, ratio
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MATHEMATICAL TUNING IN INVESTIGATIONS REFLECTION & ADAPTATIONS ASSESSMENT

FOCUS (The Hook) SESSION MAKING STRATEGIES
CONNECTIONS
SESSION

Session 1 Teacher writes up Students will bring Find a value on your Students can
Comparing fraction on the In groups of 3, their completed number line and identify fractions as
and ordering whiteboard. Ask students are given a number lines to the estimate whether numbers between
fractions students: piece of string and front of the the fraction you whole values and
1. What type of a set of fraction classroom. have is larger or use benchmarking
number is cards. smaller than this to estimate their
this? Discussion will number correct location on a
2. What does Pretending the occur on whether number line
the string is a line which students agree or Why do you think
numerator represents 0 to 1 disagree with the your fraction
tell us? students discuss order groups have belongs there?
3. What does amongst their placed their Why might different
the groups how to fractions in. fractions be at the
denominator correctly place same point on the
tell us? fractions in Students begin to number line?
ascending order. notice some Can you think of
Record brainstorm fractions are placed another fraction for
on the whiteboard on the same point each point not in
identifying on the number line. the card set?
important Leads discussion on
vocabulary equivalent fractions

Ask several
students to draw
representations of

Highlight number
lines as one
representation
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Assessment Task 2: Unit Plan Rebecca Calleja
Recap over previous Students are given Students will share If I locate one half Students are able to
Session 2 lesson on number six different their recordings on the number line identify equivalent
lines. coloured pieces of which other fraction fractions in the
Investigating paper Students describe strips can I shade to context of their
equivalent Draw number line the patterns they make the same fraction wall
fractions on whiteboard from Individually noticed length?
0 to 1 have a students create EG: equivalent Continue to pick a Recorded methods
student place the their own fraction fractions require the fraction and for fraction wall
fractions 3/6 and wall, ensuring to denominator to be examine different game
6/12 label each strip multiplied by the fraction sizes which
same value as the are the same length
How can 2 fractions Students work in numerator
sit at the same pairs to find as
point on the many relationships Students notice Can you identify
number line? as they can various ways to other equivalent
Record pairs of create a fractional fractions which are
Define equivalent equivalent fractions value not part of your
fractions on separate cards EG: a half can also fractions strips?
be made with 2/4 or
Introduce students 4/8
to fraction wall as a
tool for finding Students play
equivalent fractions fraction wall game

Refer Appendix 1

Record what they

rolled and what
they shaded on
their wall
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Assessment Task 2: Unit Plan Rebecca Calleja
Write up equation Students use How does using Can you list 6 Are students
Session 3 on the board + fraction strips to fraction strips with multiples of the first identifying lowest
1/3 solve addition like denominators fraction numerator? common multiples
Adding fractions equations with make it possible to Can you list 6 for for each sum?
with related How can I add two fractions of related add fractions with the other
denominators fractions if they denominators unlike numerator? Are student able to
have different denominators? Which is the work with fractions
denominators? smallest number strips to form
Students share that appears on representations
Present addition some of their both lists? which assist in
sum with related representations for What can we do solving addition
denominators completing fraction once we have found sums
sums our common
Introduce common denominator?
factors
Can you create a
Identify how to use worded problem
fractions on fraction involving addition of
wall to represent fractions with unlike
and solve equations denominators?
EG: Solve using fraction
strips

Session 4 Review how to add Students work in Students share What do you need Work solutions
Construct a sum fractions with unlike pairs to complete ideas of where to do to find the Do students employ
to produce a denominators using Construct a sum numbers should go common efficient fraction
number closest fraction strips by task denominator? addition methods to
to one completing a sum Is it a good idea to Is this the least determine their
together With two sets of put the lowest common answer?
blank fraction numbers as your denominator?
Ask students to students place denominator?
remember they number cards in Why not?
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Assessment Task 2: Unit Plan Rebecca Calleja
must always have boxes to make Does it help if my What should my
the same fractions which numerators add to a fractions be if I want
denominator when when added value close to the to find the sum
adding together will be denominator? which gives me an
closest to one answer closest to 2?

Refer Appendix 2

Number cards
include 1, 3, 4, 5, 6
and 7
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Assessment Task 2: Unit Plan Rebecca Calleja

Appendix 1

Students complete a table

What I rolled What I shaded

1/2 ,
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Assessment Task 2: Unit Plan Rebecca Calleja

Appendix 2

References
EDMA310 S00170593
Assessment Task 2: Unit Plan Rebecca Calleja
Ashton, P. & Jenny, V. (2007). Understanding Fraction Misconceptions. 22, 3, 12-14.
http://search.informit.com.au/documentSummary;dn=975919909366987;res=IELHSS

Charalambous, C. & Pitta-Pantazi, D. (2006). Drawing on a Theoretical Model to Study

Students Understandings of Fractions. Educational Studies In Mathematics, 64(3), 293-316.
doi:10.1007/s10649-006-9036-2

Clarke, D. (2006) Fractions as Division. Australian Primary Mathematics Classroom,

11(3), 4-10.
http://web.b.ebscohost.com.ezproxy2.acu.edu.au/ehost/pdfviewer/pdfviewer?sid=00842f14-
ba31-46f3-98e1-6cf0418a7928%40sessionmgr105&vid=4&hid=130

Clarke, D., Roche, A., & Mitchell, A. (2011). One-To-One Student Interviews Provide
Powerful Insights and Clear Focus for the Teaching of Fractions in the Middle
Years.Fractions:Teaching For Understanding, 23-41. http://dx.doi.org/10.1007/s11858-011-
0345-2

Clarke, D., Roche, A., & Mitchell, A. (2008). Ten Practical Tips for Making Fractions Come
Alive and Make Sense. Mathematics Teaching In The Middle School, 13(7), 372-380.
http://www.jstor.org/stable/41182579

Fennell, F., McCord Kobett, B., & Wray, J. (2014). Fractions are Numbers, Too!
Mathematics Teaching In The Middle School, 19(8), 486.
http://dx.doi.org/10.5951/mathteacmiddscho.19.8.0486

Gabriel, F., Coch, F., Szucs, D., Carette, V., Rey, B., & Content, A. (2012). Developing
Children's Understanding of Fractions: An Intervention Study. Mind, Brain, And Education,6(3),
137-146. http://dx.doi.org/10.1111/j.1751-228x.2012.01149.x

Gould P (2005). Really Broken Numbers. Australian Primary Mathematics Classroom. 10

(3), 4-10.
http://web.a.ebscohost.com.ezproxy2.acu.edu.au/ehost/detail/detail?sid=c0bf598c-86ef-4d60-
9bd3-c2eb1b6aacfa
%40sessionmgr4008&vid=0&hid=4001&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#AN=18862326&db=ehh
Johanning, D. & Mamer, J. (2014). How Did the Answer Get Bigger?. Mathematics
Teaching In The Middle School. Focus Isse: Rational Number
Sense, 19(6).http://www.jstor.org/stable/10.5951/mathteacmiddscho.19.6.0344
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Assessment Task 2: Unit Plan Rebecca Calleja

Lewis, R., Gibbons, L., Kazemi, E., & Lind, T. (2015). Unwrapping Students Ideas about
Fractions. Teaching Children Mathematics, 22(3), 158-168.
http://www.jstor.org/stable/10.5951/teacchilmath.22.3.0158

Moseley, B. & Okamoto, Y. (2008). Identifying Fourth Graders' Understanding of Rational

Number Representations: A Mixed Methods Approach. School Science And
Mathematics,108(6), 238-250. http://dx.doi.org/10.1111/j.1949-8594.2008.tb17834.x

Siebert, D. & Gaskin, N. (2006). Creating, Naming and Justifying Fractions. Teaching
Children Mathematics, 12(8), 394-400. http://www.jstor.org/stable/41198803

Van de Walle, J. A., Karp, K. S., Bay-Williams, J. M. (2013). Elementary and middle school
mathematics: Teaching developmentally (8th Ed.). Boston: Pearson.

Ward, R. (1999). Take time for Action: Dominoes as Fractions: Misconceptions and
Understandings. Mathematics Teaching In The Middle School, 5(3), 162-165.
http://www.jstor.org/stable/41180765

Yujing Ni & Yong-Di Zhou (2005). Teaching and Learning Fraction and Rational Numbers:
The Origins and Implications of Whole Number Bias, Educational Psychologist, 40(1), 27-52.
doi: 10.1207/s15326985ep4001_3