MATHEMATICS UNIT PLANNER

Topic: Decimals

Year Level: 3/4

Key mathematical understandings

(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic):

Decimals are used to describe a part of a

whole

Decimals can represent the same quantity

as fractions

Decimals can be represented using

fractional images

Term: 4

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

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

Proficiency strand(s):

Understanding

Fluency

Key skills to develop and practise (including strategies,

the mathematical idea/topic that students might develop):

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

only):

Longer is larger, e.g. 0.13 is larger than 0.4

Using a range of fractional images to represent

parts of the whole
Using appropriate language to name decimals
Using addition and subtraction of decimals to
solve problems
Identifying that tenths are larger than hundredths

Key probing questions (focus questions that will be used to

Links to other contexts (if applicable, e.g., inquiry unit focus,

develop understanding to be used during the sequence of lessons; 3 5

probing questions):

current events, literature, etc.):

Learning
strategies/ skills

What do you notice about decimals and fractions?

Why is it important to understand place value
when working with decimals?

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Date: 19/11/14-05/12/14
Statistics and Probability

Level descriptions:
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole
Recognise that the place value system can be extended to tenths and hundredths. Make connections between
fractions and decimal notation

Possible misconceptions (list of misconceptions related to

Week: 7-9

Inquiry survey based on passions

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Problem Solving

Reasoning

Key equipment / resources:

Decimats, hundredths grids, etc.
Anne Roche Decimats
Fractions: Fraction and decimal activities for
middle primary

Key vocabulary:
Decimals
Fractions
Percentages
Addition
Subtraction
Order
Fractional images

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Tenths
Hundredths
Thousandths
Decimal point
Whole
Part
Survey
Testing
Viewing
Visually representing
Working independently
Working to a timetable

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

Session 1
Decimals and
fractions can
be represented
as images that
show parts of
the whole

Session 2
Decimals and
fractions can
be represented
as images that
show parts of
the whole

TUNING IN
(WHOLE CLASS FOCUS)
(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)

Fraction counting game

counting upwards by a
particular fraction:
Koalas
Pandas
Frogs 1/3
Cars 1/5
Tigers 1/6

INVESTIGATIONS
SESSION
(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)

Complete worksheet
practicing converting from
fractions to decimals.

Students aim to count as

high as possible in 2
minutes line up, person
at front records next
number/amends any
errors. Share with class at
end to confirm accuracy.
Decimal dice game:
Use hundredths grid and dice. In pairs, roll dice colour
in dots to match amount rolled. Write the total amount of
the grid coloured as a fraction and decimal. Continue
until grid is full. Race to fill in one whole.

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.)

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)

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)

Demonstrate how the

same whole can be
partitioned in to different
sized parts, e.g. tenths,
hundredths. Compare a
fraction represented on the
whole with the same sized
decimal. What do you
notice? Model use of
appropriate language for
naming fractions/decimals.
Revise place value of
decimals.

Enabling:
Pull out group focus on
using appropriate language
and how to record what is
represented in a fractional
image, e.g. 10 dots out of
100 coloured in, what
fraction of the whole is
coloured?
Extending:
Use blank hundredths grid,
colour in any number of
parts and name using
fractional and decimal
form.

Anecdotal notes from

focus group

Introduce decimat on IWB.

Model how it can be used
to record parts of a whole.
What do you notice? How
could we use a decimat
with decimals?

Enabling:
6 sided dice
Extending:
9 sided dice

Analyse work samples

with focus on
understanding of
mathematical focus

Session 3
Decimals are a
quantity on the
number line
that can be
represented
using fractional
images

Clothesline decimal
activity pegging decimal
cards on to the number
line. Students place cards
on clothesline where they
believe it should be on the
number line. Students
justify why card would go in
that place. Rest of class
agrees/disagrees and
gives reasons for thinking.

Students complete decimat

reading sheet recording
what they see as a decimal
and a fraction.

Using decimat on IWB,

revisit decimats and how to
read them. What is a
decimat? How can we use
it in mathematics? Engage
whole class in a few
examples of reading
decimats. What quantity
does this decimat
represent? How would we
write this as a decimal?
Verbalise a decimal to
students. Ask a student to
show how you would
represent this on a decimat
and as a decimal. Repeat
with several examples.
Introduce representing a
fraction with decimat.

Session 4
Decimals,
fractions and
percentages
can all
represent parts
of a whole

Pose question: What does

percentage mean?
Create mind map of ideas;
construct class definition

Complete Fractions and

decimals worksheet.

Model on hundredths grid

how the shaded region can
be named using fractions,
decimals and percentages.
Show multiple examples,
use student input.

Enabling:
Each student has a dotted
hundredths grid. Ask
students to colour a certain
amount of dots, e.g. 9 and
verbalise the shaded
regions fraction name.
Discuss responses (check
that appropriate place
value rules are followed).
Name fractions to
represent on grid and write
using fractions and
decimals. Students can
work in pairs to name
fractions for each other.
Students for pull out group:
Grace, Nick, Isabella, Alex,
Alessio, Amelie
Extending:
Students create their own
decimats in workbooks.
Swap books with a partner
who records shaded
decimat as a fraction and
decimal. Original student
then checks partners
responses.
Enabling: Same pullout
group as previous session.
Consolidate ideas about
place value of decimals
and recording decimals
using fractional images
using same task as
yesterday.
Extending: practice
converting shaded regions
to fractions, decimals and
percentages

Anecdotal notes of
observations of students
understandings evident in
focus group

Anecdotal notes from

focus group. Compare
notes between todays
session and previous
session. Identify any
further learning needs.

Session 5
Models can
show decimal
size and
support
understanding
of decimal
place value

Revise decimats their

purpose, how they can be
used in mathematics, why
they are effective for
modelling decimals.
Introduce decimat game
model game to class.

Decimat game students

work in pairs to play; using
tenths and hundredths
use different coloured
pencil for each turn

Students share strategies

of how they calculated the
total amount of the whole
shaded, e.g. mental
computation, counted
coloured regions etc.

Enabling: Use six sided

dice
Extending: Use 9 sided
dice; extend by using
percentage

Analyse work samples

and identify any common
needs for consolidation

Session 6
Decimals
represent a
part of a whole
and can be
ordered in
terms of size

Explore idea of ordering

decimals. Write a random
assortment of decimals on
the board. Is there a way I
could make sense of these
decimals? How could I
order them? How would I
know which decimal to
place first?
Model addition with
decimals using decimal
notation and a range of
supporting models.

Individually, students
complete Ordering
Decimals worksheet.

What are the important

ideas to remember when
ordering decimals?

Enabling: use concrete

materials to support
conceptual understanding
of size of decimals
Extending: complete Face,
place and total value
worksheet

Checklist from
observing work samples
note ability to
appropriately order
decimals from smallest to
largest in terms of size

Decimal addition dice

game - roll 2 numbered
dice (9 sided dice). Decide
what decimal to make (i.e.
make largest decimal
one number is tenths, the
other hundredths). Make
two decimals and record as
equation in workbook. Add
together. Partner repeats.
Compare who has largest.
Frogs, cars and tigers
complete Subtracting
decimals worksheet.

What did you notice when

you were working with
addition and decimals?
Were there any similarities
to when you add with
whole numbers? Any
differences?

Enabling: use concrete

materials or fractional
image templates to support
visualisation of addition;
use 6 sided die
Extending: After 5 rounds,
add together the total score
and see which player has
the highest score.
Complete Adding decimals
worksheet.
Enabling: pullout group
with koalas and pandas
Continue working with
addition of decimals using
decimal addition dice game
and modelling addition.
Extending: play decimal
dice game but focus on
subtraction rather than
addition; Rounding to a
whole number worksheet

Observational notes of
students from koalas and
frogs maths groups.

Session 7
Decimals are
parts of the
whole that can
be added
together

Session 8
Decimals are
parts of the
whole that
can be
subtracted
from one
another

Model subtraction with

decimals using decimal
notation and a range of
supporting materials.
Discuss the features of
subtraction and how these
would apply to subtracting
decimals.

What did you notice when

you were working with
subtraction and decimals?
Were there any similarities
to when you subtract with
whole numbers? Any
differences?

Analyse work samples of

frogs, cars and tigers
are appropriate
subtraction methods
evident?

Session 9
Decimals can
be used to
represent
data from
real life
contexts

Session 10 (Short
lesson)
Decimals can
be used to
represent
data from
real life
contexts

Discuss what a survey is

and how we could use a
survey to explore decimals,
fractions and percentages.

Create a survey question

related to your passion and
three possible responses in
pairs. Survey 10 peers
from the class. Doughnut
(one partner static in inner
circle answering questions,
other partner moving
clockwise in outer circle
asking survey question to
peers). Find as many ways
as possible to represent
the data you find.
(Templates of fractional
images available, concrete
materials - photos); present
findings on A3 paper

Gallery walk look at the

different recording methods
used by students; discuss
effective recording
strategies
Some students present
their findings and the
implications

Enabling: prompts how

could we use the different
fraction images to show the
results from your survey?
Extending: consider what
would happen if you
surveyed 100 students,
what do you think the
results would be?

Note the strategies used

by students

Note the strategies used

by students

Continue survey task