Documente Academic
Documente Profesional
Documente Cultură
Melisa Edwards
Swinburne Online
Melisa Edwards
Melisa Edwards
Introduction
Think of other situations where
you might use fractions, decimals
and percents and write these in
your book.
(abcteach, 2013)
Melisa Edwards
(Clipart, n.d)
Fractions
A fraction is a part of a whole and consists of a numerator and a
denominator.
Part
Numerator
3
Denominator
6
Whole
Equivalent Fractions:
These may look as if they are different, but they are really the
same, and show the same value. All of these examples represent
half ()
3
6
5
10
7
14
Melisa Edwards
Decimals
These represent parts of a number. The decimal point separates
the whole from the parts.
Whole
Parts
Decimal
1
5
1.5
Using the example above, write in your book how you could show:
a)
b)
c)
d)
0.50
0.75
1.10
2.25
e)
f)
g)
h)
10.33
2.66
4.90
5.80
Melisa Edwards
Percents
A percentage is a number out of 100.
50 out of 100
50
100
50%
Melisa Edwards
7
(Clipart, n.d)
Making Connections
Now using what you have learnt explain in your book, the process
of converting:
a) Fractions to percentages
b) Percentages to fraction
c) Percentages to decimals
d) Decimals to percentages
e) Fractions to decimals
f) Decimals to fractions
Melisa Edwards
Finished early?
Help one of your peers
Or challenge yourself with this testing activity
Melisa Edwards
10
References
abcteach (Producer). (2013). Learning fractions, decimals, and percents. [video] Retrieved from
https://www.youtube.com/watch?v=Kr52yfR3wGA
Melisa Edwards
11
Introduction
Lesson Overview
Introduce concept
(film clip, board examples, class discussion)
Focus Group
Body
Conclusion
Teaching Strategy
Explicit, direct, instructional, modelling and
collaborating
Explicit, direct, instructional, guided and
collaboration
The lesson has been structured to allow concepts to be introduced and explained using
explicit and direct instruction techniques; before students attempt work independently. Hattie
(2003) supports the use of instructional and explicit teaching techniques to promote high
achievement and deep understanding. While, Richardson (2002) explains that interactive
whiteboards can be used in whole-class teaching to overcome students apprehensions
towards new concepts and allows them to demonstrate their ability. Studies by RM (2001)
explain how mathematic curriculum software has been shown to motivate both teachers and
students, leading to a deeper understanding of the subject matter and enhanced learning
opportunities; hence, the incorporation of the interactive whiteboard during the explicit
teaching session.
This lesson identifies struggling students and provides them with the necessary time
with the teacher through; focus sessions, where concrete materials and manipulative in
addition to more instructional and direct teaching strategies are used to close knowledge gaps
with struggling students, increasing their confidence and gives them a sense of success. This
is supported by Anthony and Walshaw (2007) elucidating that engagement with students has
a positive effect as students see themselves as; capable of learning mathematics.
While, the average and above average groups are exposed to self-paced and
moderated interactive activities; exposing students to a variety of stimulating and engaging
materials whilst testing their ability and proficiency in converting real numbers to different
formats. The selected online testing/quizzes, provide the students with immediate feedback,
that further explains any questions that were answered incorrectly. Receiving instant
feedback from computer programs when trying out ideas encourages students to use
conjecture and to keep exploring (Clements, 2000). It can also be used support learning and
allows students to revise and review tutorials to close knowledge gaps. These test results are
used by the teacher to identify class knowledge gaps and to facilitate future learning
opportunities. This lesson also, identifies extensional students and provides them with
additional challenging/engaging material; and gives these students the opportunity to
consolidate their learning by mentoring their peers. Clarke,D and Clarke,B (2008) strongly
endorse this approach claiming that pulling a small group aside for an extension task or to
help a group having difficulty getting into a particular task or understanding a particular
concept or skill is especially beneficial for struggling and extensional students.
Summative assessments: have been included and students will be expected to sit the
formal test once they have completed the online activities, tutorial and quiz. This test will be
used for formal assessment and will be marked according to the marking rubric aligned to
outcomes of the curriculum and the sub-strand real numbers within the number and algebra
strand. This test will be used to assess the students depth of knowledge and understanding of
the concept; it will be used to rank students within the class and will be returned to the
student with written feedback.
Conclusion
This lesson incorporates a fusion of traditional teaching strategies with the incorporation of
interactive online resources to support and consolidate students depth of knowledge. This
lesson explores the year seven number and algebra strand; focusing on the sub-strand of real
numbers; which looks at the concept of connecting fractions, decimals and percents. Studies,
haves identified the importance of incorporating the use of effective online and interactive
resources within the classroom, aligned to the teaching and learning outcomes of the
Australian Curriculum to provide a learning environment capable of catering to diverse
learning abilities; whilst still supporting struggling students and being able to extend and
challenge extensional students.
References
Anthony, G., & Walshaw, M. (2007). Effective Pedagogy in P ngarau/Mathematics: Best
Evidence Synthesis Iteration (BES).
http://www.educationcounts.govt.nz/publications/series/2515
Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
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&issueID=11280
Clements, D. H. (2000). From exercises and tasks to problems and projects - Unique
contributions of computers to innovative mathematics education. The Journal of
Mathematical Behavior, 19(4), 9-47.
Department of Education and Early Childhood Development. (2009). Numeracy in practice:
teaching, learning and using mathematics. (18). Melbourne: Education Policy and
Research Division Retrieved from
https://www.eduweb.vic.gov.au/edulibrary/public/publ/research/nws/numeracy_in_pr
actice_paper_no_18.pdf.
Hattie, J. (2003). Teachers make a difference. What is the research evidence?. Paper
presented at the Building teacher quality. What does the research tell us? ACER
Research Conference, Australian Council for Educational Research, Melbourne.
Kafai, Y., & Resnick, L. M. (1996). Constructionism in practice. Mahwah, New Jersey:
Lawrence Erlbaum Associates.
Lambert, N., & McCombs, B. . (2000). Introduction: Learner-centered schools and
classrooms as a direction for school reform. In N. Lambert & B. McCombs (Eds.),
How students learn (pp. 1-15). Washington, D.C: American Psychological
Association.
Piaget, J. (1963). Origins of intelligence in children. NY: Norton.
Richardson, A. (2002). Effective Questioning inTeaching Mathematics Using an Interactive
Whiteboard. Micromat, 18(2), 8-12.
RM. (2001). Summary report of findings from independent evaluations of MathsAlive.
http://www.rm.com/_RMVirtual/Media/Downloads/MathsAlive_Evidence_Brochure.
pdf
Springer, L., Stanne, M. E., & Donovan, S. S. (1997). Effects of small-group learning on
undergraduates in science, mathematics, engineering and technology: A metaanalysis. Review of Educational Research, 69(1), 21-51.
Vygotsky, L. S. (1978). Mind in society: The development of higher mental process.
Cambridge, MA: Harvard University Press.