LESSON IDENTIFICATION

YEAR LEVEL/S: 5
DURATION: 10 minutes DATE: 24/03/17
CURRICULUM AREAS: Mathematics/ Fractions and Decimals
SUBSTRAND: Fractions and Decimals
PRE SERVICE TEACHER: Kirsten Mowat.

CURRICULUM LINKS
Compare, order and represent decimals (VCMNA190)

LEARNING INTENTION

Students will gain a deeper understanding of the place value of decimals as well as ordering decimal
numbers in ascending and descending order.

SUCCESS CRITERIA
Students will use key vocab related to decimals whilst also demonstrating a correct order of decimals from
their 10 second dash times.

GROUP STRUCTURE:
Paired activity to record their times in the ten second dash.
Paired to discuss which time is closest to ten seconds
Whole class to order the decimal places in ascending and descending order.

DIFFERENTIATION:
Time taken to do the tasks
Social collaboration with peers to ensure that students are in their ZPD (Cole, John-Steiner, Scribner,
& Souberman, 1978).
Use of manipulatives (MAB blocks)

ANTICIPATED PROCEDURE KEY QUESTIONS AND MANAGEMENT

INTRODUCTION Tuning in CONSIDERATIONS
As a warm up, Jens explanation about what Who has the closest to ten seconds from
decimals are and their relationship will lead into the dash.
the different lessons for levels 3, 4, 5, and 6. Who is furthest away?
Grades five and six will be split into two different How would we say this in terms of
groups; low-medium and medium- high. decimals? tenths, hundredths, wholes.
Today we will be doing the ten second dash and
recording our times in order to give us our decimal
 numbers that we will be working with today.
Explain what the ten second dash is;
o It is a small game where we will be getting into
groups of two or three if need be, each group will
need a paper card for each person in the group and
one pen or something to record their time with.
o We will be walking from this point (demonstrate)
through to this point (demonstrate) with our being ENGAGE

to try and take as close to ten seconds as we - having students participate in a game like the

possibly can. ten second dash and using the times that they

o Reconfirm that students are aiming to get to the received to work with throughout the lesson

other point in 10 seconds and that it is not a race. ensures that the students can see relevance and
can make connections.
Pair students off into groups, hand out materials
and get students started on recording their times (to
the closest hundredth).
PROCEDURE
Once students have recorded their times, those that
have finished earlier will have the opportunity to
collaborate with other peers that have also finished ASSESSMENT & MONITORING
and discuss which is closest to 10 seconds making - As evidence to assess student learning, the use
of decimal related language such as tenths,
sure that the language used is that of decimals hundredths, whole, etc will be listened for.
- Having a correct number line will also be a form
(tenths, hundredths). of assessment throughout this lesson.

Once the whole group is finished recording their

times onto the cards that they have we will all
come back together and begin to discuss who got
the closest out of everyone.
As a group we will use MAB blocks to represent
one or two of the decimal numbers that we have
gotten.
After getting a grasp on this, we will move onto
the number line.
Students will work together to try and make sure
that they are in order from smallest to largest
 (ascending) and form a human number line as a
class.
Together we will check to make sure that there are
no mistakes in the number line.
CLOSURE Reflection Mins
If there is time at the end, there will be several
other decimal numbers that would represent times
that can be discussed about where to add each one
in the number line that has already been forme.

RESOURCES:
- MAB Blocks
- Stopwatch
- Paper sheets
- Pens
- Cards with decimal numbers

REFERENCES:
Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (Eds.). (1978). Mind in Society: the
development of higher psychological processes. London, England: Harvard University
Press.

MENTOR FEEDBACK:
Group feedback at the end of the presentation.