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Topic: Fractions and decimals Year Level: 5 Term: 1 Week: 6 Date: 27th February
2017
Key mathematical understandings: Victorian Curriculum Focus
Fractions can be represented in a number Content strand(s): Number and Algebra
of different models.
Sub-strand(s):Fractions and decimals
Fractions can be used in an addition and
subtraction format. Key Level description:
Fractions can be re-unitized which means Compare and order common unit fractions and locate and represent them on a number line (VCMNA187).
they can be deconstructed and renamed Investigate strategies to solve problems involving addition and subtraction of fractions with the same
in equivalent ways. denominator (VCMNA188).
Fractions do represent a number of
something, and can produce whole Proficiency strand(s): Understanding Fluency Reasoning
numbers. E.g. place value concepts. Understanding- Recognises that fractions can be represented in different ways.
Understanding- Illustrates and voices their mathematical thinking in relation to fractions.
Fluency- Recognises different strategies of answering fractional questions.
Fluency- Is able to choose the appropriate method when introduced to different forms of questions.
Reasoning- Is able to verbally and physically explain their mathematical thinking in relation to fractions.
Key skills to develop and practise: Key equipment / resources: Key vocabulary
Fractions use the place value system to Clean Sweep Campers book by Lucille Recht Benchmarking
represent a proportion of something. Penner Partitioning
Selected models that represent fractions in String Equivalent
different contexts. E.g. number lines, counters Denominator
Fraction flash cards Numerator
etc.
Ipads or computers Number line
To use appropriate language when discussing Represent
fractional understanding. Post it notes Addition
To create their own question in relation to Colour in fractions chart Subtraction
fractions and show the possible strategies to Fraction
work it out. Spinners Model
Additional websites (see appendices) Numerator
Denominator
Wool Fraction
Links to other contexts: Common fraction
Literacy- book; Clean Sweep Campers book by Improper fraction
Lucille Recht Penner
Possible misconceptions: Key probing questions: Assessment overview:
Number lines can’t be partitioned. What is benchmarking? Work samples;
Not understanding what the numerator and How does portioning assist you when using - Fraction card number line
denominator are standing for. fractions, and why is it important to learn? - Colour in fractions task
Fractions do have equivalent fractions that - Addition and subtraction counters activity
What’s an equivalent fraction?
represent the same thing. - Worded questions
Not understanding the importance of using How can we use, number line and counters
to solve questions? - Everything about my fraction
models to solve fractional questions.
What do the digits in fractions tell us about Observations
Fractions can be represented in a variety of
forms. it?
What is important language and phrases
that we can use to discuss fraction
concepts?
Creation of worded
questions
Following the above task
inform students that they
will be creating their own
worded question in
relation to fractions and
illustrate how they could
form a worded question.
Plan for next sequence of learning (5-7 sessions) that builds on this unit of work:
1. Content/ mathematical ideas
- Understanding that place value system goes beyond hundredths.
- Using partitioning strategies to represent decimals on a range of sources.
2. Aspects of the Victorian Curriculum that could be addressed in the next sequence
- Recognise that the place value system can be extended beyond hundredths (VCMNA189)
- Compare, order and represent decimals (VCMNA190)
3. Possible learning tasks that address the content and curriculum demands (include references where appropriate)
- “Colour in Decimats game”- comparing fractions and decimals, whilst having to use equivalence.
- “6-digit traveller”- presented with different place value systems that are higher than hundredths.
- “Fractions in boxes”- using different decimals and demonstrating it as a fraction and models.
- “Washing line decimal numbers”- Have decimal flash cards and each student needs to place it on a number line using partitioning and
benchmarking.
References:
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2015). Elementary and middle school mathematics: Teaching developmentally (9th ed.).
Boston, MA: Pearson.
Victorian Curriculum and Assessment Authority. (2016). Foundation to year ten: Mathematics. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/mathematics/curriculum/f10#level=6
Appendix 1
Appendix 2
Taken from: http://illuminations.nctm.org/Activity.aspx?id=4148
Appendix 4
Adapted from: Sexton, M., Brown, J., & Downtown, A. (2010). Understanding fractions. Prime numbers, 25(4), 4-9.
Appendix 5
Appendix 9
Taken from: Downton, A., Knight, R., Clarke, D., & Lewis, G. (2006). Mathematics assessment for learning: Rich tasks & work samples.
Melbourne, Australia: Mathematics Teaching and Learning Centre, Australian Catholic University.
Appendix 3
Activity Sheet: Colour in Fractions
Taken from: Havindar Kaur
What I What I
rolled shaded
Gaining insights from research for classroom planning
Natasha Proctor- S00163043