MATHEMATICS UNIT PLANNER

Topic: Algebraic thinking. Year Level: 5 Term 3 Week: 1 Date: 5/10/2016

Key mathematical understandings Victorian Curriculum Focus
(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic): Content strand(s): Number and Algebra
Sub-strand(s): Fractions and decimals
Equivalence between fractions and
decimals Key Level description (taken directly from Victorian Curriculum documents):
Ordering Compare, order and represent decimals(VCMNA190)
Compare and order common unit fractions and locate and represent them on a number line (VCMNA187)
hundredths/ tenths/thousandths
Number lines Proficiency strand(s): Understanding Fluency Problem Solving Reasoning

Place value Understanding: Demonstrate how decimals relate to fractions

Fluency: Manipulate the numbers to show the place value of each number in a value of up to at least ten thousand.
Fluency: uses correct language/terms efficiently.
Problem solving: Make choices as to what decimal fraction to add or subtract
Reasoning: Articulate and explain problem solving techniques using appropriate language.

Key skills to develop and practise (including Key equipment / resources: Key vocabulary (be specific and include definitions of key words
strategies, ways of working mathematically, language goals, appropriate to use with students)
etc.) (4-5 key skills only):
Decimat worksheet
Visualising Dice Whole number,
Thousandths, hundredths, tenths, ones,
Benchmarking Spin to win wheel Renaming
Comparison Shaded decimat cards Interpret

Decimal card match

Decipipes
Ipads/laptops/computers -
http://fusecontent.education.vic.gov.au/4d06b4bc
-7c46-4674-b424-131cb0bea766/p/index.html

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

current events, literature, etc.):
Connect to real life context of the student,
through inquiry.
Possible misconceptions (list of misconceptions Key probing questions (focus questions that will be used to Assessment overview (assessment strategies you plan to use with
related to the mathematical idea/topic that students might develop understanding to be used during the sequence of lessons; 3 students, including the types [e.g., cognitive and/or affective; formative and/or
develop): 5 probing questions): summative; self and peer assessment] and how you intend to collect this
information):

Place value of zero not having meaning Tell me how you worked that out?
What is the significance of zero here? Work samples
Longer is larger Self-assessment of their work
Longer is smaller How can you use the materials to work this
Observations
Whole number thinking out?
discussions
What happens if we change this number?

MATHEMATICAL TUNING IN INVESTIGATIONS REFLECTION & MAKING CATERING FOR ASSESSMENT

FOCUS (WHOLE CLASS FOCUS) SESSION CONNECTIONS DIVERSITY STRATEGIES
(INDEPENDENT LEARNING) SESSION
(WHOLE CLASS FOCUS)

Session 1 15 minutes 30 minutes 15 minutes Enabling prompt: Observe discussions the

using students are having.
manipulatives to Explain how decipipes Allow children to explore Gather students on the Use smaller/simpler Are the students using
work and model the with decipipes in pairs. floor to discuss the lesson decimal fractions to work the correct terms?
represent
process for the children with. Are they using the
decimal fractions Prompt them my displaying Prompting questions? manipulatives correctly?
understanding Allow some students to a number of decimal Extending prompt: Are they understanding
the size of the use decipipes in front of fractions on the board for Can you tell me what Use larger/complex the concepts?
fraction class them to explore. strategies you used to work decimal fractions
out how to represent the
Learning Prompting questions: Prompting questions: decimal fractions? Use fractions and allow
intention: them to represent it in
using materials to How do you think we How did you represent this What is something you decimal fractions with the
represent decimal can represent 0.275 decimal fraction? found out after exploring decipipes.
fractions. with the decipipes? the activity?
If I added a hundredth on
Do you think the way I the pipe what would the Can you tell me something
have represented this is decimal fraction be? that you understand about
correct? (using a non- decimal fractions?
example) Why?
How can I fix my
 representation?

Observation/roving
Session 2 15 minutes 30 minutes 15 minutes Enabling prompt: conferences.
relating fractions Use easier fractions to
to decimal Model the activity for Allow the children to play Play against one of the work with and/or smaller The children are adding
fractions the children. the game in pairs. students decimat the total decimal fraction
gaining (appendix 1) correctly and converting
understanding of Prompting questions: Discuss the concepts the fraction into a decimal
the size of the Roll the dice and ask Convince me learnt Extending prompt: correctly.
fraction the students: how do I Is this the most efficient Use larger fractions and/or Using the correct terms.
shade the boxes to way? What did you take from this larger decimat. Using efficient strategies
Learning intention: represent this number? lesson? to win against the
Gain an What did you find difficult teacher.
understanding of how If I shade it like this, is it and how did you resolve it?
to represent decimal correct? Why?
fractions differently
and see the size of the
fraction.

Session 3
ordering decimal 15 minutes 30 minutes 15 minutes Enabling prompt: Roving conferences.
fractions Teacher works with the Listening to the
developing Look back at the Children work in groups of As a class put cards on a group working one by one discussions the students
benchmarks decimats activity. 3 or 4 to match the cards number line. with each of the cards and are having.
Show the students two and put them in order. engaging in discussion with Their reasoning is
Learning intention: cards, ask them to How do we know that this them. convincing and using
To match the decimal compare which is Prompting questions: is correct? Use whole number correct terminology.
with its representation smaller or larger. How did you work this out? What was your lightbulb thinking, by adding a zero
and put them in order Do the same with the Can you prove this to me? moment during this as a pace value
from smallest to decimal fraction cards. Can you see a pattern? activity?
largest. (appendix 2) Extending prompt:
Add fractions for the
students to match.
now your task is to first Use larger fractions.
 match the decimal
fractions with the
shaded decimat cards,
then you need to put
them in order from
smallest to largest

Session 4 15 minutes 30 minutes 15 minutes Enabling prompt: Roving conferences.

visualising their Allow them to use Good reasoning when
number line Recap session 3. Students work in groups of Sit the children together manipulatives around the asked to convince.
benchmarking/ 4 playing the Spin to Win and play one game of spin room to help them visualise
ordering Show the students two game. (appendix 3) to win with the class. the decimal fraction to gain
size of decimal cards and ask them a deeper understanding for
fraction which one is closer to 1. How do we know that card themselves.
Learning intention: Repeat until children Probing questions: is closer?
Learning to compare have successfully Why is this card closer and Extending prompt:
and visualise a chosen the correct not the other? Use more complex decimal
number line. answer at least 4 times. How did you work that out? fractions to work with.
If I change this number Compare 3 cards rather
does the outcome change? than 2.

10 min 20 min 15 min Enabling prompt Roving conferences.

Session 5 Are the children
adding decimal Whole class. Class independently plays Whole class. Children can use place understanding the game?
fractions On the board write the the wish ball challenge value mat (appendix 5) Are they using strategies
understanding number 67.73 game on their devices. Play the game as a class using MAB blocks to reach the target
(appendix 4) number?
density of Ask the students what Extending prompt
decimal can I add to this number
to make it 68.00 Rather than adding have
these students subtract.
Learning intention Ask again how can
To summarise their change this number
content knowledge again to make it 74.65
and for children to
have a deeper
understanding of
place value of the
decimal fractions.
Plan for next sequence of learning (5-7 sessions) that builds on this unit of work:

1 Content/ mathematical ideas

Percentages. Connecting decimals with percentage.

Developing the density of decimals further

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

3 Possible learning tasks that address the content and curriculum demands (include references where appropriate)
(Appendix 6) students connect fraction to decimal to percentage
(appendix 7) convert decimal and percentages

4 Reasons for these planning decisions (dot points are appropriate)

- Re-establishing density of decimals
- Understanding relationship between decimals and percentages
Appendices
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5

http://lrt.ednet.ns.ca/PD/BLM/pdf_files/place_value_charts/08_to_thousandths.pdf
Appendix 6
Appendix 7