EDMA310/360 Mathematics unit planner

Monika Mikula

Unit Overview

Unit title: Interpreting decimals and linking decimals to fractions.

Content maths area: Decimal fractions

Grade/year level:
Grade 4
AusVELS level 4

Learning Focus (ideas extrapolated from AusVELS):

Content strand: Number and Algebra
Sub-strand: Fractions and decimals
Proficiency:
Understanding- Interpret and represent decimal fractions and be able to recognise
the connection between fractions and decimals.
-Recognise that the place value system can be extended.

Reasoning- Justify and explain how the decimal fraction/s was/were interpreted, in
order to represent.

Rationale:
It is important for students to learn about decimals, as this concept is one which is
evidently applied and used in everyday life (Michaelidou, Gagatsis, & Pitta-Pantazi,
2004). Students need conceptual understanding of this topic, to be able to
competently interpret decimals in a variety of everyday contexts (Stacey & Steinle,
1999).

Assumed prior knowledge of students:

Students at this level have knowledge of the place value system for whole numbers.
They also have knowledge of base ten fractions and have had experiences with
using fractional language.

Grouping strategies to support learning:

The grouping structure for the corresponding lessons will include; whole class
learning, individual learning and mixed ability paired grouping/triads. The whole class
structure mostly appears in tuning in and then to bring together the lesson. Mixed
ability grouping has been viewed as beneficial as a study showed that students of
average and below average level, achieved at higher levels when taught in mixed
ability structures (Linchevski & Kutscher, 1998). Furthermore, this grouping is also
beneficial as learning is said to be socially constructed, as adapted from Vygotskys
theory (Van de Walle, Karp, & Bay-Williams, 2013). Finally, this structure enables
students to collaborate on learning experiences, support learning and challenges
their thinking, while developing new mathematical knowledge (Van de Walle et al.,
2013).

Overview of assessment:
Most of the assessment which will be undertaken is formative assessment. This
includes; photographs of students work to analyse and evaluate their learning
process. Furthermore, the teacher will also assess by listening to discussions and
carefully observe how students work, recording responses to some key probing
questions, particularly those that require justification and explanation.

Work samples will also be collected, particularly to assess whether students can
convert fractions to decimals. Furthermore, a work sample of conjectures that
students make in session four, will be collected, to observe whether students hold
any misconceptions.