Topic: Fraction and Decimals

Key mathematical understandings

Year Level: 4

Term: 2

Week: 1

Date: 30/9/2015

Key AusVELS documentation (taken directly from AusVELS documents):

(2-4 understandings only):

Decimals and fractions can be equivalent

Decimals are fractions that can be ordered

on a number line

A decimal fraction can be composed of

several smaller decimal fraction

Place value system relates to decimal

fractions

Content strand(s):
Number and Algebra
Sub-strand(s): Fraction decimals
Level descriptions:
Investigate equivalent fractions used in contexts (ACMNA077)

Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on
a number line (ACMNA078)

Proficiency strand(s):
Understanding
Fluency
Problem Solving
Make connections between decimal fractions and fractions
Compare decimal fractions
Represent decimal fractions on a number line
Recognise decimal fractions and fractions can be equivalent
Use strategies such as visualizing or benchmarking to assist activities

Key skills to develop and practise (including strategies, ways of working

mathematically, language goals, etc.):

Using bench marking

Converting decimals to fractions

Ordering/comparing decimal fractions

Equivalence

Correct decimal language

Key equipment / resources:

Rich assessment task book
Worksheets
IPad
Decimats work sheet
Fraction die/6 sided die
Clothes line/pegs
Decimal fraction cards
Decimal cards and matching
name

Reasoning

Key vocabulary:
Partitioning, equivalent, benchmark, compare, order,
hundredths, tenths, thousandths.

Possible misconceptions

(list of misconceptions related to

the mathematical idea/topic that students might develop):

Learning
strategies/
skills

A longer decimal is larger (Steinle, 2004)

A shorter decimal is larger (Steinle, 2004)
Decimals can be treated as another whole
number (Irwin, 2001)
When a zero follows the decimal point it is
automatically the smallest (Wright, 2015)
Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

MATHEMATICAL
FOCUS
(what you want the children to
come to understand as a
result of this lesson short,
succinct statement)

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TUNING IN
(WHOLE CLASS FOCUS)
(a short, sharp task relating to the
focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be
a problem posed, spider diagram,
an open-ended question, game, or
reading a story)

Key probing questions (focus questions that will be used to

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

develop understanding to be used during the sequence of lessons):

current events, literature, etc.)

How might you visualise that decimal?

Is this larger or smaller than a half?
Where would this sit on a number line?
Do you know the fraction equivalent?

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

INVESTIGATIONS
SESSION

REFLECTION & MAKING

CONNECTIONS SESSION

(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
childrens thinking or work with a small
group for part of the time and to also
conduct roving conferences)

(WHOLE CLASS FOCUS)

(focused teacher questions and
summary to draw out the mathematics
and assist children to make links. NB.
This may occur at particular points
during a lesson. Use of spotlight,
strategy, gallery walk, etc.)

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ASSESSMENT
STRATEGIES
(should relate to objective. Includes
what the teacher will listen for,
observe, note or analyse; what
evidence of learning will be collected
and what criteria will be used to
analyse the evidence)

Session 1
Naming decimals
game

Comparing
decimals
Naming decimals

How might you write 5

tenths as a decimal
fraction? (on white
board)
How might we write 27
hundredths?
How would you say this
decimal fraction? (draw
one on board)
How might we write
as a decimal fraction?

In groups of 3 use Virtual

Manipulative app,
focusing on decimal
fractions.
The students will be given
various decimal number
cards with linking naming
cards (tenths and
hundredths). The students
need to link the decimal
number with the name and
use the Explain
Everything app to show
what they did.
Teacher role is to observe
use of mathematical
language, reasoning and
strategies for comparing.
How do you know this is
27 hundredths and not 27
tenths?
What made you match
those two cards?

Ask a spokesperson from

each chosen group during
observation to come up and
show their Explain
Everything and explain
their reasoning.
Noting differences between
answers and ask students
how they might prove they
were right/wrong matches.
What is a strategy we
could use to help us?
How can you prove this is
correctly matched?

Enabling: Use only tenths

cards or whole number and
decimal combinations.
Do you think this decimal
is smaller than this one?
Which would be closer to
a half?
Extending: Students can
use cards involving
thousandths, How would
you say that decimal?
How might you order
them?

Assessment by
observation: use of
mathematical language
and previously explored
skills (visualising on
number line and
benchmarking).
Assessment of Explain
Everything, ability to
correctly match and
justify.

Session 2
Decimal Clothesline

Ordering decimal
fractions
Comparing
fraction decimals
Benchmarking
Place value

Pose two decimals to

students
I wonder which is closer
to 0, which is closer to
1?
What strategies can we
use to help us prove it?
Focus on using the skill
of benchmarking

Send students back to

work in table groups and
order 5 given decimal
cards (all below 1) from
smallest to largest.
Teacher to observe and
probe questions
If they are both two digits
long which is larger?
Which of these is closer
to half?
Can you prove it?

As a whole class order all

decimal fraction cards on a
number line and justify
placement. Choose specific
students to explain their
reasoning and strategies.
Focus on the ability to
benchmark when
comparing decimals.
Is this larger or smaller
than a half?
What other decimal
fraction could we compare
it to?
Let the students challenge
positioning, listen to
mathematical arguments.
Share Explain Everything
app created by group,
discuss understanding.

(personal communication)

Enabling: limit the cards to

more simple decimals,
what do you know about
those two numbers that
can help you?
How would you say this
decimal?
Extending: include more
complex decimals
(hundredths and
thousandths) to compare,
what is the most efficient
strategy to compare
decimals?, which are the
easiest/hardest to
compare?
Complete Explain
Everything app on task as
a group

Assessing by
observation: language,
justification of order.
Work sample: correct
order of decimal,
understanding of
equivalence (placing two
decimal fractions at the
same point) and
benchmarking as a skill
(comparing decimals to
the half).
Explain Everything app.

Session 3
Decimats
Adding/subtracting
decimals
Renaming/re
grouping
Decimals can be
broken up into
multiple others
Place value

Show students a blank

Decimat and provide
them with a decimal.
How might you
represent this decimal?
How many other ways
can you represent this
decimal?
Focus on the idea that
decimals can be broken
up/made up of other
decimals.

Students play Decimats

with a partner.
Teacher role is to observe
students use of prior
knowledge, strategies,
mathematical language.
Probing questions what
else could that be broken
up into?
What if you had to use
two different decimals?

Choose particular students

during observation to show
the class what they shaded
for a particular fraction,
discuss their strategy and
how they can prove it was
correct.
Whats another way we
can break up their fraction
is there was no left on
the Decimat?

Enabling: give the students

paper to help visualise the
decimal. Minimise the
Decimat.
Extending: make the dice
ten sided. Increase
decimals on the Decimat
(hundredths, thousandths,
ten thousandths).

Assessment: observation
of mathematical
language, reasoning and
justifying, ability to
benchmark and visualise.
Work samples, correct
shading of decimals,
addition and subtraction,
ability to rename and
regroup.

Choose 5 students during

observation to share their
work and compare their
length of wool/paper. The
class need to prove that
they are the correct length
of a meter and that they are
ordered correctly from
smallest to largest.
- Share a few
students Explain
Everything App to
discuss
understanding

Enabling: choose a
suitable decimal for a
student to work on,
encourage the use of
bench marking and
visualising.

Observation: observe
language/strategies and
ordering/converting skills
during class discussion
and work samples.
Explain Everything App

(personal communication)
Session 4
Everything about my
Decimal
Decimal
conversion
Visualisation
Equivalence

Pose statement to the

students tell me
everything you know
about decimals. Recall
on prior knowledge from
previous lessons.

Students conduct
Everything about my
Decimal task in pairs.
They choose a decimal,
write down everything they
know about it, fraction
equivalent, represent on a
number line, find three
equivalent fractions,
represent as part of a
meter, cut a piece of
wool/paper this size and
record length.
Teacher role, observe
strategies, language,
knowledge and encourage
students to go beyond the
simple decimal.
(Downton, Knight, Lewis,
Clarke, 2010)

Extending: choose a more

challenging decimal, what
is the most efficient
strategy for problem
solving?
- Create Explain
Everything app

Session 5
Fraction decimals
clothes line
Ordering
decimals
Equivalence
improper
fractions
benchmarking
conversion from
fraction to
decimal

Choose a fraction and tell

students
What would this be
converted into a
decimal?
Do we know of any other
fraction that would equal
this decimal?
What can this fraction
broken up into?

Students will be asked to

choose a mixture of
decimal fractions and
improper/proper fractions
and order on a number
line in their books
somewhere from 0 to 3.
Teacher role to observe
and probe questioning.
Are any of the decimals
equivalent to a fraction?
Create Explain
Everything app to justify
their order involving both
partners understanding
(personal communication)

Each pair is to then choose

one of their decimal
fraction/improper or proper
fraction and order it on the
class washing line
somewhere from 0 to 3.
The class will conduct
mathematical discussion on
correct placement. Teacher
is to probe thinking and
question their knowledge of
equivalence.
Is that decimal/fraction
equivalent to any others?

Enabling: What is a
strategy you have learnt to
help you compare fraction
decimals? (benchmarking,
visualisation) Get student
to focus on just the
fractions or just the
decimals. What can you
use from the others to help
you?
Extending: write the
decimal or fraction
equivalent for each card.

Assessment: observation
of ordering and
strategies. Use work
sample/Explain
Everything recording to
assess understanding of
fractions, decimals,
equivalence and ordering,