Assignment 3: Online Resource and Rationale

Mathematics in the Primary Classroom

Melisa Edwards
Swinburne Online

Melisa Edwards

Start Your Learning Journey

Melisa Edwards

Introduction
Think of other situations where
you might use fractions, decimals
and percents and write these in
your book.

(abcteach, 2013)

Melisa Edwards

(Clipart, n.d)

Fractions
A fraction is a part of a whole and consists of a numerator and a
denominator.
Part
Numerator
3
Denominator
6
Whole

Equivalent Fractions:
These may look as if they are different, but they are really the
same, and show the same value. All of these examples represent
half ()
3
6
5
10
7
14

Melisa Edwards

Decimals
These represent parts of a number. The decimal point separates
the whole from the parts.
Whole
Parts
Decimal
1
5

1.5

(Teachers Pay Teachers, 2012)

Using the example above, write in your book how you could show:
a)
b)
c)
d)

0.50
0.75
1.10
2.25

e)
f)
g)
h)

10.33
2.66
4.90
5.80

Melisa Edwards

Percents
A percentage is a number out of 100.
50 out of 100

50
100

50%

Using the example above, write in your book

how you could show:
e) 10/15
a) 15 %
f) 5 out of 20
b) 33 %
g) 45 out of 50
c) 8/10
Challenge: Show workings in you workbook
Jill earns $10 pocket money a week. She is
getting a 20% increase as of next week. How
much will Jill receive?
Melisa Edwards

Bringing it all together

Use what you have learnt, and work through the activities below:

Now use attempt this FUN activity!

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7
(Clipart, n.d)

Making Connections
Now using what you have learnt explain in your book, the process
of converting:
a) Fractions to percentages
b) Percentages to fraction
c) Percentages to decimals
d) Decimals to percentages
e) Fractions to decimals
f) Decimals to fractions

Melisa Edwards

Now your ready!

Not ready to sit the test, try the activity below:

This is being marked, so try your best!

Now try this challenge:

Finished early?
Help one of your peers
Or challenge yourself with this testing activity

Remember to record the question and your answer in your book

Melisa Edwards

Melisa Edwards

10

References
abcteach (Producer). (2013). Learning fractions, decimals, and percents. [video] Retrieved from
https://www.youtube.com/watch?v=Kr52yfR3wGA

BBC. (2014a). Converting fractions to decimals - play. Maths: number. from

http://www.bbc.co.uk/bitesize/ks2/maths/number/fractions_to_decimals/play/
BBC. (2014b). Fractions, decimals and percentages. Maths: number. from http://www.bbc.co.uk/bitesize/quiz/q30001937
Carson-Dellosa (Producer). (2014). Converting fractions, decimals, and percentages chart. [image] Retrieved from
http://carsondellosa.secure.miisolutions.net/media/cd/images/product/large/114051.jpg
Clipart. (n.d). Fractions and decimals. Microsoft Powerpoint: Microsoft Office.
Great Martini Company. (2014). Decimal conversion quiz. Math quiz. from
http://www.thegreatmartinicompany.com/Math-Quick-Quiz/decimal-conversion-quiz.html
Mathopolis. (2013a). Decimal Quiz. from http://www.mathopolis.com/questions/q.php?id=9305
Mathopolis. (2013b). Fraction Quiz. from http://www.mathopolis.com/questions/q.php?id=237
Mathopolis. (2013c). Percentage Quiz. from http://www.mathopolis.com/questions/q.php?id=5088
Teachers Pay Teachers (Producer). (2012). Decimal student reference mini posters- adding decimals and place value.
[image] Retrieved from http://www.teacherspayteachers.com/Product/Decimal-Student-Reference-Mini-PostersAdding-Decimals-Place-Value-118968
Teachheath (Producer). (2012). Decimals song. [video] Retrieved from
https://www.youtube.com/watch?v=0JB3bNfLqEM

Melisa Edwards

11

Online Resource Rationale

Introduction
Incorporation of effective online and interactive resources within the classroom, that are
aligned to the teaching and learning outcomes of the Australian Curriculum are a
fundamental aspect to provide an education using 21st Century teaching and learning
strategies, tools and techniques. This online interactive resource, caters to a variety of
mathematical proficiencies, and is aligned to the year seven number and algebra strand and
focuses on the sub-strand of real numbers; which looks at the concept of connecting fractions,
decimals and percents. The fusion of online resource and traditional teaching strategies
within the lesson has allowed students to make connections between fractions, decimals and
percents and allows students to develop an understanding of the relationship between these
real numbers.
Design and content
The online resource has been designed to be engaging and learner-centred; allowing students
to be actively involved in their own learning, monitor their thinking, think about their
learning, and assume responsibility for their own learning (Lambert, 2000) (Table 1). Studies
support this and demonstrate; that there are significantly more learning gains in the active
learning courses (Springer, 1997). Additional, theories of learning highlight the roles of
active engagement and social interaction in the students own construction of knowledge
(Bruner, 1966; Kafai & Resnick, 1996; Piaget, 1963; Vygotsky, 1978) and strongly support
this learner-cantered paradigm.

Introduction

Lesson Overview
Introduce concept
(film clip, board examples, class discussion)
Focus Group

Body

Conclusion

Teaching Strategy
Explicit, direct, instructional, modelling and
collaborating
Explicit, direct, instructional, guided and
collaboration

Online interactive resource

(tutorial, revise, quiz, test)

Learner-centred, self-directed and reflecting

Recap concepts, class discussion

Explicit, direct, instructional, reflecting,

modelling and collaborating

Table 1: Lesson overview and related teaching strategies.

Teaching Strategy and Lesson Structure Rationale

This lesson provides a variety of learning opportunities to cater to a variety of learning
abilities; using online interactive resources, concrete materials, focus sessions and class
discussions. A fusion of teaching strategies as explained by the Victorian Department of
Education and Early Childhood Development (2009) including scaffolding practices such as;
modeling, collaborating, guiding, convince me, focusing, probing, reflecting, extending and
apprenticing have been included within this lesson.

The lesson has been structured to allow concepts to be introduced and explained using
explicit and direct instruction techniques; before students attempt work independently. Hattie
(2003) supports the use of instructional and explicit teaching techniques to promote high
achievement and deep understanding. While, Richardson (2002) explains that interactive
whiteboards can be used in whole-class teaching to overcome students apprehensions
towards new concepts and allows them to demonstrate their ability. Studies by RM (2001)
explain how mathematic curriculum software has been shown to motivate both teachers and
students, leading to a deeper understanding of the subject matter and enhanced learning
opportunities; hence, the incorporation of the interactive whiteboard during the explicit
teaching session.

This lesson identifies struggling students and provides them with the necessary time
with the teacher through; focus sessions, where concrete materials and manipulative in
addition to more instructional and direct teaching strategies are used to close knowledge gaps
with struggling students, increasing their confidence and gives them a sense of success. This
is supported by Anthony and Walshaw (2007) elucidating that engagement with students has
a positive effect as students see themselves as; capable of learning mathematics.

While, the average and above average groups are exposed to self-paced and
moderated interactive activities; exposing students to a variety of stimulating and engaging
materials whilst testing their ability and proficiency in converting real numbers to different
formats. The selected online testing/quizzes, provide the students with immediate feedback,
that further explains any questions that were answered incorrectly. Receiving instant
feedback from computer programs when trying out ideas encourages students to use
conjecture and to keep exploring (Clements, 2000). It can also be used support learning and
allows students to revise and review tutorials to close knowledge gaps. These test results are
used by the teacher to identify class knowledge gaps and to facilitate future learning
opportunities. This lesson also, identifies extensional students and provides them with
additional challenging/engaging material; and gives these students the opportunity to
consolidate their learning by mentoring their peers. Clarke,D and Clarke,B (2008) strongly
endorse this approach claiming that pulling a small group aside for an extension task or to
help a group having difficulty getting into a particular task or understanding a particular
concept or skill is especially beneficial for struggling and extensional students.

Feedback and Assessment

A variety of formal and informal assessments have been included within this lesson such as:
-

Anecdotal notes (Observations)

Formative assessments (Assessment for learning)

Summative assessments (Assessment of learning)

Anecdotal notes and Formative assessments: allow students to complete online

quizzes; provides instant feedback and offers suggestions for self-improvement. The purpose
of this type of assessment is usually carried out through observations made by the teacher
during; class or individual discussions and the submission of draft work or quizzes. This
information is used to promote future learning opportunities, identify areas of weakness and
provide the student with specific feedback and suggestions to help the student improve. At
the completion of this lesson, quizzes will be handed in, assessed and either verbal/nonverbal
feedback will be provided; in addition to the feedback provided online.

Summative assessments: have been included and students will be expected to sit the
formal test once they have completed the online activities, tutorial and quiz. This test will be
used for formal assessment and will be marked according to the marking rubric aligned to
outcomes of the curriculum and the sub-strand real numbers within the number and algebra
strand. This test will be used to assess the students depth of knowledge and understanding of
the concept; it will be used to rank students within the class and will be returned to the
student with written feedback.

Conclusion
This lesson incorporates a fusion of traditional teaching strategies with the incorporation of
interactive online resources to support and consolidate students depth of knowledge. This
lesson explores the year seven number and algebra strand; focusing on the sub-strand of real
numbers; which looks at the concept of connecting fractions, decimals and percents. Studies,
haves identified the importance of incorporating the use of effective online and interactive
resources within the classroom, aligned to the teaching and learning outcomes of the
Australian Curriculum to provide a learning environment capable of catering to diverse
learning abilities; whilst still supporting struggling students and being able to extend and
challenge extensional students.

References
Anthony, G., & Walshaw, M. (2007). Effective Pedagogy in P ngarau/Mathematics: Best
Evidence Synthesis Iteration (BES).
http://www.educationcounts.govt.nz/publications/series/2515
Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
Clarke, D., & Clarke, B. (2008). Is time up for ability grouping. Curriculum Leadership, 6(5).
http://cmslive.curriculum.edu.au/leader/default.asp?id=22535&issueID=11280
Clements, D. H. (2000). From exercises and tasks to problems and projects - Unique
contributions of computers to innovative mathematics education. The Journal of
Mathematical Behavior, 19(4), 9-47.
Department of Education and Early Childhood Development. (2009). Numeracy in practice:
teaching, learning and using mathematics. (18). Melbourne: Education Policy and
Research Division Retrieved from
https://www.eduweb.vic.gov.au/edulibrary/public/publ/research/nws/numeracy_in_pr
actice_paper_no_18.pdf.
Hattie, J. (2003). Teachers make a difference. What is the research evidence?. Paper
presented at the Building teacher quality. What does the research tell us? ACER
Research Conference, Australian Council for Educational Research, Melbourne.
Kafai, Y., & Resnick, L. M. (1996). Constructionism in practice. Mahwah, New Jersey:
Lawrence Erlbaum Associates.
Lambert, N., & McCombs, B. . (2000). Introduction: Learner-centered schools and
classrooms as a direction for school reform. In N. Lambert & B. McCombs (Eds.),
How students learn (pp. 1-15). Washington, D.C: American Psychological
Association.
Piaget, J. (1963). Origins of intelligence in children. NY: Norton.
Richardson, A. (2002). Effective Questioning inTeaching Mathematics Using an Interactive
Whiteboard. Micromat, 18(2), 8-12.
RM. (2001). Summary report of findings from independent evaluations of MathsAlive.
http://www.rm.com/_RMVirtual/Media/Downloads/MathsAlive_Evidence_Brochure.
pdf
Springer, L., Stanne, M. E., & Donovan, S. S. (1997). Effects of small-group learning on
undergraduates in science, mathematics, engineering and technology: A metaanalysis. Review of Educational Research, 69(1), 21-51.
Vygotsky, L. S. (1978). Mind in society: The development of higher mental process.
Cambridge, MA: Harvard University Press.