MATHEMATICS UNIT PLANNER
Topic: Fractions
Key mathematical understandings
Fractions can be represented in many ways
and these representations help us interpret
quantities
Understanding fractions can help to
determine their size and locate them on a
number line
Fractions with different numerators and
denominators can be equivalent
Fractions can be added together and
subtracted to give us a new fraction
Fractions with related denominators can
easily be added or subtracted
Key skills to develop and practise
To locate and sequence fractions correctly on a
number line
To use appropriate language and representations
when discussing and working with fractions
To use their knowledge of equivalent fractions to
help understand and add/subtract fractions with
related denominators
To number bust fractions and understand the
connection between number busting and adding
fractions with related denominators
Year Level: 6 Term: Week: Date:
Victorian Curriculum Focus
Content strand(s): Number and algebra
Sub-strand(s): Fractions and decimals
Key Level description
Compare fractions with related denominators and locate and represent them on a number line (VCMNA211)
Solve problems involving addition and subtraction of fractions with the same or related denominators (VCMNA212)
Proficiency strand(s): Understanding, Fluency, Problem Solving, Reasoning
Understanding: Make connections between equivalent fractions and fractions with related denominators and
understanding that these can be used to add or subtract fractions
Understanding: Compare equivalent fractions and those with related denominators and recognise where they lie on a
number line
Fluency: Use models, diagrams and words with accuracy to efficiently reason and justify when comparing fractions
Problem solving: Demonstrate the ability to add and subtract fractions
Reasoning: Justify when comparing fractions and explain strategies used to help find the solution
Key equipment / resources: Key vocabulary
Dice (6 sided) Numerator, denominator,
Vinculum dice vinculum, equivalent fraction,
Number lines improper fraction, related
Rope denominator, part, whole,
Fraction index cards (Appendix 1) addition, subtraction, justify,
Fraction dominos (Appendix 3) reason, explain, locate,
Fraction bar sheets (Appendix 2) number line, compare,
Colour in fractions (Appendix 4) represent, solve, convince
me, estimate, equivalence,
Links to other contexts like numerators, like
Ask students to find real-life uses of fractions for example cooking /recipes denominators, number
busting, benchmarking,
Possible misconceptions Key probing questions Assessment overview
Fractions can only be added or subtracted if they What is meant by related denominators and what other fraction concepts does it Formative assessments
have the same denominator. link to? o Observations
Fractions cant be simplified to find an equivalence How can you use equivalent fractions to number bust, as well as add and o Work sample
The numerator of a fraction always has to be subtract fractions with related denominators?
How can you support your answers? What drawing, model or diagram will analysis
smaller or even to the denominator, it cant be o Roving conferences
strengthen your answer?
bigger How do you know that those fractions should be located at that point on the o Open-ended task
number line?
MATHEMATICAL TUNING IN INVESTIGATIONS REFLECTION & CATERING FOR ASSESSMENT
FOCUS (WHOLE CLASS FOCUS) SESSION MAKING CONNECTIONS DIVERSITY STRATEGIES
SESSION

Session 1 Share learning Whole class task: Group reflection circle Enabling prompt: Observations:
intention (LI) Rope fractions to discuss learning Use unit fractions such Can the student
Learning Review language (Sexton, Brown & as successfully place
intention: terms associated with Downton, 2010). Students share the their fraction on the
We are learning to fractions such as (Appendix 1) strategy used to assist Only use fractions with rope?
compare fractions numerator, them in placing the an even denominator
and interpret their denominator, Encourage use of index card on the to assist with Can the student
values by locating equivalent fractions, benchmarking, rope. estimation/partitioning. identify the strategy
them on a number improper etc. partitioning, utilised and was it
line. Ask: What do these estimating, sectioning Teacher uses Extending prompt: successful? For
terms mean? Can you and residual thinking prompting questions to Incorporate index example,
provide any create discussion. cards with decimal benchmarking,
examples? fractions and partitioning etc
Record student Questions: Looking at percentages.
responses our completed rope Did the student use
Address any are there any cards appropriate language
misconceptions that need moving? If when reflecting in the
so which ones and group circle?
why? What do we
notice about these
particular fractions
(pointing to equivalent
fractions)? What other
fractions could we
include on our rope?
Session 2 Share LI
Learning Equivalent dice game:
intention:
We are learning to Teacher roles two six
compare fractions sided dice, uses digits
with related to create a fraction e.g
denominators.
. Brainstorms with
students what are
some equivalent
fractions to ?
Teacher lists answers
on the board.
Students work Students gather on the Enabling prompt: Work samples:
individually, choosing floor with their Provide a unit fraction Mathematics journal
a fraction and listing equivalent fractions as a starting point. Does the student
all possible understand the
equivalents they can How do we know the Provide a fraction bar mathematical
find justifying how they fractions found are sheet (Appendix 2) concepts of
know their answers equivalent? Who can that can be used as a equivalent fractions
are equivalent. convince me? What visual tool to find and related
are some effective equivalent fractions. denominators?
Encourage use of strategies?
efficient strategy such Extending prompt: Has the student used
as doubling. Encourage a successful
explorations of other strategy?
Use think pair equivalences such as
share (visible percentages, decimal Student can justify
thinking, n.d) where fractions etc. how they know their
students think answers are
individually first, then equivalent?
share their answers
with a partner.
Session 3 Share LI
Learning Ask: When in life may
intention: we encounter
We are learning to fractions?
compare fractions
with related Use a what makes (Appendix 3)
denominators and you say that? thinking
benchmark them to routine (visible
a particular value. thinking, n.d).
Explain importance of
benchmarking
fractions for everyday
things such as
shopping, cooking
Students work in mixed
ability pairs to play the
Fraction Dominos
activity (Adapted from
Sexton, Brown &
Downton, 2010).
Students must reason
and justify to convince
their partners of an
appropriate answer to
get a point
Students can utilise
diagrams, words,
number lines and
models
Students must also
order correct answers
on a number line and
discuss with their
partner
Connection circle: Enabling prompt: Roving conferences:
reflecting and Use fractions close to Did student use
responding to the fraction language
the headings such as
following questions when convincing
Encourage use of partner, such as one
Were there any more part needed to
number lines and get
fractions that fell under the make the whole?
students to physically
more that one plot the fractions.
category? If so what? Where the models
Can you convince us? Extending prompts: and diagrams utilised
Include dominos with reflective of students
How does this lesson thoughts? Did they
decimal fractions and
link to our previous enhance
percentages
lessons on fractions? justifications?
Improper fractions.
What are some of the Could student
big ideas you gained benchmark correctly?
from this activity?
Session 4 Share LI Students work in pairs Gallery walk Enabling prompts: Work samples:
Use dice that only give Does the students
Learning Write on whiteboard Play colour in fractions Walk around tables even fractions work represent ideas
intention: (Clarke & Roche, looking at different from LI?
We are learning to What different ways 2010). (Appendix 4) ways their peers Provide less options
number bust can be number approached and on the sheet Is the student relying
fractions and solve busted into two Students can use any represented particular on bars to assist
problems involving of the materials they fractions Extending prompts: them? Once a bar is
fractions? E.g and suggested Can only represent
the addition of full does the student
related Can you identify any the fraction rolled, by number bust or skip
Ask: What fractions Rove between tables strategies or patterns number busting or
denominators. until they roll a
with related finding interesting your peers used? adding two related fraction whose bar
denominators can be examples for share fractions together. isnt full?
added together to time Teacher calls on E.g rolled
make ? students found when Can student correctly
roving to share their represented as . record their fractions
What materials could thinking to the class by writing the fraction
we use to help us do and colouring it in?
this?
Session 5 Share LI
Learning Ask: What did we learn
Intention: about adding fractions
We are learning to with related
solve problems denominators
involving the yesterday? How can we
addition of transfer this knowledge
fractions to todays LI?
Pose open-ended task:
I used two different
fractions that when
added together gave
me the answer , what
could the fractions used
be?
Discuss task:
What does added
require when working
with fractions? What
strategies can we use?
Students work Students sit on floor Enabling prompts: Work samples:
individually. sharing answers Use an easier fraction Has the student
with less possibilities. demonstrated an
Students work to Students question, understanding of
figure out as many reason and justify Encourage the use of correctly adding
possibilities for the answers they feel are materials to support fractions?
open-ended task incorrect. thinking.
Are the solutions
Students can use Why cant these Extending prompts: listed correct and
strategies fractions be an Use more difficult appropriate?
brainstormed to aid answer? How do you fractions with more
them know? possibilities Has the student
utilised a strategy/
How can we be sure Change addition to method to find all
we have accounted for subtraction possible solutions? If
all solutions? so is it effective?
Encourage students to
What if we swapped provide answers that What aspects of this
added for arent common task need revisiting?
subtracted? How denominators
would our process and
answers differ? What
would we need to
consider?
Plan for next sequence of learning (5-7 sessions) that builds on this unit of work:
1. Content/ mathematical ideas

Adding and subtracting fractions with unrelated denominators, improper fractions and mixed numbers.

Comparing and locating unrelated fractions

2. Aspects of the Victorian Curriculum that could be addressed in the next sequence

Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (VCMNA213)

3. Possible learning tasks that address the content and curriculum demands (include references where appropriate)

Using number lines to compare and locate fractions with unrelated denominators

Using number lines to help add and subtract fractions with unrelated denominators

Fraction rods Using additive/multiplicative thinking skills to work out which rods represent what fraction in a question

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

Students need to be able to add, subtract, locate and compare all types of fractions, not just those with related and common denominators

These activities help build upon and develop some of the five fraction constructs (Van de Walle, Karp & Bay-Williams, 2015).

Students should be able to apply their knowledge about adding and subtracting common fractions and those with related denominators to aid in
adding and subtracting fraction that are uncommon
Appendix 1: Rope Fractions (Sexton, Brown & Downton, 2010).

Activity description
Teach creates a number line using a rope
Teacher hands out index cards to students which contain different fractions and numbers on each
Students must estimate where about they should place their card on the rope.
Discussion behind each placing will occur all students have placed their cards on the rope.

Sample index cards

Appendix 2: Fraction bar sheet (Printablee, 2016).
Appendix 3: Fraction Dominos Activity (Adapted from Sexton, Brown & Downton, 2010).

Activity materials:
Set of fraction dominos
Laminated headings chart
Whiteboard marker
Scrap paper for workings out

Activity description
Students work with a partner and split a pile of fraction dominos evenly between them.
Students take it in turns to flip a domino and must convince their partner of which heading each fraction on the domino would best fit under on
the chart.
Students can use diagrams, words and models to assist them in convincing their partner and if successful can record their fraction under the
appropriate heading of their own chart.
Each fraction on the chart is worth one point
If unsuccessful their partner has the opportunity to steal the fraction off them and put it on their own chart if they can successfully convince
which heading the fraction should fall under.
The person with the most fractions and therefore points on their chart wins.
Laminated headings chart Example of fraction dominos
Closest to 0 Closest to Closest to 1 Closest to 2
Appendix 4: Colour in fractions (Clarke & Roche, 2010).

What I What I shaded What I rolled What I shaded What I rolled What I shaded
rolled
 Gaining insights from research for classroom planning

Introduction (up to70-80 words)

The mathematical focus of fractions is an important topic for primary aged students to comprehend.

This is largely due to the fact that fractions interrelate with several other mathematical topics such as algebra, decimals, percentages, measurement,

ratio and operations (Van de Walle, Karp & Bay-Williams, 2015). This paper aims to examine the importance of teaching primary students about

fractions and analyses how the Victorian curriculum reflects this.

Literature review (up to 620-630 words)

Developing fraction knowledge can be deemed as imperative due to the fact that it builds upon and develops proportional reasoning and other

important mathematical concepts like number sense, statistics, probability, algebra, measurement and ratios (Siegler & Pyke, 2013). Therefore,

developing students knowledge and understanding of all the constructs fractions can represent, will help in bettering students understandings of

fractions (Van de Walle et al, 2015). In particular, educators want to be teaching fractions for conceptual understanding so that students can build upon

their prior knowledge, apply it to new contexts and transfer it to new situations, as many other mathematical concepts are linked to fractions (Cramer,
Post & DelMas, 2002). Comprehending how to represent fractions using diagrams, models and objects, computing fractions using the operations,

understanding symbols, examining relationships such as equivalence and numerator-denominator, as well as recognising, interpreting, comparing,

locating and ordering fractions are the key knowledge and understandings educators should aim to develop in their students (Cramer, Post & DelMas,

2002).

Clarke, Roche and Mitchell (2008) believed that there are numerous tips and strategies that educators can utilise in order for students to understand

fractions both conceptually and relationally. In particular, highlighting the meaning of fractions rather than focusing on procedures can aid educators in

doing this (Clarke, Roche & Mitchell, 2008). If students can understand all five learning constructs of fractions and further explore these through

processes, a more complete understanding of fractions is likely to develop (Van de Walle et al, 2015). Furthermore, Clarke, Roche and Mitchell (2008)

believed that other strategies such as focusing on improper fractions and equivalences, using a diverse range of models for representation, encouraging

estimation and hence benchmarking, as well as linking fractions to decimals and percentages wherever possible, can also help in developing

understanding of fractions in students. Consequently, it is the educators role to ensure that these strategies are put into practice sooner rather than later,

to ensure common misconceptions do not arise in students understandings of fractions and key knowledge can be developed (Clarke, Roche &

Mitchell, 2008).
Educators need to be aware of the possible difficulties and misconceptions students may have when it comes to understanding fractions, as Cramer,

Post and DelMas (2002) have expressed how problematic this topic has been in both teaching and learning. Quite often, students do not treat the

numerator and denominator as one quantity, but rather two separate numbers (Ashton & Vincent, 2007). Van de Walle, Karp and Bay-Williams (2015)

believed that this misconception arises from students using their whole number knowledge and transferring it to fraction problems. It is important for

educators to combat this misconception first and foremost as understanding the numerator-denominator relationship is one of the first steps in

understanding fractions and their constructs (Siegler & Pyke, 2013). Additionally, other common misconceptions that can occur include students

believing that fractions with a larger denominator are always bigger, that when representing fractions using diagrams the parts do not need to be equal

in size and knowing what to depict as the whole when representing fractions (Van de Walle et al, 2015). If educators teach for relational understanding

and incorporate the strategies listed above, many of these misconceptions could potentially be avoided. However, using precise, relevant fraction

language such as five sixths, locating values on number lines, using a variety of examples and contexts where larger denominators are both bigger and

smaller than smaller denominators, the use of non examples and constructing the whole from a fraction, can directly challenge these misconceptions

(Ashton &Vincent, 2007). By challenging students misconceptions, the chance of them still having difficulties is significantly reduced (Ashton &

Vincent, 2007).

Critique of the Curriculum (up to 220-230 words)

Fractions in the Victorian Curriculum are introduced to primary aged students in year 1, whereby teachers are expected to teach children about halves

and help them recognise that a half is two equal parts of a whole (Victorian Curriculum and Assessment Authority [VCAA], 2015). As the students

progress through year levels, it isnt until year 4 where fraction concepts and constructs are truly investigated (VCAA, 2015). It has been largely

documented that fractions are related to the mathematical concepts of measurement and probability which feature in the Victorian curriculum from

foundation level onwards. If fraction knowledge is so imperative and the five fraction constructs relate to many other mathematical concepts, why too

are fractions not introduced in foundation level and why are fractions not comprehensively investigated until year 4?

In the upper primary year levels (4-6), the fraction content that teachers are expected to cover are those that are imperative to fraction knowledge. For

example, teachers are expected to cover equivalent fractions, strategies for adding and subtracting fractions, and locating, counting, representing and

comparing fractions both separately and on a number line (VCAA, 2015). As Clarke, Roche and Mitchell (2008) believed, focusing on content such as

these will aid in students relational and conceptual understanding. Therefore, it can be said that the fraction content the Victorian curriculum has

provided for years 4-6 is beneficial, yet more fraction content could be added, to ensure a holistic understanding of fractions for primary aged students.

Conclusion (70-80 words)

It is quite important for educators to ensure they allow for students to know and understand all about fractions and its constructs. Key fraction

knowledge is a part of the Victorian curriculum, as well as impacts upon and relates to many other mathematical concepts. If students do not fully

understand this key knowledge, then potential negative impacts on the learning of other mathematics could occur.
References

Ashton, P., & Vincent, J. (2007) Understanding fraction misconceptions. Prime Number, 22(3), 12-13.

Clarke, D., & Roche, A. (2010). The Power of a Single Game to Address a Range of Important Ideas in Fraction Learning. Australian Primary

Mathematics Classroom, 15(3), 18-23.

Clarke, D., Roche, A. & Mitchell, A. (2008). Ten practical tips for making fractions come alive and make sense. Mathematics Teaching in the Middle

School, 13(7), 372-380.

Cramer, K., Post, T., & DelMas, R. (2002). Initial fraction learning by fourth- and fifth-grade students: A comparison of the effects of using

commercial curricula with the effects of using the rational number project curriculum. Journal for Research in Mathematics Education, 33(2),

111-144. doi: 10.2307/749646

Printablee. (2016). Best Images of Printable Fraction Bars. Retrieved from: http://www.printablee.com/post_printable-fraction-bars_286596/
Seigler, R. S., & Pyke, A. A. (2013). Developmental and individual differences in understandings of fractions. Developmental Psychology, 49(10),

1994-2004. Doi 10.1037/a0031200.

Sexton, M., Brown, J., & Downton, A. (2010). Understanding fractions. Prime number, 25(4), 3-7.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2015). Elementary and middle school mathematics: Teaching developmentally (9th ed.,

global ed.). Boston, MA: Pearson.

Victorian Curriculum and Assessment Authority [VCAA] (2015). Victorian Curriculum: Mathematics. Retrieved from http://

victoriancurriculum.vcaa.vic.edu.au/mathematics/

Visible thinking. (n.d). Thinking routines. Retrieved from: http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/

03d_UnderstandingRoutines/ThinkPairShare/Think PairShare_Routine.html

Visible thinking. (n.d). Understanding routines. Retrieved from:

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WhatMakes_Routine.html