NOTE:
1 lesson each day- maths
investigation
1 lesson each day-
numberlines
Concepts being explored
 Place value of tenths
 Divide amounts equally
 Representation of data
 Tenths as various notations
Analysis of prior knowledge
Students can identify place value of
hundreds, tens and ones in written and
visual form.
Value of tenths in place value- 10/10 = 1
whole
Australian Curriculum
Fractions and decimals-
Year 3- Model and represent unit fractions
including ½, ¼, 1/3, 1/5 and their multiples
to a complete whole (ACMNA058).
Year 4- Recognise that the place value
system can be extended to tenths and
hundredths. Make connections between
fraction and decimal notation
(ACMNA079).
Elaborations: Using knowledge of
fractions to establish equivalences
between fractions and decimal notation.
MATHEMATICS: TENTHS
Rationale: During this maths unit students will develop an understanding of
the place value of tenths in a number. They will recognise tenths as being Topic: Tenths
Week: 5
able to be represented in various notations and be able to order decimals
Educational Setting: Yr 5 & 6
and fractions of tenths in order according to their value. Students will begin
to develop an understanding of how to add decimal tenths.
Lesson 1-2 2 x 50 minutes Lesson 4 50 mins How much free garlic bread will you receive with
your pizza order?
Learning intention: Learning intention: To practice sharing How can it be shared equally?
To solve worded problems (tenths) using equally and how to divide leftovers.
concrete materials and problem solving skills. If you receive 6 free pieces of garlic bread per pizza
Engage: sharing equally activity you order, how many pieces of garlic bread are you
Engage: decimal bingo- teacher to say place going to get?
value of number ie 2 in the tenths. Introduction: How can you divide these equally between each of
Review the concept of sharing equally. the 3 members in your group?
What are you going to do?  Sharing in real life Will you have left overs?
Recap two favourite pizza toppings-  How portions change depending on How many?
introduce who wants what activity- students the number of people. Students show this and add to their presentation
to ask people in their group which topping  How can we share equally? sheet.
they want and collate data. As a group (Partitioning or grouping collections
students then use pizza outlines to record or cutting whole things into parts/ Conclusion:
this. fractions. Students regroup and show their thinking.
 Do more people mean more or less
- Write their order food per person if you are sharing How many pieces of garlic bread did your group
(explained on the pizza party maths equally? have?
investigation sheet) How did you work out how to divide it evenly
Development: between you?
Students to present this on a poster. Sharing equally:
Use concrete materials to share amounts
Conclusion: equally.
After each lesson students to present their Review concepts of fractions being a part of
findings so far. At the end of their final a whole.
lesson, they present their poster to the class. Explore the different ways the same fraction
can be shown.
Use concrete materials and label a variety of
fractions.
Problem solving for investigation:
Share the extras
General Capabilities
Critical and Creative Thinking-
Inquiring – identifying, exploring and
organising information and ideas
 Identify and clarify information
and ideas
 Organise and process
information
Numeracy- Using fractions, decimals,
percentages, ratios and rates
 Apply proportional reasoning
 Interpret proportional reasoning
Lesson 5 50 minutes
Learning intention: To represent fractions
using concrete materials.
Engage:
Decimal Bingo
What are you going to do?
Recap numerator and denominator of a
fraction.
Place value- tens, ones, tenths.
Teacher to:
Give students cut out tens, ones and tenth
cards.
Teacher to give students a fraction- students
to represent this with their cards.
Teacher to check student’s answers-
questioning their answers- how do they know
that is the tenths, ones, tens place?
Differentiation:
Students use place value charts.
Students complete place value worksheet.
Differentiation- sheet 1 /2 /3
Conclusion:
What have we learnt today? What do you still
not understand?
Lesson 5- 50 minutes.
Learning intention:
Plan- based on students responses from
last lessons conclusion.
Engage:
What are you going to do?
Lesson 6- 50 minutes
Learning intention:
To represent fractions and decimals on a
number line- locating half, and equivalent
fractions.
Students to make number lines with a
partner- teacher to model/ assist.
Students to locate fractions on the number
line.
Students locate 5/10, teacher then asks
them to locate ½- is this the same?
Why/why not?
Students to draw and colour in 5/10- now
colour in one half of the same shape- is this
the same?
Complete the same with one quarter.
Change number line to fifths- complete the
same task.
Teacher to question students’
understandings and challenge
misconceptions.
Conclusion:
Decimal battleships. (numberlines)
Lesson 7- 50 minutes
Learning intention: Students to show what
they know.
Engage: Decimal Bingo.
What are you going to do?
 Recap this weeks learning

Independent activity
Teacher to:

Students to complete tenths test.

Conclusion:
Decimation 1 game.

Assessment
Tenths test- formative