EDMA310/360 Mathematics unit planner
Stephanie Cole S00126853
Unit Overview:
Throughout this unit students will be further developing their understanding of fractions and decimals. They will be exploring the notion of halves and
then developing an understanding of quarters and eighths. Building on their previous knowledge the students will be exploring how to half objects, how
to share a collection evenly among a group and how to record the fraction notation for their findings. Students will be working with concrete materials to
model and assist the development of their understandings.
Fractions will be introduced to students through real life situations where they need to share animals evenly among two paddocks, work out how many
lollies are shared among friends and through family contexts.
Unit title: Digging a hole fraction. Timing: Term 2, Week 7 (5 sequential lessons) Content maths area: Fractions and decimals 1.
Stage/grade/year level: Stage 1, Year 1C. Learning Focus (from the Syllabus): Content Strand Number and Algebra Substrand Fractions and
Decimals Proficiency strands Understanding and Communicating
Rationale: Due to an increasing technological society where decimal notation is used throughout everyday life, fractions and decimals need to be
introduced to students at a young age. (Bobis, 2013)
Through learning about these concepts from a young age students are encouraged to select ideas and tools appropriate to a given practical situation,
interpret and make sense of the results within the context and evaluate the appropriateness of the methods used. (BOS, 2014)
Students will be learning about fractions and decimals through real life situations and hands on materials so they can conceptualize their thinking as
Research has shown that when given physical materials from which students were asked to make their own decisions, nearly all students were
capable of conceptualizing and making logical predictions. (Peck, D., & Jencks, S., n.d.)
Assumed prior knowledge of students: In early stage 1 students focused on fairness in making equal parts. The emphasis was on dividing one
whole object into two equal parts. They explored that halves can be different shapes and when referring to different objects halves can be different
sizes.
Students developed the understanding that fractions refer to the relationship of the equal parts to the whole unit. (BOS, 2014)
Grouping strategies to support learning: Throughout this unit students will be in mixed ability groups. There will be a range of abilities within each
group with an openended question allowing all students to be pushed to their full potential. Lou et al 1996, states that low ability and average ability
students learned significantly more in mixed ability groups, while for high ability students, group ability composition made no difference. It is important
that as teachers we promote the friendship among your students and to encourage peers to support one another as they work and play together.
(Shaddock, Giocelli & Smith, 2007) Mixed ability grouping provides these opportunities where students can build off each others strengths whilst also
developing their social skills.
The groups will be chosen by the teacher and friendship groups will be split up which will in turn encourage students to interact and develop
relationships with other students.
Overview of assessment: There will be ongoing formative assessment throughout this unit of work. There will be formative assessments throughout
the first lesson for the teacher to see where the students knowledge and understanding is at. The formative assessments will be done through
observations, student work samples, questioning and reflections.
There will be one form of summative assessment at the end of the unit where the teacher will be able to see what the students have learnt throughout
the unit. It is a hands on activity with a written element which will be handed in and used to grade the students progress and achievements.
References:
Board of Studies (2014). New Syllabus for the Australian Curriculum Mathematics K10. Sydney: NSW Board of Studies.
Changing Teachers Practices. (2004). Retrieved March 1, 2015, from http://unesdoc.unesco.org/images/0013/001365/136583e.pdf
Lou, Y., Abrami, P., Spence, J., Poulsen, C., Chambers, B., & D'apollonia, S. (1996) WithinClass Grouping: A MetaAnalysis. Review of Educational
Research, 423458.
Peck, D., & Jencks, S. (n.d.) Conceptual Issues in the Teaching and Learning of Fractions. Journal for Research in Mathematics Education, 339339.
Shaddock, A., Giocelli, L.& Smith S. (2007). Students with disabilities in mainstream classrooms: A resource for teachers. Canberra: Australian
Government.
MATHEMATICS UNIT OF WORK
Unit Title:
Key mathematical understandings

Students model and describe half of an
object.
Students model and describe half of a
collection of objects.
Year Level: Year 1
Content strand(s):
Term: 2
Week: 7
Date: June 8th12th
2015
Number and Algebra
Substrand(s):Fractions and decimals
Outcomes: MA11WM describes mathematical situations and methods using everyday and some mathematical
language, actions, materials, diagrams and symbols
MA17NA represents and models halves, quarters and eighths
Proficiency strand(s):Understanding and Communicating
Outcomes: MA13WM supports conclusions by explaining or demonstrating how answers were obtained
Key skills to develop and practise (including
strategies, ways of working mathematically,
language goals, etc.) (45 key skills only):

Using manipulatives to show a half of a
collection of objects.
Showing half of an objects by cutting, folding
or splitting the object.
Key equipment / resources:

Maths books
Counters
2D shapes
Brennex paper
Key mathematical technical language (be specific
and include definitions of key words appropriate
to use with students)
Whole, part, equal parts, half, halves, about a half,
more then a half, less then a half.
Students may confuse whole in phrases such as
Applying that the equal parts make the whole
object or collection.
Subdividing a collection into 2, 4 or 8 equal
parts and describing them as halves, quarters
and eighths.
Communicating thinking by explaining how
they achieved half of the collection and
proving why it is half.
Possible misconceptions (list of misconceptions
related to the mathematical idea/topic that
students might develop):
Students may confuse whole with the term hole.
Students dont realise that all parts of the whole when
put back together equal 1 whole
 Students look at the denominator and numerator as
two different numbers not parts of the whole number.
White boards (mini)
Whiteboard markers
parts of a whole with the term hole.
Key probing questions (focus questions that will
be used to develop understanding to be used
during the sequence of lessons; 3 5 probing
questions):
 How can you prove its a half?
 How do you know there are that many people
in total?
 Could you have worked out the number of
animals in each paddock without sharing
them onebyone?
 If you add two halves together what happens?
 What work means to add to halves together?
(double)
Links to other contexts (if applicable, e.g., inquiry
unit focus, current events, literature, etc.):
Integration (if applicable, with other substrands
of KLAs.):
 Visual Arts Drawing the family then to further
decorate and hang up around the classroom.
 Science School yard safari looking at animals and
insects and splitting them into paddocks etc.
Learning
be evident in
strategies/ skills
lessons)
(highlight must
 English Writing a story based on sharing a collection
of objects.
MATHEMATI
CAL
FOCUS
(what you
want the
children to
come to
understand as
a result of this
lesson
short,
succinct
statement)
Analysing
Checking
Classifying
Cooperating
Considering options
Designing
LAUNCH
Focus on Mental Warm Ups
Review known and explore
new skills and understandings
across all strands
Use a variety of strategies
Focus on misconceptions
Mixed abilities
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
INTRODUCE
Share learning intentions
Share learning outcomes
Focus on prior learning in this area
Provide students with an overview of the concept/
content
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
EXPLORE
Small group/ whole class / individual
focus
Teacher works with a focused
group / rove / work with a support
group
Challenge individual students
Seeing patterns
Selecting information
Selfassessing
Sharing ideas
Summarising
Synthesising
SUMMARISE/ REVIEW
Encourage students to reflect on
their mathematical thinking
Share highlights
Discuss problems
Summarise key ideas
Share the learning journey  where
to next?
Testing
Viewing
Visually representing
Working
independently
Working to a
ASSESSMENT
STRATEGIES
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
Lesson 1
How to
half an
object and
prove its
a half.
Warmup:
Number busting
Class: 12
G&T: 72
Additional support
students: 6
 Ask students what a half is?
How do you know?
Is a half of an objects always one
particular shape?
Students to choose
what number they
bust. (Teacher may
instruct some
students to use a
particular number)
 Explain the instructions of the
activity.
 Explain that we are focussing on
halving 2D shapes.
Go through the learning intentions
and success criteria which is
displayed on the board.
Learning Intention Model and
Describe half of an object
Success Criteria:
Demonstrates half of an object.
Describes how to half an object.
Shows how two halves make a
whole object.
Children are given a
variety of 2D shapes. They
trace around them onto
coloured paper and cut
them out. Students show
how many ways they can
cut them.
*Teacher will be roving
taking photos on the ipad
of the shapes being
halved to used for
reflection.
Additional support
students: Have pre cut
shapes for the students,
offer extra support and
guidance.
G&T: Students to half
shapes and then half
again, forming quarters
and then eighths.
Students share results
with the class.
*Teacher puts the photos
taken on the ipad on the
IWB for students to talk
about the different
shapes and how you split
them in half.
 Teacher poses
reflection question:
How can you prove its
half? (Whole group
discussion)
Students are to write in
the back of their maths
books a KWL chart.
(now, want to know,
learnt) They fill out what
they already know about
fractions and decimals
and what they want to
know about fractions and
decimals)
Pre assessmentseeing students
knowledge of
halves, observing
the use of
language.
Noting down the
use of
mathematical
language used.
Teacher will record
through taking
photos on the ipad
to refer.
 Teacher notes
down students
knowledge of
fractions and
decimals and what
they want to know
about fractions and
decimals.
Lesson 2
Model
half of
a
collect
ion of
object
s.
Lesson 3
Model
half of
a
collect
ion of
object
s.
Recor
d
using
the
numb
er
senten
ce
Warmup Bingo
Students write down 4
numbers between 110 and the teacher
reads out the
numbers through
addition or subtraction
equations e.g. (4) 51=
Warmup Around the
garden.
Students are given
around the garden
cards, they start on
any square and have
10 counters. They
then roll the dice and
follow the instructions.
Aim: make rational
decisions to have the
most amount of
counters by the end of
the game.
Recap over last lessons activities
and findings.
Pose question:
Half of the people in a family are
males. What might a drawing of the
family look like?
Model an answer on the board
using magnetic counters and
drawings.
Go through the learning intentions
and success criteria which is
displayed on the board.
Learning Intention Model and
Display half of a collection
Success Criteria:
Displays that two halves make a
whole
Describes how to half an object.
Shows how two halves make a
whole collection.
In table partners students
are to work through the
posed question:
Half of the people in a
family are males. What
might a drawing of the
family look like?
Recap over last lesson, what they
did, how they achieved their answers
and what language they used.
Pose activity:
Students are given paper square to
represent a farm. Fold it in half to
create two equal paddocks. Get a
small handful of counters and place
them on the farm so there is an
equal number in each paddock.
Students record results of ____ is
____.
Teacher demonstrates on the board
using magnetic counters and a large
piece of butchers paper.
Go through the learning intentions
and success criteria which is
In mixed ability groups
chosen by the teacher
Students are to complete
the activity.
* Teacher will be roving
offering support and
guidance. Listening out
and encouraging
mathematical language.
 Students share results
with class.
 Teacher poses
reflection question: How
can you prove its half?
How do you know there
are that many people in
the family? (Small table
group discussion, then
whole group discussion)
Taking notes of
language used
throughout
discussions
 Work samples
 Observing
One student from each
group shares their
findings on the board.
(discussion: how they
could have achieved that
answer quicker or in a
different way.)
Formative
assessment:
Additional support
students: There are 3
males in the family and
half of the people in the
family are males. What
might a drawing of the
family look like?
Additional Support
students: Students are
given 8 counters and have
to split them equally.
*Teacher works with
additional support
students to encourage use
of language and develop
further understanding.
Formative
assessment:
Teacher poses reflection
question:
Could you have worked
out the number of
animals in each paddock
without sharing them
one by one?
Criteria to analyse
work samples:
 Have they
successfully
recorded a family
with an equal
amount of males
and females?
Taking notes of
language used
throughout
discussions
 Work samples
 Observing
 Monitoring group
involvement
Criteria to analyse
work:
Have they
successfully
recorded that of
of ___
is __.
Lesson 4
Model
a
quarte
r of a
collect
ion of
object
s.
Recor
d
using
the
numb
er
senten
ce
of ___
is __.
displayed on the board.
Learning Intention Model and
Display half of a collection
Success Criteria:
Displays that two halves make a
whole
Describes how to half an object.
Shows how two halves make a
whole collection.
Warmup:
Number busting
Class: 21
G&T: 81
Additional support
students: 8 (using
counters)
Students to choose
what number they
bust. (Teacher may
instruct some
students to use a
particular number)
Recap over last lesson, what they
did, how they achieved their answers
and what language they used.
 Teacher poses that they are doing
the same activity as last lesson but
now folding the paper into 4 equal
parts (quarters) and sharing the
animals into these 4 parts.
Recap the learning intentions and
success criteria, which is displayed
on the board.
Learning Intention Model and
Display a quarter of a collection
Success Criteria:
Displays that two halves make a
whole
Displays that four quarters makes a
whole
Describes that you half a half to
make a quarter.
Shows how four quarters makes a
whole collection.
___ is ___.
G&T: Students fold the
paper in quarters and
eighths and have to share
counters evenly between
the parts. Record
accordingly.
In table partners students
are to complete activity.
Students are given paper
square to represent a
farm. Fold it in half to
create two equal
paddocks and half again
to make four equal
paddocks. Get a small
handful of counters and
place them on the farm
so there is an equal
number in each paddock.
Students record results
of ____ is ____.
*Teacher will take a group
on the floor working
through the concept of
quarters.
G&T: Students fold the
paper in eighths and have
to share counters evenly
between the parts. Record
accordingly.
Whole group discussion
on findings about
quarters.
Teacher poses reflection
questions:
Are there any patterns
between quarters and
halves?
Is there any other way to
work out quarters then
individually moving each
counter into its square?
Students are given a
postitnote and have to
record 2 things they
learnt from this lesson
and stick it on the board.
Formative
Assessment:
Taking notes of
language used
throughout
discussions
 Work samples
 Observing
 Monitoring group
involvement
 Analysing what
students wrote
about what they
learnt.
Criteria to analyse
work:
Have they
successfully
recorded that of
___ is ___.
Session
5
Students
model
and
describe
half of a
collection
of objects.
Warmup: Skip Cards
(Doubling) Small
group skip cards
doubling starting with
2.
Recap over what the students know
and understand about fractions.
Ask students where they see
fractions or how they use fractions
and decimals in their lives?
Explain that this is an assessment
showing what they know about
fractions.
Pose question:
I shared half my lollies with a friend.
How many lollies did I start with and
how many did I share?
Go through the learning intentions
and success criteria which is
displayed on the board.
Learning Intention Model and
display half of a collection
Model and display that two halves of
a collection makes a whole.
Success Criteria:
Displays that two halves make a
whole
Describes how to half an object.
Shows how two halves make a
whole collection.
Individually students are to
work through posed
question.
Students are encouraged
to use counters, paddle
pop sticks or any
manipulatives that can
assist them.
Additional support
students: :I gave my friend
8 lollies which was half of
my lollies. How many did I
start with?
G&T: I shared my lollies
with 3 friends and myself
and we all had the same
amount of lollies. How
many lollies did I start with
and how many did I
share?
Teacher poses reflection
question:
If you add two halves
together what happens?
What word means to do
this? (Whole class
discussion)
Students fill out the rest
of the KWL chart they
started at the start of the
week.
Class discussion: Reflect
on what they have learnt
and what they would still
like to know.
Summative
assessment:
Students
demonstrate a
knowledge of
halving.
Students can
choose a number
of lollies and half it
to achieve two
equal groups.
Students can
record data using
the number
sentence of ___
is ___.
Note what students
have said they
have learnt and
what they would
still like to know.