EDMA310/360 Mathematics Unit.

{Sophie Di Leo S00105998}

Unit title: Fraction Interactions and Decimal Festivals

Timing: Term 2 week 4
Content maths area: Strand: Number and Algebra. Sub strands: fractions and decimals
Stage/grade/year level: Stage 2 Year 4
Learning Focus: Sub strand: Fractions and decimals Proficiency Strands: Communicating, problem solving and reasoning
Rationale:
Fractions and decimals are important for participating in everyday life and becoming active, informed citizens (MCEETYA, 2008). Important for students to
build an appreciation of fractions and decimal numbers as it is an essential and relevant part of life, recognising that its cross-cultural development has been
largely in response to human needs (BOS, 2012)
Assumed prior knowledge of students:
The unit is intended to be used to recap the knowledge students should have gained in their stage 1 lessons on fractions and year 3 stage 2 lessons. This
includes recognising halves, quarters and eighths (BOS, 2012; DEC, 2014 & Klerk, 2013). Ss are regularly completing MWU related to fractions and
decimals throughout the year. Unit aims to build on students prior knowledge of fractions, deepen their understanding and to introduce new concepts on
fractions and decimals. The unit is following a measurement and length unit where Ss have been growing and practising using a ruler and measuring tape,
measuring the height of their own vegetables.
Grouping strategies to support learning:
Opportunities for group work of various abilities, to build on each others thinking and come to a richer understanding. Each member bringing their own
particular strengths and knowledges to the situation. Ss will be often be engaged in cooperative learning groups of diverse, mixed abilities to support
students learning (Zevenbergen, 2005 & Stanley, 2008). Sometimes Ss will work in friendship groups, other times Ss will be allocated, some of the ways Ss
could be grouped include pulling Ss name out of cup, A4 playing card received and Ss find group with corresponding number. Sticky notes of different
colours or simply working in table groups (William & Bartholomew, 2004; Clarke & Clarke, 2008 & Zevenbergen, 2005).
Overview of assessment:
Throughout this unit, various forms of ongoing assessment including assessment as, for and of learning are incorporated (Groundwater-Smith, Ewing & Le
Cornu, 2014). Diagnostic and formative assessment are used, with post assessment for unit being more summative where students add onto their pre
assessment all their new learning. The assessments are open ended and designed to allow Ss to apply their knowledge and range of skills (Mueller, 2003).
Throughout the unit Ss have opportunities for self assessment and reflection. Tasks included in this unit can be modified at any point so Ss can demonstrate
their understanding; this enables the teacher to collect a range of evidence on the Student including work samples, photos and film footage along with
teachers observation notes onto sticky notes and student cards and use this data will be used to review, follow up and to drive future learning. Students will
not only be given opportunity to self assess but also an evaluation assessment at the end of the unit on my teaching. I will also reflect on the unit and ask
questions and make changes such as, were outcomes achieved by the end of the unit? What changes will I make when programming this unit in the future?

MATHEMATICS UNIT OF WORK

Unit Title: Fraction Interactions and Decimal Festivals

Key mathematical understandings:

~Concept of fair share is integral to
development of fraction ideas (Clarke,
Roche & Mitchell, 2007)
~Constructing, representing, ordering and
comparing fractions and decimals

Year Level: 4

Term: 2

Week: 4

Date: 1/5/15

Content strand: Number and Algebra

Sub-strand(s): Fraction and decimals
Outcomes: MA2-7NA represents, models and compares commonly used fractions and decimals (MWU,
time measurement, geometry)
Proficiency strand(s): Understanding, Problem Solving, Reasoning
Outcomes: Communicating. MA2-1WM uses appropriate terminology to describe, and symbols to
represent, mathematical idea
MA2-3WM checks the accuracy of a statement and explains the reasoning used

Key skills to develop and practise:

~To develop and practise flexible, creative
mathematical thinking, questioning, reasoning,
communicating and reflecting
~To ask questions in relation to mathematical
situations and their mathematical experiences.
~Develop number sense and the ability to use number
concepts in flexible ways to make mathematical
judgements and to develop useful strategies for
handling numbers
~To reflect and make connections to real life
experiences, identifying where and how concepts and
ideas are used

Key equipment / resources:

Stop watch, 10 second tocker, scissors, coloured
paper, fraction walls, pattern blocks, fraction and
decimal number cards, string for number lines, sticky
notes, equal/unequal flash cards, recycled bottles to
make word towers, chocolate, measuring cups and
spoons, digital kitchen scales, calculators, iPads,
webquest, rulers and plants, recipe and ingredients,
decimats,
Smart note books with, number lines, whole and
rational, spinner with fraction and decimal numbers,
fraction walls, music, images of flags, petrol,
supermarket prices (Dunbar, 2015; Roche & Clarke
2010; Bobis, 2005; Hertzberg, 2012 & Roche, 2010).

Key mathematical technical language:

Ss should be communicating using the following
language
~Third, fifth, one-third, one-fifth, fraction,
denominator, numerator, mixed numeral, whole
number, fractional part, number line, tenth,
hundredth, is equal to, equivalent fractions,
decimal, decimal point, digit, place value,
round to, decimal places, dollars, cents (De
Klerk, 2013; DEC, 2014 & BOS, 2012).

Possible misconceptions

Key probing questions:

~Language misconception with different meaning

words sounding the same eg. 'whole' and 'hole'
~Not looking at halves as two equal parts
~Confusion with place value of decimal numbers,
dancing decimal point
~Believing a longer decimal number means a larger
number (Roche, 2005)

~Is there another way you could prove that?

~How did you find that out?
~What made you decide to do it that way?
~Is there another way we could show this? Have we
found all the possibilities?

Links to other contexts:

~Ss real lives, country flags, money, food, gardening,
cooking
~Matilda musical with music and dance
~Depending on book Ss are reading might be possible
to link aswell

Learning
strategies/
skills

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Integration:
~PDHPE nutrition in growing own veggies, cooking
and dance
~Geography looking at flags
~Creative arts, music notation, and shapes in visual
art

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

Key to highlight focus of

# Language. * Differentiation Scaffolding for modified learners. Extension. ICT. Assessment
MATHEMATICAL
FOCUS

Lesson 1
Model fractions
as parts of
whole object
Address
language
misconceptions
and to
develop and
demonstrate
perseverance in
undertaking
mathematical
challenges.

LAUNCH

MWU~ student times 10mins,

click when half way, 2 clicks
when 10mins
~ Brainstorm some places you
have seen fractions and decimals
in real life. Here are some more
images
~What are some words we might
use when talking about fractions
and decimals? Make a word
cloud, let Ss know when hear
using word going to put their
initials next to word. Ss add
language to individual word
towers (using recycled milk
cartons) on desks eg. 'whole' not
'hole' #*
~2 digit number busters
~Write a fraction/decimal
number on sticky note, post onto
number line #
~What do you want to learn
about fractions and decimals?
Question box

INTRODUCE

WALT

EXPLORE

SUMMARISE
REVIEW

Pre assessment
for next weeks
unit on geometry,
focus on 2D
shapes and 3D
objects
highlighted
Look for any
student
~Create a
misunderstanding
mind map to How can I help
summarise
students
key
overcome these?
information ~ Students will
together.
be assessed on
the language
# Discover ways to fold shapes into two equal
~Pre assessment on
they use. The
geometry, looking for parts. ~Repeat with folding into quarters, thirds,
knowledge
sharing all you know fifths and tenths
shared at the
~Record all observations about these pattern blocks?
about 3D objects
beginning of the
~If value of
is one whole what fraction is each of
lesson will
~Use appropriate
provide the
the following? ,
,
terminology to
teacher with an
~In pairs place all these blocks on number line ~How
describe, and
understanding of
many triangles to cover one hexagon?
symbols to
students current
~Build one whole using these blocks eg. If a
is
represent,
knowledge
1/2, this shape
is one whole. If
is 1/4
mathematical ideas
through a
build 1 whole*
MA2-1WM
diagnostic
Create own..if a ? is ? build 1 whole
assessment. This
~Could link to investigation, appreciation and
TIB
assessment along
~In real life we need making task on Australian Indigenous artist, Gloria
with last weeks
Petyarre Ss represent fractions in own artwork
to know how to use
pre assessment
~Ss measure height of tomato plants with ruler,
language in context
drives the
estimate first ensure Ss still using ruler precisely
~to guide learning
following lessons
measuring from 0 and from soil (continuing science
for next topic
activities and
discussion
project). Collect and share data
~Fraction angles, Ss create angle maker
Discuss
different ways to describe parts of a circle as
~ Some new words
fractions. e.g. half a circle, more than 3/4 of a
when talking about
circle. How would you write this as a decimal?
fractions and
Explain in pairs how you know where the different
decimals and know
fractional parts are on your angle maker *#
the meaning of these One student turns over a fraction angle card and
words
challenges their partner to show this amount eg.
Show me two tenths. What do you call the other
~ To estimate
fractional part? in less than 10 seconds on the angle
fractions of area
maker.
~Using coloured paper, cut out some shapes ~Cut
WILF
each shape into two equal parts ~Check by matching
~Using numeracy
the two pieces together each time.
words in context
~Does this work for all shapes? Why? Why not?

~Together
decide on a
homework
task that
matches
what we
want to
learn

ASSESSMENT
STRATEGIES

Lesson 2

Investigating
possible real
life problems

MWU~ student times 10mins,

click when half way, 2 clicks
when 10mins
~Decimal price tickets in
supermarket order from smallest
to largest. How do you know

Build up
confidence
~Hold cards up one at a time eg.
and
understanding
or pictures of flags eg.
in decimals
Ss whisper YES if they
and fractions
that? Can you prove that?

see equal parts and NO if they

see unequal parts

~Fraction/decimal spinner
notebook. Tell parter everything
you know about this number
come place number onto number
line
Lesson 3
To address
misconception
longer is larger
and
demonstrate
interest,
enjoyment and
confidence in
the pursuit and
application of
mathematical
knowledge,
skills and
understanding
to solve
everyday
problems

MWU~ student times 10mins,

click when half way, 2 clicks
when 10mins
~Which is bigger? 3.2 or 3.122
prove it #
~Ss using large A4 number cards
stand at front and create largest
decimal number, smallest etc. s
holding point remaining still, add
another digit in for challenge
~Rounding up and down (to
the nearest 10, 100, 1 000, 50,
500 etc.)
~Fraction and decimal SNAP
~Decimal French time problem
nrich
~Who am I? Fraction celebrity
heads #*

WALT
~ Fractions as fair
sharing
~ Investigate
fractions in everyday
problems

Chocolate block task

~ Three chairs with one, two and three blocks of
chocolate on them
10 volunteers 1 at a time to choose a chair (object is
to get as much chocolate as possible). Discussion on
how much each student will receive. Record findings
on board, if 3 Ss stand behind chair with two blocks
discuss how sharing two blocks between 3 means 2
thirds each. Each group of Ss to bend down under
chair. Visual representation of chair as vinculum, Ss
as denominator*#
~Discussion, pose Qs Which chair would you choose?
Is it best to go first or last? If you had the chance to

~Use calculator to
investigate place
value in decimals
~Model, compare and move to a different chair would you? # Repeat
represent decimals
of up to two decimal with discrete, divided chocolate pieces. Add more
chocolate onto chair, opportunity to discuss
places
improper fractions
~Use calculator to write as decimal. Calculator
~Understand that
longer doesn't mean challenges and investigations eg. Wipeout and
multiplying a dividing decimal numbers by 10, 100
larger

~PMI
Discuss
something
you learned
with a
partner
~Find out
from your
partner 2
things they
need more
help with
about todays
session

~Students
demonstrate
their level of
understanding
when sharing in
the discussion
and in MWU, PMI,
question box
demonstrates
students
understanding
and what
interests them

and 1 000

WALT
~Use music and
movement to
represent fractions
~Collect data and
order plant heights
from smallest to
largest
~Use different ways
to represent decimal
numbers
~Understand that
longer decimal
doesn't mean larger
~Apply knowledge of
decimals to record
measurements eg.
123 mm = 12.3 cm

In fraction Dance group of 4. Watch short clip from musical

Matilda. Have 2 Ss of each group choose a step and same
movement, mirror each other while two Ss observe. *#
What fraction of the whole is moving and what fraction is
observing? Repeat with different numbers in a group.
Challenge the group to think of ways of demonstrating
different fractions eg. 2/6 or 2/3 of us were circling our
arms. ~Is there another way we could show this? Have we
found all the possibilities? Write as a decimal. Link to
musical notation eg. 3/4 time signature, beats in bar
~Decimats game, Ss record what rolled with die as a
fraction, decimal and shading, opportunities for the
students to further partition tenths or hundredths to
create hundredths or thousandths, to regroup and rename

~Measure growth of tomato plants, continuing project.

Collect and share data.
~Order decimal numbers of recorded tomato plant heights
from smallest to largest. ~Is there a way you could prove
that?
~Find an interesting fact with a decimal number, represent
that number in own way, as a story, on a number line, as
money, with pictures? Dance? #

Record what
you've
learned in
your
Mathematics
workbook,
any
difficulties
you have
had and any
new goals

Observe and
document
language. Ss
work samples
Film,
photograph Ss
work in action

WALT
~By the end of this
lesson
~Sense of
~Relationship
ownership and
~Write a fraction/decimal
between fractions
relevance in
number on sticky note, post onto and decimals
learning after
~Represent decimal
fraction number line
collecting
numbers with MAB
data, using
Place value
~What fraction combinations
that
importance
equal one whole? All the
information
~Research facts that
possibilities? Using Fraction wall
interest class
and represent
SMN pieces
~Check the accuracy
as a fraction
of a statement
and decimal
proving by testing
~Fraction angles from L1.
with a focus
out possibilities to
Working
in
pairs
Ss
time
each
on fractions as
come to 1 cup and
other
10
How
many
different
division
fraction angles can you make in 1 explain the reasoning
used MA2-3WM
minute?
~represents, models
and compares
~Decimal price tickets in
supermarket order from smallest commonly used
fractions and
to largest. What do you notice
decimals MA2-7NA
about way amounts of money
written? $4.3 or $4.30? Does 3.00
and 3.0 have same value as 3?

Lesson 4

MWU~ student times 10mins,

click when half way, 2 clicks
when 10mins

~Brainstorm in pairs all combinations we can use a

~Change
quarter, half and one third measuring cups to make 1 roles If you
cup to water the tomatoes, test out and share
are the
teacher,
strategy used
what
~Pose problem if 15 plants disappeared out of the
questions
total 30 how could we share the plants? How many Ss would you
to each plant? What if we shared the tomatoes
ask the
amongst everyone? How did you find that out? What
class? Why?
made you decide to do it that way?
~Using data Ss collected, out of 30 plants how many ~You have 1
minute to
are over 5 cm in height? Over 10 cm? Write as a
whisper to a
fraction, write as a decimal, represent with MAB or
partner
own creative way
what you
~Research tomato facts eg. Worlds tallest/heaviest
learnt today.
tomato, nutrient amounts in decimal numbers
grams. Ss create own secret question for a
partner, write on sticky note
~Thinkers keys 13. This is the answer 1/5 come up
with the question. Ss chose own way to share with
class model story think board as option #*

~Record Ss
responses
explaining how
arrived at a
solution. This
allows the
teacher to see
how the children
are thinking,
what they
understand and
what level they
are operating at.
Recording made
after the
children have
had time to make
progress with the
problem, to
record some
findings and
perhaps achieved
at least one
solution.

Why? How do we know? #

Lesson 5
~Understand
relevance of
decimals and
fractions in
everyday life

~Fraction/decimal loop cards in

circle
~Fraction wall NB what fraction
combinations equal one whole?
List all possibilities
~Watch short part of Koori
kitchen

WALT
~How to use
measurement tools,
electronic scale,
tablespoons, cups in
cooking
~How to make
bruschetta
TIB
~In real life we need
be able to use
numeracy and
problem solve

~Parent volunteer sharing how they use equipment

when using fractions and decimals in the kitchen.
Measuring cups, digital scales, timer.
~Ss make bruschetta using tomatoes grown and
following recipe. Discussion involving lots of
numeracy language. eg. cutting bread into quarters,
how many one quarter teaspoons do we need to use
of olive oil to make 1 whole teaspoon?
~Ss add to their pre assessment from previous week
adding everything they know about fraction number
through writing or drawing 2/4 in as many ways
possible and adding numbers onto number line
~Ss Evaluate my teaching and evaluate unit
~If Ss finish before others, work through webquest

http://dsdv.weebly.com/

~ Very
Confident,
Confident,
Not very
confident.
Which one
best describes
you in
relation to
our Maths
unit. Write
your answer
on a post-it
note. Display
as a post-it
note graph
and discuss
the results
together,
write as a
fraction

~Ss additions
made to their
pre assessment
demonstrate
what Ss have
learned and also
acts as formative
assessment to
guide future unit
on fractions and
decimals