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Topic: Decimals
Term: 4
Proficiency strand(s):
Understanding
Fluency
only):
Learning
strategies/ skills
Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Date: 19/11/14-05/12/14
Statistics and Probability
Level descriptions:
Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole
Recognise that the place value system can be extended to tenths and hundredths. Make connections between
fractions and decimal notation
Week: 7-9
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Problem Solving
Reasoning
Key vocabulary:
Decimals
Fractions
Percentages
Addition
Subtraction
Order
Fractional images
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
Tenths
Hundredths
Thousandths
Decimal point
Whole
Part
Survey
Testing
Viewing
Visually representing
Working independently
Working to a timetable
MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)
Session 1
Decimals and
fractions can
be represented
as images that
show parts of
the whole
Session 2
Decimals and
fractions can
be represented
as images that
show parts of
the whole
TUNING IN
(WHOLE CLASS FOCUS)
(a short, sharp task relating to the
focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be a
problem posed, spider diagram, an
open-ended question, game, or
reading a story)
INVESTIGATIONS
SESSION
(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
childrens thinking or work with a small
group for part of the time and to also
conduct roving conferences)
Complete worksheet
practicing converting from
fractions to decimals.
ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)
ASSESSMENT
STRATEGIES
(should relate to objective. 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)
Enabling:
Pull out group focus on
using appropriate language
and how to record what is
represented in a fractional
image, e.g. 10 dots out of
100 coloured in, what
fraction of the whole is
coloured?
Extending:
Use blank hundredths grid,
colour in any number of
parts and name using
fractional and decimal
form.
Enabling:
6 sided dice
Extending:
9 sided dice
Session 3
Decimals are a
quantity on the
number line
that can be
represented
using fractional
images
Clothesline decimal
activity pegging decimal
cards on to the number
line. Students place cards
on clothesline where they
believe it should be on the
number line. Students
justify why card would go in
that place. Rest of class
agrees/disagrees and
gives reasons for thinking.
Session 4
Decimals,
fractions and
percentages
can all
represent parts
of a whole
Enabling:
Each student has a dotted
hundredths grid. Ask
students to colour a certain
amount of dots, e.g. 9 and
verbalise the shaded
regions fraction name.
Discuss responses (check
that appropriate place
value rules are followed).
Name fractions to
represent on grid and write
using fractions and
decimals. Students can
work in pairs to name
fractions for each other.
Students for pull out group:
Grace, Nick, Isabella, Alex,
Alessio, Amelie
Extending:
Students create their own
decimats in workbooks.
Swap books with a partner
who records shaded
decimat as a fraction and
decimal. Original student
then checks partners
responses.
Enabling: Same pullout
group as previous session.
Consolidate ideas about
place value of decimals
and recording decimals
using fractional images
using same task as
yesterday.
Extending: practice
converting shaded regions
to fractions, decimals and
percentages
Anecdotal notes of
observations of students
understandings evident in
focus group
Session 5
Models can
show decimal
size and
support
understanding
of decimal
place value
Session 6
Decimals
represent a
part of a whole
and can be
ordered in
terms of size
Individually, students
complete Ordering
Decimals worksheet.
Checklist from
observing work samples
note ability to
appropriately order
decimals from smallest to
largest in terms of size
Observational notes of
students from koalas and
frogs maths groups.
Session 7
Decimals are
parts of the
whole that can
be added
together
Session 8
Decimals are
parts of the
whole that
can be
subtracted
from one
another
Session 9
Decimals can
be used to
represent
data from
real life
contexts
Session 10 (Short
lesson)
Decimals can
be used to
represent
data from
real life
contexts