Genevieve Jones

EDMA310/360 Mathematics unit planner

Genevieve Jones S00144104

Unit Overview
Unit title: Find Your Place
Content maths area: Decimal Fractions
Grade/year level: Grade 5 Level 5
Learning Focus (ideas extrapolated from AusVELS (VCAA, 2012)):
Content Strand Number and Algebra
Sub-Strand Fractions and Decimals
Proficiency Strands Understanding and Reasoning
Level descriptions
Recognise that the place value system can be extended beyond hundredths
Compare, order and represent decimals
Rationale:
Learning about decimal fractions is important for students, as they are crucial in helping
students to understand many expanded ideas in mathematics. Furthermore, according
to Wright (2004), understanding of decimals is a fundamental part of number sense for
students, therefore special attention should be given to learning about this content area.
Moreover, students are confronted with many challenges and misconceptions regarding
decimal fractions, thus teachers need to implement carefully planned activities and
lessons to enable students to make connections between whole numbers and decimals
with understanding (Callahan & Hiebert, 1987; Desmet et al., 2010; Irwin, 2001;
Martinie, 2014; Wright, 2004).
Assumed prior knowledge of students:
Students should be able to recognise that the place value system can be extended to
tenths and hundredths, and make connections between fractions and decimal notation.
In the previous year, they were introduced to decimal fractions and participated in
activities that deepened their knowledge of tenths and hundredths.
Grouping strategies to support learning:
According to Sullivan (1997), grouping students doesnt address the needs of students
of differing interests and abilities in any way. Instead, the choice of task or activity is of
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utmost importance. Subsequently, I decided not to group my students according to their
ability, but rather have them working in pairs according to whom they can work best with
and who will most benefit them. This could be someone of the same ability, lower ability,
or higher ability. To address this, I carefully chose tasks, including open-ended activities,
as a more productive way to provide for a variety of abilities (Sullivan, 1997).
Overview of assessment:
In my unit, I have incorporated multiple forms of formative assessment, which enable
the teacher to make informed judgements about students progress and achievement,
learning, attitudes and future teaching actions (Reys et al., 2012). The majority of these
take the form of observation and anecdotal notes, as teachers can learn a significant
amount from watching how their students interact and work on problems. However, the
teacher needs to be prepared and plan what is going to be observed in each lesson,
thus I have included specific ideas and questions to take note of during the sessions
(Reys et al., 2012). I have also included a rubric, as well as exit slips, as summative
assessments to determine where students are at and what they know and are able to
do (Reys et al., 2012). Although peer and self-assessment are valuable sources of
assessment, I chose not to include them in this unit, as I did not think they were
appropriate here.

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References
Callahan, L, G., & Hiebert, J. (1987). Decimal fractions. The Arithmetic Teacher, 34(7),
22-23.
Desmet, L., Gregoire, J., & Mussolin, C. (2010). Developmental changes in the
comparison of decimal fractions. Learning and Instruction, 20, 521-532.
Irwin, K, C. (2001). Using everyday knowledge of decimals to enhance understanding.
Journal for Research in Mathematics Education, 32(4), 299-420.
Martinie, L, S. (2014). Decimal fractions: an important point. Mathematics Teaching in
the Middle School, 19(7), 420-429.

Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, S.,
& Bennett, S. (2013). Helping children learn mathematics (1st Australian ed.). Milton,
Qld.: John Wiley & Sons.

Sullivan, P. (1997). Mixed ability mathematics teaching characteristics of suitable

tasks. Learning Matters, 2(3), 20-23.
Wright, V. (2004). Decimals:Getting the point. In Tadich, T, Tobias, S., Brew, C., Beatty,
B., & Sullivan, P. (Eds.), Proceedings of 41st Annual Conference of the
Mathematical Association of Victoria (pp. 598-607). Melbourne, Victoria:
Mathematics Association of Victoria.
Victorian Curriculum and Assessment Authority. (2012). AusVELS Mathematics.
Retrieved from http://ausvels.vcaa.vic.edu.au/

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Genevieve Jones
MATHEMATICS UNIT PLANNER
Topic:
Key mathematical understandings
(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic):

Decimal fractions are made up of tenths,

hundredths, thousandths, and beyond.

Place value in decimal fractions indicates

the size of the decimal fraction.

Decimal fractions are numbers that can be

represented and ordered on a number line.

Year Level: 5

Term: 4

Week: 2

Key AusVELS Focus / Standard (taken directly from AusVELS documents):

Content strand(s):
Number and Algebra Measurement and Geometry
Sub-strand(s): Fractions and Decimals

Date: 11/10/15
Statistics and Probability

Level descriptions:
Recognise that the place value system can be extended beyond hundredths (ACMNA104)
Compare, order and represent decimals (ACMNA102)

Proficiency strand(s):
Understanding
Fluency
Problem Solving
Reasoning
Understanding: Recognising the size of each place value (tenths, hundredths and thousandths) and
understanding the effect they have on the size of the decimal fraction
Reasoning: Explain and justify using mathematical language why one decimal is larger or smaller than another
Key vocabulary (be specific and include definitions of key words
Key skills to develop and practise (including strategies,
Key equipment / resources:
ways of working mathematically, language goals, etc.) (4-5 key skills
only):

Comparing decimal fractions using place value

Using the correct mathematical language of

tenths, hundredths and thousandths, saying one
and 7 tenths rather than one point seven

Locating decimals on a number line

decipipes

tenths, hundredths, thousandths

Colour in Decimats activity

place value

- playing mats

larger than

- dice

smaller than

decimal point

exit slips x2

Make A Number activity

- number cards
- rubric

sticky notes with decimal fractions written on them

Decimal Fractions Clothesline activity

- piece of string
- decimal fractions cards

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appropriate to use with students)

whiteboard

Genevieve Jones
Possible misconceptions (list of misconceptions related to
the mathematical idea/topic that students might develop):

longer is larger
shorter is larger
placing a zero at the end of the decimal part of the
number makes it ten times as large, as in the
whole number system
Learning
strategies/ skills

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)

Session 1

Identifying
place value
tenths,
hundredths,
thousandths

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Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

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)

*Post a chart labelled

Everyday Uses Of

Decimals to activate
student prior knowledge.
(See Appendix 2)
Ask students to think about
when they have seen or
heard decimals in the
world around them eg. at
home, in shops, at sports
games etc.
Ask students to provide
examples of a decimal
fraction and how it was

Key probing questions (focus questions that will be used to

Links to other contexts (if applicable, e.g., inquiry unit focus,

develop understanding to be used during the sequence of lessons; 3 5

probing questions):

current events, literature, etc.):

How do you know when a decimal fraction is

larger, or smaller, than another?
What do the numbers after the decimal point
represent? What are their place values?
Which decimal fraction is smaller? Larger? Why?

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

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)

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

REFLECTION & MAKING

CONNECTIONS
SESSION
(WHOLE CLASS FOCUS)
(focused teacher questions and
summary to draw out the mathematics
and assist children to make links. NB.
This may occur at particular points
during a lesson. Use of spotlight,
strategy, gallery walk, etc.)

*Provide students with sets Selected pairs share some

of decipipes
of their examples and
Start by modelling whole
explain and justify their
numbers, and progress to
thinking.

Ensure
students are using
decimal fractions. The
longest rod equals 1.
the correct mathematical
- What is the value of each
language, such as one
different sized pipe?
and 6 tenths and 5
Allow students time to work
hundredths or one and
with a partner to
65 hundredths rather
determine the solution and
than one point six five
discuss their answers
*Each student completes
before sharing with the
the exit slip
class.
independently. (See
Have students explain their
Appendix 3)

Students lives
- eg. shopping, sporting events, at home etc.

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

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)

Testing
Viewing
Visually representing
Working independently
Working to a timetable

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 prompts
Formative Assessment
Provide students with place As students are building
value charts to help them
their models, move
keep track of decimal
between the pairs
vocabulary such as
asking them to explain
tenths, hundredths and
their thinking.
Take anecdotal notes
thousandths
- Are students able to
How many of the small
use the decipipes to
rods fit in the longer rod?
model the different
What could this mean?
decimals?
- Are students able to
Extending prompts
How small would ten
explain their thinking?
- Are they clear in the
thousandths be?
difference between
Do you notice any place
tenths, hundredths and

Genevieve Jones

Session 2

Identifying
place value
tenths,
hundredths,
thousandths
Comparing
decimals

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used.
Add examples to the chart
and hang it in the
classroom for future use.

reasoning eg. There are

10 of these in the long
pipe, so it would be one
tenth of the long pipe.
Students then, in their
**See Appendix 1 for
pairs, build models.
questions for all sessions One student writes down a
decimal fraction, in
numbers and words, whilst
the other student models it
using the decipipes. They
then discuss whether or
not the model is correct,
and why or why not.
Students continue to swap
roles.

Whats one thing you

learned today about
decimal fractions?

value patterns?
Can any of the decimals be
written as fractions?

*Introduce the game

Play the Colour in
Selected students share

Colour in Decimats. (See

Decimats game in pairs.
any patterns or
Appendix 4). Emphasise Ensure students challenge
occurrences they noticed
one another and ask
that when playing the
whilst playing the game,
questions of each another
game students are to
such as looking at the
to prove their thinking.
record their answers in
mats to help them add the
If students endure
fraction and decimal
parts in the decimals to
challenges, scaffold them
notation, and they are to
determine how much is
by asking questions.
use the correct language.
shaded altogether.

Explain what each

Ensure students are using
rectangle on the decimat
the correct mathematical

represents and is called.

language, such as 2
Demonstrate an example
thousandths rather than
game with a student,
zero point zero zero two
explaining the rules.

thousandths?
Summative Assessment
Exit slip (See Appendix 3)

Enabling prompts
Formative Assessment
Only go up to hundredths As students are playing
Another column for
the game, move
students to have working
between the pairs and
out space
observe of the use of
How many tenths have you
skills and appropriate
coloured in? Hundredths?
mathematical language.
Take anecdotal notes
Extending prompts
- Are students able to
What would ten
divide the decimats into
thousandths look like?
smaller parts when
Get rid of the place value
necessary?
names
- Are students able to
justify their answers?
- Are students able to
determine how much is
shaded altogether?

Genevieve Jones
Session 3

Identifying
place value
tenths,
hundredths,
thousandths
Comparing
decimals

Revise decimal fractions *Introduce the Make a

Revise the main ideas

and tenths, hundredths

Number activity, modelling
covered in the activity.
and thousandths by asking
an example with the class Select students to share
their explanations of how
students questions and
using an alternative set of
to work out which number
creating a brainstorm.
cards. (See Appendix 5)
This assesses what
Complete the Make a
is closest to a particular
students have retained
Number activity
number and foster a
and what needs to be
individually (See Appendix
discussion surrounding
focused on further.
5 & 6)
this.
Allow students to discuss Add any ideas to the initial
their solutions with a
brainstorm.

partner.
If students confront
challenges, assist them by

asking probing questions.

Enabling prompts
Formative Assessment
Students can use
As the students are
decipipes or alternative
completing the activity,
materials if necessary.
roam around the room
Students can work in pairs.
and observe the use of
Limit the range of cards
skills and student ability
only use two or three
to order and compare
How do you know this is
the decimal fractions.
between those numbers?
Summative Assessment
Collect work samples
Extending prompts
What is the most efficient Scoring Rubric (See
strategy to compare
Appendix 7)
decimals? Explain why.
Have students create their
own set of cards and
questions for others to
complete.

Session 4

Identifying
place value
tenths,
hundredths,
thousandths
Questioning
using
appropriate
mathematical
language

Play a version of Celebrity *Play Sticky Labels. Write a Select students to share
Heads with decimal
variety of decimal fractions
questions they asked that
fractions with the class.
on sticky notes. Children
were beneficial.
Why were they helpful? Did
Choose a decimal fraction
stick a number on the

they help you identify

and write it above the head back of another child who
tenths?
Hundredths?
of a student who sits under
hasnt seen the particularl
Thousandths?
the whiteboard. Using
number (up to
Ensure students are using
yes and no questions
thousandths).
the correct and
that the class answers, the Using yes and no

appropriate mathematical
questions (one question
student has to determine
language.
per person), children
what the number is.
Play two or three rounds of
move around the room,
this, discussing what types
trying to determine what
of questions would be
their number is.
Ensure students are using
most appropriate and
appropriate questions, as
successful for determining
discussed in the Tuning In
the answer eg. Is the

Enabling prompts
Formative Assessment
Does that mean you can
Observation
- the kinds of questions
have a (number) in the
which students ask,
tenths place?
including their level of
Is your number a small or
appropriateness
big number? How do you
- the ways in which
know?
students use the
Extending prompts
information given
- the kinds of notes
Students can be given a
students take (if any)
mixture of whole
- persistence
numbers, decimals and
fractions.

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Genevieve Jones
number in the hundredths
activity.

Play
this two or three
column greater than five?
times, time allowing,
vs. Is the number in the
hundredths column seven? facilitating discussions
between each round about
the numbers.

Session 5
Identifying

place value
tenths,
hundredths,
thousandths
Comparing and

ordering
decimals

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Give each student a

*Complete the Decimal

different decimal fraction

Fractions Clothes Line
card and ask general yes
activity.
Ask students to place the
or no questions. (See

whole numbers on the

Appendix 8)
Questions focus on the
clothesline, explaining
quantity of the number and
reasons for their
the representations are
placement.
Ask students to then place
associated with them.
Students move to one side
numbers between 1 and 2

of the classroom for yes,

on the clothesline,
and the other side for no.
explaining reasons for
their placement.
Ask students to then place
numbers between 0 and 1
on the clothesline,
explaining reasons for
their placement.
Ask students to then place
numbers larger than 2 on
the clothesline, explaining
reasons for their
placement.
Encourage discussion
about reasons for the
placement of the card
along the line.

Enabling prompts
Formative Assessment
Be careful when handing Observation of the use of
out decimal fraction cards
skills and appropriate
give simpler decimals to
mathematical language
lower students and vice Anecdotal notes
- Can students
versa with more
recognise when one
competent students
decimal fraction is
Only have numbers less
larger than another?
than one.
- Are students able to
justify and explain their
Extending prompts
What is the difference
reasoning?
between the largest and
smallest decimal fraction? Summative Assessment
Im thinking of two decimal Exit Slip (See Appendix 3)
fractions and the
difference is one tenth.
What are the decimal
fractions?
Have students write the
decimal fractions as
fractions.

Discuss why or why not

students believe all the

decimal fractions are in
the correct order.
Choose certain decimal
fractions to discuss, such
as 0.067 and 0.06 why

is 0.067 larger?
Answer any queries
students may have.
Each student completes

the exit slip independently

- How do you know when
a decimal fraction is

smaller or larger than

another?

Genevieve Jones
*REFERENCES
Session 1
National Math & Science Initiative. (2013). Elementary Math Introduction to Decimals. Retrieved from
https://www.nms.org/Portals/0/Docs/FreeLessons/Open%20Lesson%20Grade%205%20-%20Intro%20to
%20Decimals_Teacher%20and%20Student.pdf

Session 2
Roche, A. (2015). Activity Sheet: Colour in Decimats. Retrieved from http://leo.acu.edu.au/course/view.php?id=16076

Session 3 & 4
Downton, A., Knight, R., Clarke, D., & Lewis, G. (2006). Mathematics assessment for learning: Rich tasks & work samples.
Melbourne: Mathematics Teaching and Learning Centre, Australian Catholic University.

Session 5
Roche, A. personal communication, August 8, 2015.

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APPENDIX 1 QUESTIONS
Session 1
Tuning In

What does a decimal fraction look like?

When have you seen them in your life?

Investigations Session

How do you know how many of the smaller rods are equivalent to the longer rod?
What does that mean?
What could we call them?

Reflection and Making Connections Session

What did you decide each different sized rod is called?

Do you think there could be any smaller ones?

Session 2
Tuning In

What have we learnt so far about decimal fractions?

Has anyone ever seen or used a decimat before?

Investigations Session

What is each different sized rectangle called?

Did you have to divide or create any more hundreths or thousandths for yourself?
Was this hard or easy? How did you know what to do?
How are you calculating how much is shaded altogether?

Reflection and Making Connections Session

What did you notice about the game?

Were there any strategies you could use?
Why do you think a lot of thousandths were rolled?

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Session 3
Tuning In

Who can tell me what a tenth is? Hundredth? Thousandth?

What do they each look like?
What is the order of their size?
What separates the whole number from the decimal fraction?
What else have we learnt about decimals?

Investigations Session

Are you using all your cards or only some of them?

How do you know those numbers are between 6.9 and 9?
How many hundredths are there in that number (8.631)?
Why is that number closest to 8.7?

Reflection and Making Connections Session

How did you explain how to work out which number is closest to a particular number?
Who agrees? Who disagrees? Why so?
Who has a different explanation?

Session 4
Tuning In

What would be some appropriate or good questions to ask to guess the number?
What do we need to know in order to correctly guess the number?

Investigations Session

How did you know what your number was?

What kind of questions did you ask?

Reflection and Making Connections Session

What questions were most effective for you to guess your number? Specific or general questions?
Did anyone have any strategies to guess their number?
Tell me about your number. How many tenths are there? Hundredths? Thousandths?

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Session 5
Tuning In

Does your number have tenths? Hundredths? Thousandths?

Is your number greater than one? Less than one?
Is your number between 1.5 and 2.5?
Does your number have a number less than 3 in the ones place? Tenths place? Hundredths place? Thousandths place? etc.

Investigations Session

Why do you think your number is there on the clothesline?

Is it bigger or smaller than that number? What makes you think this?
Does anyone disagree? Why or why not?

Reflection and Making Connections Session

Are all the decimals in the correct positions?

Why is 0.06 placed before 0.067?

APPENDIX 2 EXAMPLE OF EVERYDAY USES OF DECIMALS CHART

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litres
petrol
kg

APPENDIX 3 EXIT SLIPS

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Session 1

Whats one thing you learned today about decimal fractions?

Session 5

How do you when a decimal fraction is smaller or larger than another?

APPENDIX 5 SET OF MAKE A NUMBER CARDS

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Alternative set (for teacher demonstration)

Set for each student

APPENDIX 8 - DECIMAL FRACTIONS CLOTHESLINE SET OF DECIMAL FRACTION CARDS

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0.047

0.3

2.56

2.12

2.091

1.111

1.112

0.06

0.067

0.230

0.23

2.9

1.49

1.873

1.3

1.7

2.3

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