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Mathematics Assessment 2

Lesson Plan 2
Susan Harbridge

Curriculum Area/s:


Students order decimals and unit fractions and

locate them on a number line. Students add and
subtract fractions with the same denominator.
They find unknown quantities in number
sentences and continue patterns by adding or
subtracting fractions and decimals.

1 Hour
Strand/ Sub Strand:
Fractions and Decimals
Recognise that the place value system can
be extended beyond hundredths
Compare, order and represent decimals

Prior Knowledge/Learning
Students know how to place decimals and fractions on the number line. Student understand the
terminology tenths, hundredths, thousandths and have a basic understanding of the value of
zero in decimals. Students have a basic understanding of addition of common denominator
Where to next?
Learning Intentions/ outcomes:
For students to understand place and value with decimals into hundreds
For students to become critical thinkers and expand their knowledge of the size of decimals.
For students to reflect on the activity and assess their own abilities.
For students of diverse knowledge to share with one another.
Success Criteria Indicators:
Students are using correct terminology
Students are asking their peers questions and discussing the answers.
Students are using resources to assist them in finding an answer.
Students can correctly recognize the decimal and the place value of individual numbers.
Key Vocabulary/ Metalanguage:
Tenths, Hundredths, thousandths. Correctly read their decimal (i.e. one hundred and seven
thousandths, not one hundred point zero zero seven and half not one over two)
Group Structure:
First grouping: Table groups to complete introduction activity/ this task is interactive and
engaging and gives the teacher an insight into the students prior knowledge.
Second grouping: Whole class discussion on the activity, strategies used, answers and
discussion of misconceptions of whole numbers and zero in relation to fractions and decimals.

Mathematics Assessment 2
Lesson Plan 2
Susan Harbridge

Teacher then introduces the activity for the lesson presenting learning intentions, giving clear
instructions and answering any questions students have.
Third grouping: Students working in groups to complete the activity according to the
curriculum guidelines. The teacher has a focus group/moves around the classroom
questioning, supporting and encouraging students to expand and explore different ways to
answer the question. To become critical thinkers.
Final grouping: Students come back as a whole group to reflect and share their learning
experience and how they used their first activity to assist them in their last activity. Sharing the
methods and resources they used. What they enjoyed and what they found difficult.
The groups are chosen according to how well they will work together, their abilities and
understanding of how to use the resources available.
Inclusive Practice:
Understanding individual students known knowledge, needs and adjust lessons accordingly.
Three areas the teacher needs to consider are:
Content: The teacher relates the activity to the curriculum to ensure the students are learning at their
capabilities. This may mean the teacher starts off at a lower level for some students or higher for
others. The teacher will look at the materials and students understanding of them and how to use them.
Instruction: When explaining the activity the teacher can explain the activities to each group

independently or as a whole depending on the students levels and understanding. The

instruction needs to be clear, explicit and modelled This can be achieved by scaffolding the
learning according to students abilities.
Environment: The teacher needs to make sure the classroom and activities are interactive and
engaging and the materials used are relevant for the tasks and the students know how to use them.

Lesson Sequence
Warm-up/Engage: There is a large number line from 1 to 20 on the back wall. Students come
in to class and envelopes are on their table. Each one consists of two fraction additions sums
or two fraction subtraction sums (appendix one). The smallest answer needs to go on the
number line. After 5 minutes the students regroup and a representative from each table shows
the class their numbers and explains how they got the answer and which one is the smallest
before placing it on the number line.
5 Min
Whole Class Experience/Explain:
The teacher introduces the activity for the lesson.
The game is a decimal place value card game (see appendix two).
The teacher demonstrates the game and explains the rules. The teacher explains that the
number 10 card is zero in the game.
The teacher asks the students what they know about the value of zero in decimals. The teacher
shows some examples that will be left on the board as a resource for the students.
The teacher demonstrates how to play the game making sure that when demonstrating utilizes
the correct terminology.

Mathematics Assessment 2
Lesson Plan 2
Susan Harbridge

The teacher asks the students questions to make sure they understand before sending them
back to complete the activity.
Groups are chosen on abilities.
Each student is given a decimal value score card, a deck of cards minus the picture cards.

10 min

Explore/ Main Content: Independent or Group Activities:

The teacher has a focus group of lower students for this activity. The focus group have a
similar game but they only use the place value before the decimal point.
The teacher leaves the focus group and wanders to the other groups.
Assessing their understanding. Asking questions:
What is the number you have made?
Why did you choose to put that number there?
How did you work out whose number is bigger/smaller?
30 min

The teacher asks the students to place their score card in their math book as it is an activity for
further lessons.
Students write a reflection
Answering the following questions:
What did they like about the game?
What was easy?
What was difficult?
What resources did help?
What would they do differently next time?

10 min
Reflection/Evaluate/ Elaborate:
The students then bring their math books to the floor and the teacher chooses a student from
each group to reflect on their experience.
5 min

Mathematics Assessment 2
Lesson Plan 2
Susan Harbridge

Materials/Resources and Equipment:
Score cards
Deck of Cards minus the face cards and jokers
Number line
Decimals and fraction cards

Self Reflection of the Lesson

Did the students use the correct language?
Did they understand the value of the zero?
Where the groups appropriate?
What do I need to focus on next time?
Was it time efficient?

Appendix 1
A sample of the cards. The teacher will mix them up depending on students abilities. As they
progress they will get more challenging

Mathematics Assessment 2
Lesson Plan 2
Susan Harbridge

Appendix 2

Decimal Place Value with Playing Cards!

Mathematics Assessment 2
Lesson Plan 2
Susan Harbridge

In this quick and easy game, students

compete against one another to form the highest decimal number using playing cards. This game
challenges students to think critically about the place value of digits in decimal numbers
and how each digit's placement impacts the total value of the number. It's also a strategic game
that keeps students thinking about the odds of drawing certain cards as they try to form the
highest decimal number (perhaps good for a probability lesson too!).
Note: You can also play this game with lower grade levels by replacing the place value columns
with hundred thousands, ten thousands, thousands, hundreds, tens, and ones.
Number of players: 2-4
Materials needed:
1. Score sheet - 1 per player Deck of regular playing cards (remove all Jacks, Queens,
Kings, and Jokers)
2. Pencil for each player
Playing the game:
1. Shuffle the deck of cards. Be sure that all face cards and Jokers have been removed. Place the
deck of cards in a pile face down in the centre of the table.
2. Each player takes a turn taking one card from the top of the pile. Players place the card faceup directly in front of them so that all players can see each card that has been drawn.
3. Each player looks at the number on the card that he/she drew from the pile. Then, each
player looks at "Round 1" on their score sheet to decide which place value to assign the number.
The player can only write that number under one place value column (hundreds, tens, ones,
tenths, hundredths, or thousandths). Players should not show their opponents where they wrote
the number on their score sheet. Once each player has written down the number in a place value
column, it cannot be changed at any point during the game.

Mathematics Assessment 2
Lesson Plan 2
Susan Harbridge

In this game, drawing the 10 card does not represent 10, but represents the number 0.

Each player has to make decisions about where to place the digit as he/she receives a card.
Once written, the digit is locked in.
4. Players repeats steps 1-3 until all 6 place value columns have been filled in (which means that
6 cards should have been drawn by each player).
5. Players show their final number to their opponents to determine who has written the highest
6. The player with the highest number must read his/her decimal aloud correctly (i.e. one
hundred and seven thousandths, not one hundred point zero zero seven) in order to score the

If the player with the highest number reads his/her decimal aloud correctly, he/she gets 1
point for the round. The other players do not get any points.

If the player with the highest number does not read his/her decimal aloud correctly,
he/she does not get any points. Every other player gets 1 point for the round.

7. Place all of the used cards back into the pile of cards and shuffle the entire pile again. Begin
the next round by repeating the same steps. Play ends after 10 rounds have been played.

Mathematics Assessment 2
Lesson Plan 2
Susan Harbridge

Decimal place value score cards - Google Search. (2016). Google.com.au. Retrieved
19 May 2016, from https://www.google.com.au/search?

Decimal Place Value With Playing Cards!. (2015). Games 4 Gains. Retrieved 19 May
2016, from http://games4gains.com/blogs/teaching-ideas/41379652-decimal-placevalue-with-playing-cards

Fraction addition subtraction flash cards - Google Search. (2016). Google.com.au.

Retrieved 21 May 2016, from ttps://www.google.com.au/search?

Level 5 - Victorian Curriculum. (2016). Victoriancurriculum.vcaa.vic.edu.au.

Retrieved 19 May 2016, from http://victoriancurriculum.vcaa.vic.edu.au/level5?