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LESSON IDENTIFICATION

YEAR LEVEL/S: 3/4 (middle-upper ability group)


DURATION: 10 minutes DATE: 24/03/17
CURRICULUM AREAS: Mathematics/ Fractions and Decimals
SUBSTRAND: Fractions and Decimals
PRE-SERVICE TEACHER: Laura Beckett
CURRICULUM LINKS
Recognise that the place value system can be extended to tenths and hundredths. Make connections
between fractions and decimal notation (VCMNA159)
LEARNING INTENTION SUCCESS CRITERIA
Students are able to identify and note down numbers
Students will begin to make connections between tenths
in different place values before and after the decimal
and decimal notation, understand and extend the place
value system beyond the decimal point, and investigate and point (extending to tenths and hundredths) to create
draw connections between visual and numeric
numbers, by both numeric and physical (MAB blocks)
representations of decimal numbers up to hundredths.
means.
GROUP STRUCTURE: ASSESSMENT AND MONITORING:
Whole class introduction/pre-test to ascertain which group - Observe students as they create decimals, ask
students belong in them to read you the decimal and tell you what
Students split into lower-middle and middle-high groups number is in the tenths column etc.
for mini lessons - Students should be able to correctly read the
Working individually but not silently on constructing decimal number and correctly identify digits in each
decimals place value position.
Regroup as a whole if time permits to reflect
on/consolidate learning
DIFFERENTIATION:
**STUDENTS WILL BE SPLIT ACCORDING TO ABILITY AND CONFIDENCE BETWEEN MYSELF AND
HAYLEY
Students will be given the opportunity to talk to peers and myself if necessary, or may work on their own
if they prefer
Students may also have the option to create decimals with MAB blocks (from numbers I or their peers
have given them, or they have thought of themselves), or they may choose to have a certain number of MAB
blocks for each place value, and can express their answer numerically from these, depending on their
preference for learning
Students who are confident with tenths alone may only create numbers with one decimal place and may
be scaffolded as they move towards creating decimals with two places, or if they feel confident they may
create their own numbers
If students are still struggling with place value past the decimal point, they may have the opportunity to sit
with myself and do little what digit is in the hundredths place? what place is the 5 in activities until
they have grasped the concept
ANTICIPATED PROCEDURE KEY QUESTIONS AND MANAGEMENT
INTRODUCTION Tuning in (Approx. 2 mins CONSIDERATIONS
+ quick explanation of what were doing) INTRODUCTION
Hayley and I will introduce the topic, letting the Going to be talking about parts of a whole today
students know that we will be looking at how split (fractions and decimals)
- Reaffirm: when we look at fractions and
numbers into fraction and decimals.
decimals, parts have to be equal
Give students a fraction strip
Need to have 20 fractions strips printed -
NAMES NEED TO BE PUT ON
Have them split it into 10 equal sections, and label - Make sure splitting into ten/ labelling doesnt
what they are called. drag on past 30secs
Dont use words like can/cant, take up written
Students who are able to correctly label the pieces
labelling and allocate groups to Hayley and
as tenths (or 1/10 and tell us theyre tenths) will be
myself by calling out names
in my group and those who cannot will be with
Hayley.

INTRODUCTION FOR MIDDLE-HIGH


For Students in Middle-High Group (approx. 3 minutes)
We can call this these pieces tenths, and represent
Revisit a fractions strip that is split into 10 sections
them like 1/10, but also in decimal form.
- Introduce the idea that this can also be represented in Decimals are just like fractions can represent
different ways parts of a whole, but instead of using a numerator
- Have the students consider a shaded fractions strip
and denominator, we use a decimal point, which
with 1 whole and a few tenths (have one prepared)
1) There are ten tenths shaded, which equals one looks like .
Decimal point tells us how many wholes we have
whole
2) There are also three tenths shaded so we put it and how many parts of a whole we have.
_. (here) this is the tenths place. When explaining the shaded fractions strip, draw
3) So if we were to write this as a decimal number, each step on paper (makeshift whiteboard
we start with how many wholes we have (1. depending on location of group in classroom) i.e.
___), then three tenths (1.3) the number is 1 we have 1 whole draw 1. ____ and fill in gaps
point 3 (point to the 1, . and 3 as you speak) as you go.
Introduce the idea of a hundredths place using the flat If time was permitting, have students tell you
100s MAB blocks need 2 for this how many wholes and tenths there were as you
1) Explain example of 1.08 as above (1 whole, no
write the full number in decimal form.
tenths, but eight hundredths) Each of the little pieces in the 100s MAB block
2) Introduce the idea of tenths and hundredths being
are called hundredths (clear pronunciation!!!)
beside each other (What if we had 10 more blocks Underline or cover eight pieces on the second
covered?)
3) We call that number 1 point 18 (point to each as MAB flat with a pencil we have eight
above) hundredths, not quite ten, so we have to use the
PROCEDURE (approx. 2 mins + 30 seconds of the hundredths column, which is _._(here) = 1.08
explanation of the task) What if we had 10 more blocks covered?
- Have a look at your MAB block there are 10
Explain to students that they will now be making
rows going down, so one of these rows is
their own decimals by:
called a tenth if we had one of those tenths
- Placing MAB blocks onto the place value sheets
coloured (hold up a tenth MAB line) it
and working out what number is represented and
would be one tenth (place on top of flat
how to say it, OR
MAB) now we have 1 whole (write 1.__) 1
- Have someone come up with a number/come up
tenth (1.1_) and 8 hundredths (1.18).
with their own, and make it out of MAB on the
______________________________________
place value sheets
PROCEDURE
- Explain that the 100s are wholes, 10s are
CLOSURE Reflection (approx. 2 mins)
tenths and little squares are hundredths
If time permits, regroup and have students share - If students are struggling with coming up
some decimals they made/ have a volunteer walk with their own numbers say past the
the class through how they made one (talk about tenths column, sit with a small group and
what they put in each place value etc.) and go through tenths decimals and work on
encourage questions. making them together until they get the
___________________________________________ hang of it
RESOURCES:
- MAB Blocks - Place Value Sheets
- Fractions Strips - Pencils/Pens