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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.

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

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