Jessica Moore

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Part One: Insights into childrens understanding of the mathematics
content area (700 words)

It is important for students to understand and have good knowledge of decimals, as

they are used frequently in everyday life (Condon & Hinton,1999; Moody, 2008).
Decimals can often be a challenging mathematical content area, as they require
students to have the ability to coordinate place value concepts with whole number
features and fraction knowledge (Moloney & Stacey, 1997). Therefore it is important
for teachers to have extensive knowledge of the common conceptions and
misconceptions that students have about decimals and how to address these in
order to support their learning.

Key ideas of decimals related to students learning:

Research conducted on the difficulties students face when learning decimals, calls
for teachers to avoid introducing decimals without adequate foundations (Wright &
Tjorpatzis, 2015).
Without adequate foundations, students often incorrectly apply whole number
thinking to decimals (Moody, 2010; Roche & Clarke, 2006; Steinle & Stacey, 2004
as cited in Wright & Tjorpatzis, 2015). The complexity of decimals is due to the
merging of whole-number knowledge with common fractions that have very specific
kinds of units (Martinie, 2014). As students incorporate the new concepts of rational
number with their existing knowledge, this is when systematic and predictable
errors can occur (Martinie, 2014).

Decimals need to be anchored in some way to students' existing knowledge. Irwin

(2001) suggests that linking everyday contexts to decimal problems can improve
students understanding of decimals. Irwins (2001) study investigates the role that
students' everyday knowledge of decimals plays in supporting development of their
knowledge of decimals. This study provides an effective pedagogical response to
students learning needs in relation to decimal place-value; outlining that the
connection of students thinking between decimal symbols, concrete models and
prior experiences can aid in developing students understanding of decimals
(Moody, 2008).

Common misconceptions:

One common misconception held by students in relation to decimals is that the

longer the decimal, the larger it is (Condon & Hinton, 1999; Griffin, 2016; Martinie,
2014; Van de Walle, Karp & Bay-Williams, 2014). This misconception can be
identified as students viewing the numbers after the decimal point as whole
numbers and applying that knowledge. Therefore they view 0.060 as being larger
than 0.6 as it has more numbers after the decimal point. Reasons for this
misconception include students not knowing or making the connection that
decimals have a denominator of 10 and are therefore seeing the digits as the
denominator (Condon & Hinton, 1999). This also is a reflection of students thinking
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in regards to place value, where they believe that any number of tenths is larger
than any number of hundredths (Condon & Hinton, 1999); demonstrating that they
have inadequate understanding of place-value concepts and are still applying whole
number concepts (Martinie, 2014).

Condon & Hinton (1999) discuss some examples of students misconceptions in

regards to using whole number and place value concepts with decimals. This
includes the confusion that some students face when there is a zero in the tenths
column. Most students understand that the zero is representing the particular digits
place value, for example recognising that 0.04 means 4 hundredths and not 4
tenths; however when the zero is in the tenths column, it makes the number
smaller, therefore causing students to make errors (Condon & Hinton, 1999; Van de
Walle et al, 2014). There is also a lack of understanding of the meaning of symbols
used in representing decimal quantities, with research finding that students need to
have an understanding of both place-value and fractions, and combine these in a
reconstructive process in order to create meaning (Moody, 2008 pp. 1). Research
has also documented the difficulties that learners have when using operations with
decimal numbers (Burns, 1990; Graeber & Tirosh, 1990 as cited in Moody, 2008).

Instructional choices and useful tasks:

The common misconceptions that students have of decimals, allow teachers to

treat the errors made as opportunities for learning. If teachers are just assisting
students by re-explaining the right way, then students loose the opportunity to
reflect on and correct their misconceptions (Van de Walle et al, 2014). Asking
students to explain their process enables reflective thinking and can guide the
teacher as to how to structure their instruction (Van de Walle et al, 2014).

In order to provide context for students when learning about decimals, the
monetary system is an effective way to model the decimal system, as students
learn that the decimal point designates the dollars position as the unit (Van de
Walle et al, 2014). The choice of instruction can also influence students learning of
decimals. Griffin (2016) provides insight into instructional choices and provides
useful tasks for grade 5 content such as comparing and ordering decimal values.
The teacher included in Griffins (2016) article uses language in order to encourage
her students to make connections. This included prompting questions such as
What is the link between these words: decade, decagon, decathlon, and
decimeter? (Griffin, 2016), resulting in her students identifying that words
containing dec relate to the number 10. Griffin (2016) also outlines useful activities
that can be used by teachers when conducting lessons on decimals, highlighting
the need for partner work and debriefing to allow students time to think reflectively
about their learning (Griffin, 2016).
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Part Two: Critical discussion regarding links with curriculum

documentation (300 words)

According to the Victorian Curriculum (2016), decimals are first taught at level four.
In grade four, students should be able to recognise that the place value system can
be extended to tenths and hundredths, whilst also being able to make connections
between fractions and decimal notation (Victorian Curriculum, 2016). By level five,
students should be able to compare, order and represent decimals. This seems very
late in the curriculum, considering that students are exposed to simple fractions
such as quarters and halves as early and level two and three. If decimal language
was introduced with these also, then there may be fewer misconceptions made by
students. Stacey, Moloney & Steinle (2004) outline in their study the need for a
greater focus on comparing decimals in primary school, as they found that students
in grades as high as year ten, were not able to compare decimals correctly (Stacey,
Moloney & Steinle, 2004).

One of the main misconceptions of decimals that students have is in relation to

their size. There is a lack of knowledge of the relative size of decimals in order for
students to order them correctly (Stacey et al, 2004). Through exploring the scope
and sequence of number and algebra, there seems to be a lack of strong links
between level four and five in regards to comparing and ordering decimal notations.
In level 4, students locate familiar fractions on a number line and make connections
between fractions and decimal notations up to two decimal places, however in level
five, the requirement is only that students order decimals and unit fractions and
locate them on a number line (Victorian Curriculum, 2016). I believe there needs to
be more explicit outcomes for decimal notations in level five, in order to build on
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the knowledge that students are gaining in level four. This will also assist in the
common misconceptions of decimal size and avoid students carrying on their
rules about whole numbers, place value and fractions, when trying to assimilate
new knowledge about decimals (Stacey et al, 2004; Moody, 2008).

It is evident that there is a stronger focus on fractions rather than decimals

throughout the curriculum. This is not to be considered a negative, however more
focus needs to be made on connecting students knowledge of fractions to that of
decimal notations. Drawing upon students prior understanding of both common
fractions and place value has important pedagogical implications for teachers when
teaching decimals (Moody, 2008). Fractions and place value form a referent
system in which students can draw upon when making sense of decimals (Moody,
2008); therefore more focus needs to be made in connecting these concepts across
all levels.
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MATHEMATICS UNIT PLANNER Teacher/Team:
Topic: Money Year Level: 5 Term: 4 Week: 3-4 Date: 17/10-28/10
Intended Learning Focus
Content strand(s): Number and Algebra Measurement and Geometry Statistics and Probability
Sub-strand(s): Money and financial mathematics / Fractions and decimals

Level content descriptions:

Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (VCMNA160)
Level 4
Create simple financial plans (VCMNA191) Level 5
Compare, order and represent decimals (VCMNA190) Level 5
Proficiency strand(s):
Understanding Fluency Problem Solving Reasoning
Decimal numbers are a special form of equivalent fractions Read and write decimals to two decimal places, e.g. 2.56 as two point five
because they involve denominators that are powers of ten, six.
i.e. tenths, hundredths, thousandths, etc. Represent solutions using materials, equations, diagrams, and symbols.
The decimal point marks the location of the ones place and Justify the choice of solution methods.
is only written when needed. Calculation of change to the nearest five cents
Money amounts can be made up in different ways (coin
combinations)
There are 100 cents per dollar
Common misconceptions: Key skills to develop and practise (observable Equipment / resources:
capabilities) Interactive whiteboard (IWB)
The longer the decimal, the I pads
larger it is. Adding decimals in relation to money
Plastic money
Subtracting decimals in relation to money
Any number of tenths is larger Decimats
Creating equivalent values Poster paper
than any number of hundredths.
Rounding up and rounding down in relation Catalogues/ shopping flyers
Inadequate understanding of to money Place value charts
place-value concepts. Bingo sheets
Explain plans for simple budgets
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Applying whole number Key vocabulary:
Tenths/ Hundredths / Thousandths
concepts to decimals.
Decimal Point
Place value
Equivalent values
Rounding
MATHEMATICAL TUNING IN INVESTIGATIONS SESSION REFLECTION & MAKING ADAPTATIONS ASSESSMENT
FOCUS (The Hook) (As individuals or co- CONNECTIONS SESSION STRATEGIES
operative groups) (As a whole class)

Class brainstorm: Students are each Introducing place value Enabling Observations:
Session 1: What do we know about provided with a coins charts: prompts:
Assessing money? set, which includes 2 Using IWB, teacher Whilst the class is
students Students discuss the of each coin. to pick students to working on their
-Teacher to work with
different uses of money Students make provided
knowledge amounts using 10c focus group of independent work,
and the types of money independently students that who are
of decimals coins (on screen). teacher will walk
whilst teacher constructs complete the below having difficulty.
in relation mind map on board. T: Can you around and observe:
place-value cards -Teacher will model
to money. Once types of money demonstrating as please show me
20 cents (student combinations on
have been discussed, many different board whilst students - That their
Students should move two
encourage students to go combinations as they
10c coins) complete on their combinations are
make through the types of can. place-value cards. correct
T: Without
relationships coins and notes in Invite a volunteer who moving those
and Australia. coins, can you T: Can you use - That there is a
connections Display picture of money please now show what you know
on IWB to check that all
decimal point included
between me 50 cents about place value in each combination.
decimals and notes and coins were T: Can you tell to help you with
listed. me what did you this?
money.
do there? T: What is the - Did students make a
place-value card solid attempt to find
Students use
asking you to do? different monetary
place value
combinations, not just
cards to read,
Extension: one or two?
write and has more than 10
compare combinations to share
Connecting money to their combinations on - Students order
decimals with
decimals through prompting the board. their monetary
money. Student to model on
questions: combinations
Starting with provided place
-Who thinks these two numbers value board as
(decimals) from
ones, tenths
are the same and why? Ask the class to below (Only have smallest to largest.
and 0.15 $0.15
share if there was headings $,
hundredths. - How can you show 0.15 and Cents, Cents to
any missed. - Students compile
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$0.15 are equal? begin with): their own place
- How is money represented Prompt student by value table in their
Students
similarly to decimals? asking Is there workbooks and
should be something
able to missing?
include a tenths
represent all if they forget to column and
decimals as include decimal introduce notes
0.01=$0.01 point. with coins.
or 1.0=$1.00 Ask students if the
headings on the
board could be
called something
else (eg: Ones,
Tenths,
Thousandths).

- To consolidate learning - In their workbooks, Displayed on IWB: Enabling Observations:

Session 2 from previous lesson, students use the T: Which one of these prompts:
Using and teacher to pick 2 money numbers is the highest? Teacher to rove around
ordering students to play combinations Discuss with the person Focus group- and observe students
decimals. Money Master on the (decimals) from - All students have and provide
IWB. previous lesson and own mini appropriate probing
Adding and - This game requires order decimals from whiteboard to write questioning to assess
subtracting students to make smallest to largest. on. students thinking and
decimals. target amounts with - Teacher to model strategies.
the provided money. Once teacher is 4 and then 3 digit
next to you.
confident that student decimals and ask T: Tell me why 0.890 is
T: Does this make it
has grasped students to think larger than 0.092.
understanding of about its location Tell me how you
ordering decimals: between whole worked it out?
numbers. E.g.: What were you saying
- Students attempt 4.0938. Is it to yourself in your
provided closer to 4 or 5? mind as you worked on
subtraction and easier for you? - Teacher to monitor this?
addition problems students answers
T: Who can tell me how written as form of Students will also
much this is? assessment. complete both
independent activities
Extension: in their workbook
which teacher will
Teacher to pick students Students use the collect.
to come up and write same number
answers to the combinations from
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using decimats. following: activity and
Add .10 demonstrate their
2.4-0.83= Add 2.00 knowledge of
Subtract 1.00 representing
Subtract .10 numbers on a
(Whole class model) T: Tell me how you number line and in
worked that out? fraction, decimal
and money form.
Teacher to model
addition and subtraction Students attempt to
using decimats with complete division
whole class. problems with
decimats.

Whole class:
Session 3 Play lunch lady game, which
Calculation requires them to calculate the
of change to total of eight customers
the nearest lunches in three minutes.
five cents Food items cost amounts
with and ending in 0.00 or 0.05 to help
without encourage mental calculation.
digital
technologies
After playing one round,
Rounding teacher will pause the game
up/rounding after each customer and ask
down students to calculate the
change that would be given if
the customer were paying
with different notes and coins.
For example: Total= $3.35
T: If this customer paid
with a $5 note, how much
change would they get?
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Split class into two Think, Pair, Share: Enabling Observations:
groups for 2 different - Think about how often we prompts:
activities. use money. When would Teacher to assess
15-20mins on each we expect to receive students knowledge
change? Modify trading coins
activity. activity to cater for through class
- Students pair up with a ability. E.g. discussion and Think,
Task 1: Interactive person of the opposite students Pair, Share activity.
learning (I pads) gender and share real-life independently
experience of using complete coins and Activities:
Game requires students to money. teacher assists with
solve money problems. notes. Task 1:
How important is it to Game provides
understand equivalent teachers with run down
values of money? T: How did you
work this out? of scores and number
Class brainstorm of Can you prove this of correct/incorrect
people/professions that is right? answers.
would need to have a good Does this relate to
understanding of anything else we Task 2:
Able to use calculator if equivalent values: have done before? Table is to be stuck into
needed. workbook for teacher
Possible answers: to collect at the end of
Extension:
- People working in lesson.
supermarkets or
shops Make up own
- People working at money
restaurants problems/questions.
Task 2: Trading money - Shoppers using Share with a fellow
for equivalent values their money to buy classmate and see
Students will complete items
if they are able to
equivalent values table - Accountants
T: What other answer it correctly.
knowledge do you think
these people would
need to have?
Prompting question: If a
with all coins and notes. customers total came to
$23.27, how much change
would they get?
Test students
knowledge of when to
round up and when to
round down.
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Invite two volunteers to
provide amounts on the
board for class to decide if
they need to be rounded
up or down.

Rounding bingo: In pairs students undertake On IWB, access Enabling prompts: Observations:
Session 4 & Students work in pairs in three mini project Money Chef Woolworths online - Collection of
5 separate groups (tables) and are over next three lessons: shopping. T: Have you used projects
Linking provided with a bingo sheet, Criteria for project: anything to help - Did students use
which has numbers they need to you? allocated time
knowledge round up to
Ask students to suggest wisely?
of decimals The nearest ten (group 1) - Students are to plan five items that they - Did they
to students hundred (group 2) a 3-course meal know their parents buy As there is two of demonstrate
everyday thousand (group 3) - They have chosen regularly. you, is there a understanding of
life. (Decided in relation to budget under $100 quicker or easier budgeting/financi
ability) that they must Add these items to the way that this could al plan?
Rounding The first pair in each group to adhere to. cart and ask students to be done? - Did they
up/ rounding complete all numbers Lesson 1: predict total. understand the
down. correctly and call out bingo - Before conducting How does your purpose of the
wins. activity and keep
their research, Ask students to round Mum/Dad find out
Group 1: within the
Create students are to up or down if required. what they need to budget?
simple provide teacher buy when wanting
financial with a plan and T: How many different to cook something?
Peer feedback:
plan/budget. budget. ways could we pay for - Upon presentation of
- This needs to these items in cash? their projects, students
include: are encouraged to
Outline of provide constructive
Extension:
meals/items feedback to each pair.
Budget and plan for - Commenting on what
Estimation of total
an outing that they they liked/disliked about
cost in order for
Group 2: may undertake in their project.
students to choose
real life e.g. movies, - What was one thing
their budget
zoo etc. they could have done
amount. differently?

Students are given flyers Self- assessment:

from local grocery stores or After finishing project,
can use I pads to access students complete a self-
Woolworths online to assessment form to
reflect on their learning.
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Group 3: further plan their project. - Areas of the
project they
Lesson 2: difficult or
- Students construct challenging
- Comparing their
poster displaying original
their plan, estimations with
estimations and their final total.
what they were - What do they
able to achieve think they could
within their budget. have done
differently to save
Lesson 3: money?
- Students present
their posters
Jessica Moore
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 Jessica Moore
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References:

Condon, C., & Hinton, S. (1999). Decimal dilemmas. Australian

Primary Mathematics Classroom, 4(3), 26.

Griffin, L. B. (2016). Tracking decimal misconceptions: Strategic

instructional choices. Teaching Children Mathematics, 22(8), 488-494.

Irwin, K. C. (2001). Using everyday knowledge of decimals to enhance

understanding. Journal for research in mathematics education, 399-420.

Martinie, S. L. (2014). Decimal fractions: An important point. Mathematics Teaching in

the Middle School, 19(7), 420-429.

Moody, B. (2008). Connecting the Points: An investigation into student learning about
decimal numbers.

Moloney, K., & Stacey, K. (1997). Changes with age in students conceptions of
decimal notation. Mathematics Education Research Journal, 9(1), 25-38.

Stacey, K., Moloney, K & Steinle, V. (2004). Teaching and learning about decimals.
Order, 1, 1.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). Elementary and middle
school
mathematics: Teaching developmentally (8th ed.). Boston, MA: Pearson.

Wright, V., & Tjorpatzis, J. (2015). What's the Point? A Unit of Work on Decimals with
Year Three Students. Australian Primary Mathematics Classroom, 20(1), 30-34.

Lessons:

Money Master. (2016). Mathsisfun.com. Retrieved 26 October 2016, from

http://www.mathsisfun.com/money/money-master.html

MrNussbaum.com - Lunch Lady for Tablets. (2016). Mrnussbaum.com. Retrieved 26

October 2016, from http://mrnussbaum.com/lunch-lady-ipad.html

Solving money problems, Mathematics skills online, interactive activity lessons.

(2016). Studyladder.com.au. Retrieved 26 October 2016, from
https://www.studyladder.com.au/games/activity/solving-money-problems-23723