MATHEMATICS UNIT PLANNER

Topic: Decimal Fractions Year Level: 4/5 Term: Week: Date:

Key mathematical understandings Victorian Curriculum Focus
Content strand(s): Number and Algebra
Decimal fractions can be represented in a Sub-strand(s): Fractions and decimals
variety of different ways using number, Key Level description:
Year 4
words and mathematical materials.
Recognise that the place value system can be extended to tenths and hundredths. Make connections between
Using the correct language with fractions fractions and decimal notions (VCMNA159)
assist students in understanding the Year 5
conversion from decimal fraction to fraction. Recognise that the place value system can be extended beyond hundredths (VCMNA189)
Compare, order and represent decimals (VCMNA190)
Place value plays a vital role with decimal
fractions. Place values help to grasp the Proficiency strand(s): Understanding Fluency Reasoning
idea of the type of fraction we can use to Understanding: Transfer knowledge of place value to decimal fractions,
represent the decimal fraction. Understanding: Connect different representations to compare and order fractions and decimals.
Fluency: Recall and communicate fraction sequences
Reasoning: Justify strategies of counting decimal and fraction patterns
Key skills to develop and practise Key equipment / resources: Key vocabulary
To use fractional language to assist with the Decipipes
understanding of decimal fractions (Roche, 2010) Post-it notes
To see the relationship between decimal fractions Decimat activity sheet (appendix D)
and physical representations Decimat die Decimal fractions, represent, place value,
Decimal Card Match cards decipipes, explain, tenths, hundredths,
To compare decimal fractions, specifically which is Long rope number line thousandths, fractions, justify, decimats, fractional
larger and which is smaller. language, deci-wall, discoveries, how much more,
To use benchmarking techniques to finish an Links to other contexts (if applicable, e.g., inquiry unit focus, whole, compare, order, number line, beyond
current events, literature, etc.):
activity Ask students, when going to the shops, think
about how much change you would get back if
you were to buy something (this is a good
measure, however not great as the coins do not
relate to model size) (Roche, 2005).
Possible misconceptions Key probing questions Assessment overview (assessment strategies you plan to use
Students may see digits on the right side of the What are the ways we can represent a with students, including the types [e.g., cognitive and/or affective;
formative and/or summative; self and peer assessment] and how you
decimal point as whole numbers (Resnick et al., decimal fraction? intend to collect this information):
1989). Is there more than one way of writing this Formative assessment
Longer the decimal, the larger the number Anecdotal notes roving and class discussion
decimal fraction as a fraction?
(Roche, 2010). How can we use decimal fractions in real life?
Adding zero to make the numbers have an equal Work samples:
What are some fractions that are more than Decimats
amount of digits, this is also seen as whole
number thinking (Stacey and Steinle, 1998). one whole? Class number line
 MATHEMATICAL TUNING IN INVESTIGATIONS REFLECTION & MAKING CATERING FOR ASSESSMENT
FOCUS (WHOLE CLASS FOCUS) SESSION CONNECTIONS DIVERSITY STRATEGIES
(INDEPENDENT LEARNING) SESSION
(WHOLE CLASS FOCUS)

Session 1 (15 minutes) (25 minutes) (20 minutes) Enabling prompts: Anecdotal notes from
Representing - Look at tenths as a starting class discussion:
decimal fractions Show learning intention Students leave resources Students sit in a circle. point. How many tenths - What do students
on tables. Sit on floor. make one whole? understand about
Learning Write decimal fractions on What discoveries did your relating decipipes to a
(Visual cues)
intention: board. We will be making a deci- pair make using the
- If ten tenths make one decimal fraction?
We are learning to Ask: wall. Explain half the wall resources that you had?
whole, how many - Can students make visual
represent decimal What do we know about is place value and what we
decimal fractions? know about it, half the wall Students can use hundredths make one representations of
fractions using
mathematical Concept map on interactive is representations and resources as props when whole? (Visual cues) decimal fractions?
resources. white board (IWB) anything we discover about explaining. If the props - How many decimal
Focus on comments decimal fractions. match the description on places are the
relating specifically to place At the end of the session, post-it, take photo and add Extending prompts: representations (tenths,
value. youll come back and share to deci-wall. - Justify why you think this hundredths, etc.)?
what youve learnt represents that much? Is
Decipipe exploration Students will put their post- there a way you can
*Table groups, explore Go back to your tables, it notes on the deci-wall. show me?
resources. and in pairs, have a go (See appendix A for visual)
Teacher: roving taking using the resources, and Include a representation of
note on student thinking. write down important things each decipipe value.
you discover.
*Table groups are mixed Ask:
ability What do you notice about
the decipipes?
Can you represent a
number with these
resources? How?
Dont forget to write it
down

Session 2 (15 minutes) (30 minutes) (15 minutes) Enabling prompt: Work sample:
Representing - Refer to deci-wall. Look at - Has the child used the
decimal fractions Show learning intention Students work in pairs Students gather on floor. what we have previously correct correspondence
as fractions and (mixed ability). discussed about from fraction to
on a decimat Sit on floor with decipipes. Each rolling dice, writing Discuss possible fractions
decimals. Look at the decimal?
Adding decimal Discuss representations of fraction and saying the that students have used.
decimals. Bring student up words as they go. tenths column, the
fractions
to represent 0.75, use Have students come to hundredths column, etc. Anecdotal notes (whilst
roving):
language. Ask: IWB and talk about a
 Learning What is the name of this particular fraction and draw - Offer decipipes Responses to probing
intention: Ask student to justify how fraction? what that might look like on - What do you already know questions.
We are learning he got that answer. their decimat. about this? - Do they understand that
the vocabulary of What if I roll a 7 and - Say the words, ten hundredths can
decimal fractions Demonstrate what that 1 emphasising the th make one tenth? Etc.
and their would look like on a 10 ? What are some strategies
(Steinle and Stacey, - Can they represent the
representations. decimat using IWB. you used to fill in the
Showing the whole, then decimat sheet? 1998). fraction as a decimal
dividing into tenths, etc., fraction?
What about a 3 and Extending prompts: - Con they correctly colour
explaining what they are as
1 - At this stage, how much in the suitable areas?
you go. See appendix B
100 ? more do you need to get
Colour in Decimats to a whole?
(Kaur, 2016) - How many hundredths,
Model the task using a How would you represent thousandths, etc.?
helper (student), stressing that on your decimat?
the fractional language of
the fraction dice (Roche, Convince your partner of
2005). your answer.
Helper rolls dice. Ask:
What fraction is this? Take photos of students
Where should we colour in working to display on deci-
the decimat? wall.

Remind students to write

any discoveries on a post-it
note (to then be stuck on
wall).

Session 3 (15 minutes) (35 minutes) (10 minutes) Enabling prompt: Work sample:
Adding decimal - Offer decipipes as a - Has the child used the
fractions Students gather on the Students in pairs, play Students sit in a circle with physical representation. correct
Subtracting floor. Colour in Decimats their decimats. - Refer to deci-wall. correspondence from
decimal fractions - Look at one tenth and the fraction to decimal
Who can help me to draw Encourage them to make a Ask: representation between
up a decimat? (IWB) whole. Did anyone have to change fraction?
Learning the decipipes and - Has the student been
intention: their mind on their go?
Ask two students to Rove, asking students: Did anyone change their decimat. able to successfully
We are learning to
represent decimal demonstrate Colour in How much do you need to partners mind about the add the existing
Decimats finish/win the game? fraction they were Extending prompt: decimal to the new
fractions and - What would you do if you
adding them to How can you justify your colouring in? decimal (from the next
Emphasise the language answer? didnt get exactly one
make a whole. turn)?
used when rolling die. Why did you colour that How were you able to whole? - What place value did they
part in? justify your answers with - Could you subtract a
get stuck on?
If you need any help, have your partner? fraction to get one
 a look at the deci-wall first Towards the end of the whole?
game, students write on Did anyone discover - How could you do this?
post-its, any addition anything new about - What if we changed the
discoveries about decimal decimal fractions that we hundredths you rolled
fractions. didnt think about here, to a thousandths?
yesterday? Add that to our - Does that change your
deci-wall.
answer?

Session 4 (5 minutes) (40 minutes) (15 minutes) Enabling prompt: Anecdotal notes:
Equating numbers - Can you explain what you - Can students identify the
to visual Gather students on the Students go back and work Gather students in a circle. know? three different
representations floor. in mixed ability table - Where does this number sit representations in this
and words groups (previously set). What strategies did you in place value? activity?
Fractional Decimal Card Match use that was helpful in this - Refer to deci-wall
- What can they easily
language (Kaur, 2016) Complete Decimal Card activity? - How would you write this
Have a group of decimats Match identify?
down on your decimat? - Were they able to match
Learning on IWB. Go around the circle.
Who can tell me what Roving, encourage all of the cards?
intention: Extending prompt:
decimal fraction these students to convince each What one was most - What do we need to work
We are learning to - What if this was nine
compare and make numbers represent? other why they think the challenging? Can anyone on next session?
Convince me. cards match. help this group out? thousandths, not 9
connections
Students to justify their tenths? What would it
between words,
decimal fractions Ask students to find the When students finish or answer. look like on a decimat?
and decimat written decimal fraction in towards end of lesson, take Pin this set of cards up on
representations. the cards and place them a photo with the iPad. the deci-wall so we know
next to the decimat. the words, number and
Bring down the card that representation of it.
Ask a different student to was most challenging for
find the decimal fraction you. Print off images of Card
that it represents. Match display to add to
deci-wall.

Session 5 (15 minutes) (20 minutes) (25 minutes) Enabling prompt: Work sample:
Ordering - What is the same about Use the number line and
representations Students sitting at tables. Individually, students go Students to sit at tables. As these two cards? student placements to
back to tables. a class discuss decimals - What is different? assess their
on a number line
Give selected students a that have been placed in - What do you already know understanding of decimal
coloured card with a Students are to make up a the right and wrong space. about the number? fractions and their
Learning
fraction on it. See appendix fraction, decimal fraction, Justify why. representations.
intention:
C. and fraction in words using Extending prompt: - Have they gone
We are learning to
Ask them to put it on a the coloured post-it notes Place the number line on - Is there a different fraction beyond unit
match and order
number line where they provided. the deci-wall, so that it can fractions?
representations of that also represents this
believe it should go. Students should then come be referred to in the next - What types of
fractions with their
up to the front and add unit.
decimal fraction Discuss each card and why them to the number line. number? fractions are they
and words o it has been placed there, - Is there a fraction that using?
NOT the student who Once students have could go beyond one? - Have they been
placed it there. Is it in the completed one of each able to identify all
right place? Why? Why card, have a look and write
representations?
not? notes on any that they
believe may be in the right
(Cards will be colour- or wrong place.
coded. One for the decimal
fraction, one for the
fraction, and one for the
fraction in words).

Plan for next sequence of learning (5-7 sessions) that builds on this unit of work:

1 Content/ mathematical ideas

- Placing equivalent fractions on number lines
- Improper fractions, where they go on number lines.
- Adding fractions using common denominators to solve problems
2 Aspects of the Victorian Curriculum that could be addressed in the next sequence
- Investigate equivalent fractions used in contexts VCMNA157
- Compare and order common unit fractions and locate and represent them on a number line VCMNA187
- Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator VCMNA188
3 Possible learning tasks that address the content and curriculum demands (include references where appropriate)
Colour in Fractions - using die to find equivalences in fractions with a fraction wall (Clarke, Roche and Mitchell, 2008, p. 380)
Can you make it true? adding or subtracting fractions to make one, can be a follow on to improper fractions (Van de Walle, Karp, and Bay-Williams, 2015, p.
405)
Estimate, then Verify Estimation skills bring students to think about decimals and fractions in broader terms.
4 Reasons for these planning decisions (dot points are appropriate)
- Students could be seen as apparent experts with common misconceptions such as longer is larger (Roche and Clarke, 2004)
- Challenging misconceptions with probing questions help to eliminate this misleading thinking (Roche, 2010)
- The use of fractional language is highly advantageous when learning decimal fractions (Roche, 2005)
- Physical representations help students to grasp the understanding of decimal fractions (Roche, 2010)