Standard 2.

3
Unit Overview
Unit title:
Decimal Fractions
Content maths area:
The focus content area is Decimal Fractions.
Grade/year level:
The grade level is a composite class of year 5/6 students and the corresponding
AusVELS year level is 5 and 6 with a greater focus on achieving the standards for
level 6.
Learning Focus (ideas extrapolated from AusVELS):
The content strand for the unit is Number and Algebra and sub-strand is fractions and
decimals. There are three proficiency strands for the unit; understanding, reasoning
and problem solving.
Rationale:
Decimal fractions are a topic that presents challenges to for students to learn (Moody,
2008). Learning about decimal fractions is important as it is used in everyday life
such as weather, money and finance (Thompson and Walker, 1996).
Assumed prior knowledge of students:
Informed from the curriculum
It is assumed that students have prior knowledge
of fractions, percentages and have been introduced to decimals in level four of
AusVELS (2014). It is assumed that students could identify a connection between
fractions, percentage and decimals. It is also assumed that students have an
understanding of the base-ten system for whole numbers and can apply prior
knowledge to create new knowledge.
Assessment to find current
Overview of assessment:
knowledge
To assess students prior knowledge of decimal fractions, formative assessment will
take place prior to teaching the unit to identify what students know. To assess
students ongoing understanding on key concepts of decimal fractions, summative
assessment will take place after learning to assess whether students understood key
ideas and the focus of the lesson. Assessment is ongoing throughout the lessons as the
teacher asks questions, roves during investigation sessions and takes running records
during the session. Other assessment strategies include picture chat and collecting
students work to observe whether the student has met the outcome for the lesson.
How learning will be assessed throughout the
sequence of lessons

(Roche, 2010)

Appendix 2: Decimat Game

Name:

Activity Sheet: Colour in Decimats

units

tenths

What I rolled
Fraction

Decimal

hundredths

thousandths

How much is shaded altogether?

Decimal

Anne Roche, Australian Catholic University, anne.roche@acu.edu.au

Appendix 1: Puzzle Template

(Suh, Johnston, Jamieson & Mills, 2008)

Appendix 4: Adding Up
Decimals Game

Adding Up Decimals
Name: ____________
/
/

Partners Name: ________________

Date:

Round One:
Shade in your
sum.
Ones
0
0

.
.
.
.

Tenths

Hundredths

Was your sum greater than or

less than
1? _______________________________
_______________________________
How far away were you from 1?
_______________________________
_______________________________
Round Two:
Shade in your
sum.
Ones
0
0

.
.
.
.

Tenths

Hundredths

Was your sum greater than or

less than
1? _______________________________
_______________________________
How far away were you from 1?
_______________________________
_______________________________
Round Three:
Shade in your
sum.

Ones
0
0

.
.
.
.

Tenths

Hundredths

Was your sum greater than or

less than
1? _______________________________
_______________________________
(Suh, Johnston, Jamieson & Mills, 2008)

How far away were you

from 1?

_______________________________
Appendix 4: Cont.
Round Four:
Shade in your
sum.
Ones
0
0

.
.
.
.

Tenths

Hundredths

Was your sum greater than or

less than
1? _______________________________
_______________________________
How far away were you from 1?
_______________________________
_______________________________
Round Five:
Shade in your
sum.
Ones
0
0

.
.
.
.

Tenths

Hundredths

Was your sum greater than or

less than
1? _______________________________
_______________________________
How far away were you from 1?

_______________________________
_______________________________
Round Six:
Shade in your
sum.
Ones
0
0

.
.
.
.

Tenths

Hundredths

Was your sum greater than or

less than
1? _______________________________
_______________________________
How far away were you from 1?
_______________________________
_______________________________

Appendix 3: Three in a Row Number Line

Extending students-

|
_____________________________________________________________________
________|

Enabling students-

|
_____________________________________________________________________
________|
0
1

0.5