EDMA310/360 Mathematics unit planner

{Mary Buffon}

Unit Overview
Unit title:
Decimal Fractions
Content maths area:
The content area to be focused on in this unit overview is Decimal Fractions.
Grade/year level:
The grade focus for this unit overview is Year 5, with the corresponding AusVELS Level 5.
Learning Focus (ideas extrapolated from AusVELS):
The content strand for this unit is Number and Algebra, with the corresponding sub-strand, Fractions and decimals. The focus topic is decimal
fractions. The proficiency strands for this focus of unit work are listed as Understanding, Problem Solving and Reasoning.
Rationale:
The content area, decimal fractions, aligns with the AusVELS (2014) level descriptors of comparing, ordering and representing decimals, whilst
recognising that the place value system can be extended beyond hundredths. Irwin (2001) explores the important role that decimals play in
students everyday life knowledge, and the vital role we as teachers play in tapping into misconceptions of decimal fractions in order to assist
students in correctly solving decimal fractions. Wright (2004) emphasizes the importance of understanding decimals as a vital role of number
sense for students in the upper primary years, as decimals pervade everyday situations (Wright, 2004, p.606).
Assumed prior knowledge of students:
It is assumed that students would have had prior experiences and therefore have prior knowledge of the development of whole number and
fraction concepts including an understanding of decimal numbers. Specifically, it is assumed that students will have previously learnt, and
therefore understand that our number system is based on groupings of 10. For example, 10 ones makes ten, 10 tens make one hundred, 10
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hundreds make one thousand. It is also understood that students know and understand that fractions represent equal parts of a whole and that a
whole, when divided into 10 equal parts, results in tenths.

Grouping strategies to support learning:

Sullivan (1997) explores how differences in students learning goes beyond the rate at which people
learn, extending to the style in which they learn, their orientation to learning and their motivation
towards the learning. Therefore, the use of mixed ability grouping has been used in this unit planner as
the teacher aims to provide a range of mathematically rich learning experiences that provide extension
work for the higher achievers (Sullivan, 1997, p.20) and remedial support for those with
difficulties (Sullivan, 1997, p.20). It is through the use of mixed ability grouping the higher achievers
are able to extend upon their knowledge, as they are required to explain their learning through the use
of a deep understanding and use of different strategies. These highly able students are challenged, as
they are required to persevere with the task to help one another in scaffolding the learning. Mixed
ability grouping allows students to work collaboratively, scaffolding each others learning, through peer
scaffolding in the whole class environment.
Overview of assessment:
A range of assessment strategies will be used to assess students both formally and informally. Using
formative assessment will be evident in order to move learning forward throughout the semester. This
form of assessment is crucial in planning as teachers determine what to do with students who already
know, and those who dont (DuFour, 2004). Summative assessment will be used to demonstrate what
students have learnt in regards to decimal fractions at the end of the topic, using this for both formal
and informal reporting. Assessment will be used to plan for differentiated learning, gauging students
capabilities through out the content area, decimal fractions. Picture chats were used as a form of
assessment as Ed Partnerships (n.d) explore these as a potentially rich source of insights into
students context knowledge, a form of assessment that allows for mathematically rich learning
conversations, exploring students justification and reasoning strategies. Gallery walks used peer
assessment and were chosen as a further reflection tool, providing students with a structured
time to discuss and actively listen to a range of mathematical thinking ideas and understandings,
justifying and reflecting on what they have learned from one another, and from the task itself
(Thinking of Teaching, 2012).
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Ways of grouping is one strategy effective

teachers must demonstrate and understand.
This explanation provides evidence to
explore why mixed ability grouping was
chosen for this numeracy unit planner.

Using a range of assessment methods is a

crucial strategy for effective teaching as this
takes into account all learning styles;
Formative- moves learning forward throughout
the unit
Summative- demonstrates what students
have learnt at the completion of the unit
Formal- structured tests
Informal- picture chats, gallery walks (peer
assessment)

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MATHEMATICS UNIT PLANNER

Topic: Fractions and Decimals
Key mathematical understandings
(2-4 understandings only; written as
statements believed to be true about the
mathematical idea/topic):

Decimals are numbers that can be

represented on a number line.

Understanding decimal numbers requires

a deeper understanding of place value.

The place value of each number is

important when comparing, ordering and
representing decimals and can be
extended beyond thousandths.

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Mary Buffon

Year Level: 5

Term:

Week:

Date:

Key AusVELS Focus / Standard (taken directly from AusVELS documents):

Content strand(s):
Number and Algebra Measurement and Geometry
Probability
Sub-strand(s):
Fractions and Decimals

Statistics and

Level descriptions: Level 5

Compare, order and represent decimals (ACMNA105)
Recognise that the place value system can be extended beyond hundredths (ACMNA104)
Proficiency strand(s):
Understanding
Problem Solving
Reasoning
Understanding: Understanding involves making connections between representations of numbers and
decimals and being able to represent these in a variety of ways. This also includes correctly comparing and
ordering a range of decimals, recognizing that the place value system can be extended beyond tenths and
hundreds to thousandths.
Problem Solving: Problem solving includes being able to formulate and solve authentic problems using
whole numbers to create, order, compare and represent a range of decimal fractions.
Reasoning: Reasoning involves investigating strategies to efficiently perform calculations, represent
patterns involving decimals whilst also using the correct mathematical language to compare, order and
represent decimal fractions.

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Key skills to develop and practise (including

strategies, ways of working mathematically,
language goals, etc.) (4-5 key skills only):

Locating decimals on a number line

attending to scale.
Comparing and ordering decimals using
benchmarking, equivalence and
partitioning.

Finding a decimal fraction of a quantity

using multiplicative thinking.

Using correct language and terminology in

regards to decimal notion e.g. hundredths,
thousandths rather than zero point one.

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Mary Buffon

Key equipment/resources:
- Six-sided die
-

Ten-sided die

Three in a row decimal number line

worksheet

Decipipes

Mathematics Assessment for Learning:

Rich Tasks & Work Samples (2nd ed.).

Mini-whiteboards

Post-it-notes

String/wool

Camera

Interactive whiteboard

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Key vocabulary (be specific and include

definitions of key words appropriate to use
with students)
Decimal- relating to or denoting a system of
numbers based on the number ten, tenth
parts, and powers of ten
Decimal fraction- A fraction written as a
decimal.
Thousandths- the ordinal number of one
thousand in counting order.
Hundredths- the ordinal number of one
hundred in counting order.
Place value- The value of each digit in a
number depends on its place or position in
that number.
Number line- A line on which equally spaced
points are marked. The points correspond, in
order, to the numbers shown.
Position- Describes the place where
something is.

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Possible misconceptions (list of misconceptions

related to the mathematical idea/topic that
students might develop):

Decimal notion, leading to the whole

number thinking misconception. This
misconception indicates that many students
treat decimals as another whole number to
the right of the decimal point. (Roche,
2005)
The longer is larger misconception. One
of the most prevalent misconceptions as
students believe that the more digits, the
larger it is. E.g. 0.45 is larger than 0.8
because 0.45 has more digits. (Roche,
2005).

Key probing questions (focus questions that

will be used to develop understanding to be
used during the sequence of lessons; 3 5
probing questions):
Can you show me what youre thinking?
Can you write down what you are
thinking?

How could you check this?

How can you do this another way and

still get the same answer/result?

Is this the most efficient way?

How do you know that? Can you

convince me?

The shorter is larger misconception. Many

children lack the ability to coordinate the
numerator and denominator of a fraction
and therefore conclude that a shorter
decimal, such as 0.3, is greater than a larger
decimal, such as 0.92 because they think
only about the size of the parts and
therefore cannot simultaneously consider
how many parts there are (Moody, 2011).

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Links to other contexts (if applicable, e.g.,

inquiry unit focus, current events, literature,
etc.):
Literacy will be incorporated as students
use the correct language and terminology
in regards to decimal notation. E.g.
hundredths, thousandths rather than
saying 0.01 or 0.001.

Students will incorporate the general

capability of personal and social learning
as they work together to participate in
mathematical investigations and learning
experiences.

The students are currently undertaking an

inquiry unit in which they are actively
taking particular interest in the kinds of
foods they consume, the nutrition
information on the boxes and labels of
foods they eat. As students begin to
understand, compare and order decimal
numbers they will be able to use this to
compare items in the supermarket to
recognise the nutritional content of the
items they are consuming.

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Lea
rni
ng
str
ate
gies
/
skil
ls

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

MATHEMATICA
L
FOCUS

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TUNING IN
(WHOLE CLASS
FOCUS)
(a short, sharp task
(what you want the relating to the focus of
students to come to the lesson; sets the
understand as a
scene/ context for what
result of this lesson students do in the
short, succinct
independent aspect.
statement)
e.g., It may be a
problem posed, spider
diagram, an openended question, game,
or reading a story)

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Mary Buffon

Listening
Locating
information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing
feedback
Questioning

INVESTIGATIONS
SESSION
(INDEPENDENT
LEARNING)
(extended opportunity
for students to work in
pairs, small groups or
individually. Time for
teacher to probe
childrens thinking or
work with a small
group for part of the
time and to also
conduct roving
conferences)

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

REFLECTION &
MAKING
CONNECTIONS
SESSION
(WHOLE CLASS
FOCUS)
(focused teacher
questions and
summary to draw out
the mathematics and
assist children to make
links. NB. This may
occur at particular
points during a lesson.
Use of spotlight,
strategy, gallery walk,
etc.)

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Seeing patterns
Selecting
information
Self-assessing
Sharing ideas
Summarising
Synthesising

ADAPTATIONS
- Enabling prompt
(to allow those
experiencing difficulty
to engage in active
experiences related to
the initial goal task)
- Extending prompt
(questions that extend
students thinking on
the initial task)

Testing
Viewing
Visually
representing
Working
independently
Working to a
timetable

ASSESSMENT
STRATEGIES
(should relate to
objective. Includes
what the teacher will
listen for, observe, note
or analyse; what
evidence of learning
will be collected and
what criteria will be
used to analyse the
evidence)

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Strategies
and skills
to be used
in the
numeracy
unit
Number
and
Algebra

Session 1
Developing
students
understanding
and prior
knowledge on
decimals to be
able to explain
and relate
common
decimal
fractions.

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Mary Buffon

Reviewing what
children already know

Have students work

individually to
participate in the game
Mini Whiteboards
everything about my
Whiteboards are
decimal. Have students
powerful tools to elicit
write down everything
evidence of students
they know about the
prior knowledge.
decimal, represent their
decimal on a number
Concrete material used
line, write down the
as teaching strategy
fraction equivalence of
the decimal, represent
The teacher can quickly the decimal as part of a
frame a question e.g.
metre and cut a piece of
Which decimal is larger? wool or string the
Students record their
appropriate length.
answer on the
Encourage students to
whiteboard and when
represent their decimal in
asked, hold up. The
a range of different
teacher quickly scans the ways. Teacher roams
students responses,
during the game to
making observations on observe, record and
prior knowledge.
gauge students level of
decimal knowledge and
understandings.
Questions to probe
thinking:
-How could you check
this?
- Can you use materials
to help?
- How do you know its
correct?
- Can you do it another
way?

Students participate in a Enabling prompts:

- Provide a
gallery walk to explore
other students
benchmark for
knowledge,
the string/wool
understanding and
e.g. , 50cm.
strategies such as
- Less questions
benchmarking and the
e.g. just focus
use of equivalence to
on number line.
represent their
knowledge of decimal
Extending prompts:
fractions. What do you
- What is the
notice about the way
most efficient
Anna has represented
strategy to
her decimal value using
compare these
wool? Is it bigger/larger
decimals? How
or smaller than
do you know
Victorias decimal? How
this?
can you tell? Ensure
students can provide a
- Which two
convincing argument to
decimals were
demonstrate their
the easiest to
knowledge. Strengthen
compare? Why?
the gallery walk by
having children post
- Which two
post-it-notes writing a
decimals were
strength, question or
the hardest to
wondering they have
compare? Why?
after viewing their peers
work. Discuss these
notes in pairs or small
groups, discuss the need
for the feedback they
provide to assist their
peers in moving learning
forward.

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- Collect students
work samples to
indicate level of
understanding e.g.
equivalence,
benchmarking, and
comparisons. Use
these to scaffold/
extend future
lessons.
Roving conferences- Use these to hear
students mathematical
language and evidence
of learning in the
moment e.g.
understandings and
knowledge of decimals.
These roving
conferences give the
teacher the opportunity
to articulate students
learning, providing them
with the opportunity to
justify and reason why
they have done what
they have done. It also
assists the teacher to
identify and correct
misconceptions as they
arise through authentic
learning conversations,
not possible by only
collecting work
samples.
- Use both forms of
assessment to
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Teacher models the

Session 2
previous session
Relating tenths, everything about my
hundredths and decimal, writing down a
thousandths and number and modelling
using place
how to place this upon a
value to record number line, taking the
numbers
investigation a little
involving
deeper and building on
thousandths
what was previously
explored. Add/remove 1
or 2 digits from the
number to make
connections between
tenths, hundredths and
thousandths,
representing each one of
these using place value
to record the numbers.
Have a student model the
activity, using their
number from the
previous day this time
using decipipes with
teacher scaffolding to
introduce the following
activity.

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Mary Buffon

Have students explore the

At the end of the lesson
decipipes on the table.
students will participate
Decipipes= concrete material
in a gallery walk around
teaching strategy
Discuss as a class after
exploration what these may
be, what they may represent
such as 0.1, 0.32 and 0.875
and have a student model the
activity with teacher
scaffolding.
Students work in pairs, using
the think, pair, share
thinking routine
of mixed ability grouping to
explore and represent a range
of decimals, using reasoning
strategies to convince their
partner of their
representation and the
corresponding decimal. The
teachers role during activity/
lesson is to observe for
strategies using place value
to record numbers involving
thousandths with students
extending the place value
system beyond hundredths.
Teacher also observes for the
correct use of mathematical
language. Questions to probe
student thinking may
include:
Teacher may provide
benchmarking such as if
this represents one, what will
one half (0.5) look like?

the classroom to look at

other students
representations using the
decipipes. Students ask
questions and share their
strategies of using place
value to record numbers
involving thousandths
such as using strategies
of benchmarking. Again,
strengthen the
pedagogical use of sticky
notes, students can write
new strengths or
observations, different to
the previous lesson e.g.
something new I learnt,
noticed or that I am still
wondering. Encourage
students to share ideas
and use reasoning
strategies to provide a
convincing argument to
acknowledge the place
value system can be
extended beyond
hundredths.

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Enabling prompts:
- What do they
remind you of?

Using picture chats

have mathematically
rich conversations to
challenge students
- How could you thinking strategies and
write this?
reasoning to understand
their thinking and
- Use benchmarks
further knowledge.
such as this
Have students take a
(tenths)
few photos and choose
represents 1
one to explain what was
whole.
happening in the photo,
what strategy they were
- Initially have
using and how this
only tenths,
strategy assisted them to
using fewer
solve the problem.
materials.
- Listening for
mathematical language
Extending prompts:
of tenths, hundredths
- Add an extra
number e.g. 227 and thousandths.
- Looking for correct
tenths
place value
- Challenge
representations to record
students to
numbers (tenths,
persevere by
hundredths and
encouraging
thousandths).
them to orally
share their
justifications
and reasonings
with their peers.

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Session 3
Relating tenths,
hundreds and
thousandths and
using place
value to record
numbers
involving
thousandths

Have decipipes on table

and have children revise
these and make a number
with as many decimal
points as they like.
Decipipes= concrete
material teaching
strategy
Teacher poses question
what does your number
look like in standard
form? Write this down.
What does your number
look like in base ten
form? Draw this.
Have students use the
think, pair, share
thinking routine
and work in pairs with
different numbers e.g.
tenths, hundredths,
thousandths discuss/
relate their numbers.
Emphasize that students
will continue with place
value for today,
deepening their
understandings on what
they previously learnt.

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Mary Buffon

Introduce the game

Make a
Number (Downton et
al., 2006).
Participate in the game
using cards, numbered
6-9 and one (thus,
extending beyond
hundredths, into
thousandths) with a
decimal point.
In pairs, initially have
students come up
approximately 5-7
questions e.g. using your
cards, what is the
smallest number you can
make? Students use the
instruction sheet and
then are encouraged to
see how many questions/
answers they can come
up with relating decimal
place value, decimal
density and beginning to
compare decimals.

Selected students will be

asked to share strategies
to emphasize
partitioning of decimals
(tenths, hundredths and
thousandths) when
relating the three. What
do you notice about the
way Anna uses place
value to record her
decimals for example,
when she uses her cards
to make the smallest
decimal? Have students
record some new
strategies and ideas to be
able to justify and reason
the answer they have
arrived at.

Enabling prompts:
- Use only tenths,
hundredths or
thousandths rather than
a combination of all
three at one time.
- Use prompting
strategies to
encourage
students to
check the cards
matches how
she has placed
her cards, with
questioning
techniques such
as, Is there
another way to
work that out?
Can you do it
another way?
-

- Use the learning

dispositions triangle to
gather evidence for
learning including skills
& capabilities, learning
dispositions and
students
understandings. This
way the learners voice is
heard, valuing student
discussions to identify
future learning needs,
experiences and
contexts.
Teacher roves the
classroom, listening to
learning conversations.
Add these to teacher
journal for students
mathematical content.
- Observation of
the use of the
Teacher
correct
provides a list of
mathematical
questions they
language e.g.
may answer
saying one and
rather than
three tenths
students
rather than 1.3
creating their
(one point
own.
three).

Extending prompts:
- Represent
decimals that go
beyond
thousandths.
E.g. tens of
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Observation of
the use of
correct decimal
place value e.g.
one, two and
three decimal
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Session 4
Comparing and
ordering
decimals

Display a 10 x 10 grid
on the interactive
whiteboard.



Using concrete
materials and
providing scaffolding
as forms of teaching
strategies
Have students come up
and shade parts, asking
questions such as what
does the shaded part
represent? Revise
previous lesson by
emphasizing the first
place to the right of the
decimal point is the
tenths place, the second
hundredths and so on.
Have one student model
their number from the
previous lesson using the
10 x 10 grid board,
moving into comparisons
for this lesson with the
teacher scaffolding and
student modelling where
their number would be
placed upon a number
line, in comparison with
the start and endpoints.

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Mary Buffon

Introduce the game

Three in a row decimal
number line. Use two
students to model the
game with the teacher
scaffolding.
Have the students play
the game three in a row
in pairs (see appendix 2).
The teachers role will be
to observe for reasoning
strategies and
explanations of ordering
decimals and
comparisons using
mathematical language.
Questions to probe
students thinking may
include:
-

What did you

visualise when you
were working on this
problem?

Why is this greater

than this?

Why is this less than

this?

Why did you place

this number here?

How did you work

out where the
number is placed
upon the number
line?

Choose students to share Enabling prompts:

- Use one die
their strategies in small
groups, allowing for
instead of two to
more discussion
only make
opportunities for all
tenths.
students to explore the
- Use a six sided
use of benchmarking and
die
equivalence. Ask the
class questions such as:
- Have the number
- What are some
line just 0-1.
different ways to
compare 0.1 and
- Provide
1.2? Look for
benchmarks
language such
as less then,
Extending prompts:
greater than in
- Use a ten-sided
comparisons.
die

Use effective
probing
questions as a
teaching tool/
strategy

Emphasise that when

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Add an extra die

Therefore,
number line will
be extended
from 0-21.

Picture chats:
Take photos of
students working.
Ask students what
was happening in this
picture? Use to
articulate students
knowledge and
reasoning skills.
-

Have students
take a range of
photos,
choosing one to
share
something they
are proud of
and something
they find
challenging,
identifying
areas for
further
improvement
and
collaborating
on how you can
address this
challenge
together.

During this
time observe
students
reasoning
strategies of
why they
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Session 5
Comparing and
ordering
decimals

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Mary Buffon

Teacher poses openended question create a

decimal number using
tenths, hundredths,
thousandths. Teacher
instructs students to
order themselves from
smallest to largest.
Use probing questions to
help students order
themselves such as:
- How could you
check that your
decimal is
smaller?

The teacher introduces

the game number
between by writing a
pair of numbers far apart
on the board (smallest on
the left) and calls on a
student to write a
number in between the
pair. When a correct
answer is given, call on
another student to write a
number between the new
number and one of the
earlier endpoints. Divide
the students into teams to
play the number between
- Can you use
game, challenging the
place value to
correctness of the
explore whose
answers of the other
decimal is
teams. The teachers role
larger?
during the game is to
observe for strategies of
Use of comparing and
comparisons as students
ordering task to deepen
compare decimal
learning from the
numbers with different
previous day, linking this
numbers of digits after
to continue the
the decimal point.
mathematical focus in
(Department of
this lesson.
Education and Early
Childhood Development,
2014).

Have selected students

Enabling prompts:
- Use only tenths
share their strategies
with the class to explore
- Provide
the use of benchmarking.
benchmarks e.g.
Ask questions such as:
0, 0.5 and 1
- If you know this
is 1 and this is 2,
Extending prompts:
where would 1.5
- Extend beyond
be? Where
tenths to
would 0.9 be?
hundredths and
Locate decimals
thousandths
in order upon
the number line.
-

How do you
know where to
place these
numbers?

Can you show

your thinking?

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Use roving
conferences to:
- Observe the use
of appropriate
skills such as
equivalence
and
benchmarking
in justifying
their strategy
and answer.
-

Observation of
the use of
correct and
appropriate
mathematical
language, e.g.
two and eight
tenths rather
than 2.8 (two
point eight).

Add these
anecdotal notes
to students
checklists.

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