FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2 Week YEAR LEVEL: 5 LEARNING AREA/TOPIC: Mathematics – Fractions and
3 Decimals

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

ACMNA103 Students will successfully be Formative Introduction:

Week 3 Investigate able to add fractions. This can assessment will  Teacher facilitates classroom discussion on what
Lesson 1 strategies to be done by ensuring that: be used at the students already know about fractions. This is done
solve problems  They only add the start of the lesson in the form of a think pair share.
involving numerator when the teacher
 From this the teacher introduces and explicitly
addition and  They keep the actively listens to
subtraction of the student’s models the notion of addition of fractions with the
denominator the same denominator (I DO). To engage the students Whiteboard
fractions with discussions during
the same same and don’t add the think pair teacher can use concrete materials, potentially even Concrete counting
denominator. it. share to use skittles or lollies to help engage the students to materials
understand what start.
they already know
about the topic at Body:
hand.  As a class the teacher and students do 3 examples on
their whiteboards of addition of fractions (WE DO). Students small
Summative
Teacher and students are to refer to the WALT and whiteboards
assessment will
take place at the WILF’s to ensure that they are completing the
end of the lesson process properly.
in which the  Teacher then directs students to complete 10 more IPADS
teacher compares addition equations on their own. They are to display IPAD APP Drawing
the students work
how they did this on the IPAD APP Drawing Pad
Pad
samples to the
rubric attached.  Once they have done this students are to screenshot
what they have done and submit it onto See-Saw for
the teacher to mark and their parents to see what
they have done in maths that day. IPAD APP “See-Saw”
Conclusion:
Rubric Attached
 Teacher brings the whole class back together.
Students are to turn to a partner and show how they
have represented the addition and subtraction of
 fractions on their IPAD’s whilst the teacher observes
the student’s outcomes and answers.
 Teacher then refers to the WALT and WILF and asks
students to model how they would add fractions.
 From this the lesson then concludes.