EDMA310/360

Mathematics unit planner

Unit Overview

Unit title: Being a Fractions and Decimals Masterchef!

Timing: Term 2, Week 6

Content maths area: Fractions and Decimals

Stage/grade/year level: Stage 2, Year 4

Learning Focus (from the Syllabus):
Content Strand: Number and Algebra
Sub Strand: Fractions and Decimals 1
Proficiency Strands: Understanding, Problem Solving, Reasoning

Rationale:
Fractions and decimals are foundational to student learning, the understandings gained in the school context are applied daily without
any after thought (Vukovic, 2014, Reys et al, 2012; Payne, 1980). Its as a result of the difficulty expressed by many students and adults
alike, that the content area of fractions and decimals is deemed too hard, meaningless and confusing (Mills, 2011). These preconceived
notions should be taught to highlight its underpinning relevance in daily life and continued application long beyond the primary school
classroom. Therefore, no area of elementary school mathematics is as mathematically rich, cognitively complicated and difficult to
teach as fractions, ratios, and proportionality (Ontario, 2014).

Assumed prior knowledge of students:
This is the first time that fractions and decimals will be taught. Prior to stage 2 students have built understandings about only fractions
with students demonstrating confidence in representing and modelling halves, quarters and eighths. In year 3 students were introduced
to fractions and decimals together for the first time with a continuation of representing, modelling and beginning to make comparisons.
Since term 3 last year there have been many more experiences which have shaped students understandings, this has been identified

through a diagnostic assessment where students were given a picture of a table of food and asked to create their own fraction and/or
decimal problems. From this it can be elicited that the knowledge is varied and various misconceptions evident which will be explored
in this unit.

Grouping strategies to support learning:
Throughout the implementation of this unit, students will be exposed to varied grouping strategies with individual, small group and
whole class groupings evidenced. The class itself will be of mixed abilities to ensure that students are able to aim high with increased
expectations fostered (Jorgenson, 2008). Through this grouping all students are able to consider the expectations they have of
themselves and their own abilities (Jorgenson, 2008). Additionally, with mixed abilities used the learning experiences are appropriate
and result in the inclusion of authentic differentiation with scaffolding embedded within lessons along with opportunities for students
to be extended. The National Numeracy Review Report (2008) discourages ability grouping with negative learning and attitudes often
the result.

Overview of assessment:
Throughout the unit varied assessments with take place to ensure that each lesson is tailored to student needs. Across the unit there
will be an assessment for learning to inform the big ideas to be covered, this will occur in diagnostic form prior to the commencement of
the unit where students will be asked to create their own problem focusing on fractions and decimals. Throughout the unit assessment
of learning will also take place occurring in a summative manner at the conclusion of each lesson within the summarise/review stage
as well as formatively at the conclusion of the unit where students will be asked to revisit their initial problem, consider what they have
now learnt and rewrite their problem and solve it. Each lesson requires students to self assess their understandings so that they may
continue to grow in knowledge. As identified above, each assessment informs the teaching and learning which precedes it, its not only
valuable for the teacher to understand where students are at but to determine where they will go next.

Mathematics Unit Of Work

Unit Title: Being a Fractions and Decimals Masterchef!
Year Level: 4
Term: 2 Week: 6
Date: June 16th, 2015
Key mathematical understandings
Content strand(s):

Number and Algebra
Measurement and Geometry
Statistics and Probability
Sub-strand(s):

Fractions and Decimals 1
Fractions can be used to describe equal
parts of a whole, of a collection of objects, to Outcomes:
MA2-7NA: represents, models and compares commonly used fractions and decimals.
represent numbers and to show division.
MA2-1WM: uses appropriate terminology to describe symbols to represent mathematical ideas.
A number line can be used to show many
MA2-3WM: checks the accuracy of a statement and explains the reasoning used.
fractions and decimals.
Proficiency strand(s):
Understanding
Fluency
Problem Solving Reasoning
There is a strong connection between
Outcomes:
fractions and decimals.
Understanding: Students build understandings, which can be adapted and transferred between the related concepts of
fractions and decimals. Students demonstrate this with making the connection between the why and how in mathematics.
Problem Solving: Students make informed choices through investigating problems involving fractions and decimals and
communicating their solutions effectively
Reasoning: Students consider their answers with logical well thought out mathematical reasoning including proving,
evaluating, explain and justifying.

Key skills to develop and practise
Key equipment / resources:
Key mathematical technical language



The students will
Language which students will bring with them and
IWB
which will be reflected on again includes
Learn and use the appropriate mathematical
Computer
language when referring to ideas associated with
Whole- A whole/all of something: A group of
Mental Warm Up Questions on IWP application
fractions and decimals.
parts that are regarded as a single
for lessons 1-5
object/thing/unit.
Build understandings about the ways in which
Chef hats with language (L1)
unit fractions can be modelled and represented to
Part- a share/portion of a whole.
Example of worded problems (L1)
form a whole.
Equal parts- The same size for each part.
A range of concrete materials (Counters/base
Use reasoning to reflect on the accuracy of
Half- One of 2 equal parts, each half is equal to
10 blocks/blocks etc) (L1)
statements when considering what happens when
the other.
Whiteboard + Markers
we increase the number of parts the whole is
Quarter- one of four equal parts
Image of baked cake (L2)
divided into.
Eighth One of eight equal parts
Explore Task Explained (L2)
Make comparisons using diagrams and number

Number line examples (L3)
lines.
Language which students will come to learn through
Number line with key fractions for scaffolding
Count by quarters, halves and thirds with both
this unit includes
(L3)
fractions and mixed numerals.
Third/ one-third- One part of three equal
Fraction Wall (L4)
parts
Fantastic Fractions Recipe example (L5)
Fifth/ one-fifth- One part of five equal parts

Fraction- A part of a whole, when an object is

divided into a number of equal parts then each
part is called a fraction.
Denominator- The bottom number in a
fraction. It tells us how many parts the whole is
divided into.
Numerator- The top number in a fraction. It
tells us how many equal parts we have.
Mixed numeral- When there is a whole
number and a fraction where the numerator is
smaller than the denominator (proper fraction).
Whole number
Fractional part- Any part of a group, number
or whole.
Number line- A line marked with numbers to
show the relationship between values.
(Definitions have been adapted from Jenny Eather: A
Maths Dictionary for Kids, 2015)
Links to other contexts:
Grace Leva 19/10/2015 4:42 PM
Shopping
Baking/cooking
Comment [1]: These probing questions
are broad and applicable to all students
Money
ensuring inclusive student participation and
Integration:
engagement throughout each lesson.
History- Learning about different cultures and their
food.
Creative Arts: Art- Subject Matter of Non living
things
English
Mathematics
Measurement and Geometry: 3D Shapes
in food, Time taken to cook/bake.
Number and Algebra: Ratios and Rates,
Multiplication and Division, Addition and
Subtraction.

Possible misconceptions:
Key probing questions
Whole number thinking: Viewing the denominator
What were you thinking as you solved this
and numerator of fractions as two separate whole
problem? What strategies helped you with this
numbers and therefore applying these same rules
problem?
when considering fractions. As a result not
How else could you have approached the task?
understanding what these two numbers actually
Can you explain that to me in a different way?
represent. (Lesson 1: Introduce, Explore)

Dividing whole into parts, which are not equal
(Lesson 2:Introduce).
Perceiving fractions as only depicted as a part of a
whole (Lesson 1: Explore).
Ordering fractions and decimals on a number line
due to misunderstanding what is represented and
therefore reading only the denominator in
fractions or ignoring the zero in a decimal (Lesson
3: Introduce, Explore).
The longer the decimal the greater the value.
Reading decimals incorrectly.

Learning
strategies/
skills (highlight
must be
evident in
lessons)

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

MATHEMATICAL
FOCUS

LAUNCH

INTRODUCE

EXPLORE

SUMMARISE/ REVIEW

MWU1: . Can you
1. Draw it?
2. Create a story using it?
3. Write a problem
where its the answer?
(Dunbar, 2013).


MWU2: Tell me everything
you know about 4/4.

(reflecting, responding
working independently,
Cooperating, sharing ideas,)

Learning Intentions:
By the end of the lesson you
should
1. Know the
role/definition of a
numerator/
denominator.
2. Represent fractions
using concrete
materials with various
denominators.
3. Understand what
happens as number of
parts the whole is
divided into becomes
larger.
T will give each small group
a chefs hat with familiar
language (whole/part/
equal parts/half/
quarter/eighth). Each group
will be provide clues. The
class will use the clues to
determine the mathematical
term.

Lesson 1
Reviewing and
introducing the
unit.

ASSESSMENT
STRATEGIES

Ss will share something
Class will discuss the
new/something
role/definition of a
numerator/denominator. challenging.

T will provide Ss with
numbers (2,3,4,5,8). Ss in T will place a fraction on
the board: 2/3 and ask 1
small groups write a
worded problem, where student to identify the
numerator and
these 1 or more of these
denominator and how they
numbers are the
know this.
denominator. Problems
will be posed to another
(reflecting, responding,
group to solve using
sharing ideas).
concrete materials.
Scaffolded- given an
example (Appendix 1).
Challenge- will consider
ways in which these
answers can be shown.
Each group will share
explaining their solution
and reasoning.
T will ask Ss to consider
what happens to the size
of each equal part when
the denominator

Grace Leva 19/10/2015 4:48 PM

Comment [2]: These are varied strategies
which have been embedded within each of
the 5 lessons identified below support
student learning in an engaging manner.
Each of these strategies are broad and
ensure all students are able to grow and
learn no matter where they are at in an
inclusive manner.

Observe:
Grace Leva 19/10/2015 5:04 PM
Engagement
Comment [3]: Each of these aspects of
Language used
Understandings the lesson support all students with the
inclusion of open ended problems to ensure

all students are able to participate in each
Evidence of learning:
activity and stretch their thinking in an
Contributions to engaging way. As a result these activities
discussions.
ensure authentic differentiation across
Worded problems abilities and intelligences. Throughout each
Solutions, the way lesson there are varied strategies which
these are depicted ahave
nd been included to support the
mathematical thinking of students, these
the reasoning behind
strategies identified above are inclusive and
these choices.
enable students to become engaged in

Fractions and Decimals whilst
simultaneously expanding their
understandings of the mathematical
content.


(questioning, cooperating,
listening, observing,
presenting, sharing ideas,
revising)

Lesson 2
Counting
fractions.

MWU1: You are offered 2/5
or 1/3 of brownies. Which
would you choose? Show
your thinking?

MWU2: The answer is 1/8.
Come up with 5 possible
questions for this solution

The Question Key (Ryan,
1990)

(elaborating, listening,
reflecting, responding,
explaining, sharing ideas)

becomes larger
(elaborating, listening,
reflecting, responding,
explaining, sharing ideas,
reporting, questioning,
cooperating ,presenting)


Learning Intentions:
Ss will count by quarters,
By the end of the lesson you halves or thirds using mixed
should
numerals in a creative way
1. Name fractions up to (Appendix 2).
one whole.

2. Count by quarters,
(Adapted from Chrissys
halves and thirds
week 2 tutorial task)
including mixed

numerals.
Scaffolded- focus on grasping

the counting before they
T will reflect on previous
show this creatively.
lesson, what happens to the Challenge- use renaming
size of the parts when the
whilst counting and explain
denominator gets bigger?
their reasoning.


T will show Ss a baked cake, (listening, responding,
picking up 1/4, T will ask Ss sharing ideas, reporting,
to identify how many pieces cooperating ,presenting,
of cake they need for a
performing, designing)
whole? T will place each
piece of cake out and ask Ss
to count out , 2/4. Ss will
consider what they notice?
Can we write any of these
fractions in a different way?

T will pull out another 4
pieces of cake and ask Ss to
continue to count

Ss will discuss in pairs
what a mixed numeral is
and count using an
example.

(listening, reflecting,
responding, explaining,
sharing ideas)

Observe:
Engagement
Language used
Understanding of
mixed numerals
Ability to accurately
count by quarters,
thirds and halves with
appropriate renaming
used.

Evidence of learning:
Ss creative way of
showing their ability
to count.


Lesson 3
Counting on a
number line.

Lesson 4
Comparing
fractions.

introducing mixed
numerals.

(listening, reflecting,
responding, explaining,
sharing ideas, questioning,
revising)


MWU1: 14 + 5 = 20 Prove
Learning Intentions:
this!
By the end of the lesson you

should
The Ridiculous Key (Ryan,
1. Count by quarters,
1990)
halves and thirds

including mixed
MWU2: John went to visit
numerals using a
Liam who has chickens and
number line
pigs. John was too short and

could only see 28 legs. How T will reflect on previous
many chickens and pigs
lesson. With a number line
could Liam have?
Ss will discuss what they

can place on it. T will

highlight renaming 2/4 as
(listening, reflecting,
and 4/4 and a whole.
responding, explaining,

sharing ideas)
(revising, reflecting,

responding, explaining,
sharing ideas, questioning,)

MWU1: Number Sentences-
select 3 cards, using these
ask Ss to write as many
addition and subtraction
number sentences they can
used those 4 numbers.
(Richards, 1995)

Learning Intentions:
By the end of the lesson you
should
1. Use diagrams and
number lines to
make comparisons.
2. Use appropriate

Ss will create a human
number line including
fractions, which show their
ability to count by quarters,
halves and thirds, rename
fractions as mixed numerals
and a whole and consider the
place of eighths.

Scaffolded- Ss will be
provided with a number line
containing some key
fractions.
Challenge- Ss will make
observations about
equivalent fractions.

(elaborating, responding,
explaining, sharing ideas,
cooperating ,presenting)

Ss will construct their own
fraction wall. Ss will identify
any patterns they notice with
their fraction strips.

Scaffolded- Ss will be
provided with the outline for

Name 3 ways to count by
thirds without using a
number line.

The Alternative Key (Ryan,
1990)

( reflecting, responding,
sharing ideas)

Observe:
Participation
Language
Application of
understandings
Accuracy to create a
number line.

Evidence of learning:
Ss completed accurate
human number line. (With
permission it will be
photographed)

Each S will share 1
observation they made
whilst constructing and
then exploring with their
fraction wall.

(listening, reflecting,

Observe:
Language used
Accurate construction
and use of fraction
wall.

Evidence of learning:


Lesson 5

Reflecting on
fraction
understandings.

MWU2: First back from
100- Each pair of Ss will be
given a dice, they will be
required to roll the dice and
subtract the amount from
100 each time. The S who is
closest to 1 at the end wins
the game.
(Richards, 1995)

(responding, explaining,
sharing ideas, cooperating)

MWU1: Write a statement
using the term impossible.

MWU2: James, Andrew,
Hannah and Fran are at the
bus stop, how many
different ways can they line
up?

(responding, explaining,
sharing ideas)

language to explain
the relationship
between fractions.

T will reflect on last lesson.
T will reiterate the language
whilst viewing a fraction
wall.

(revising, listening,
reflecting, responding,
explaining, sharing ideas,
questioning)

Learning Intentions:
By the end of the lesson you
should
1. Use appropriate
terminology.
2. Count by quarters,
halves and thirds
including mixed
numerals using a
number line.
3. Model and represent
fractions with
varying
denominators.

each strip of fractions; they

will write them down.
Challenge- Ss will required to
create their own strips and
conduct the measurements
for each fraction strip.

(reflecting, responding,
explaining, sharing ideas,
reporting, questioning,
seeing patterns)

sharing ideas)

Ss completed fraction wall

and observations
contributed to the class
discussion.

Ss will create, in small
groups/individually their
own recipe for a Fantastic
Fractions Expert (Appendix
3). Ss are encouraged to be
creative and include the
understandings they have
gained thus far on fractions.

Scaffolded- Ss will be
provided with the structure
of a recipe and points to
direct their work in each
section.
Challenge- Ss will put their
own creative spin on this
task, utilising the
understandings across all
lessons.

(elaborating, reflecting,
responding, explaining,

Ss will give 1 word to
describe their learning
thus far.

(listening, reflecting,)

Observe:
Language used
Structure adopted
Accurate inclusion of
fraction
understandings
gained.

Evidence of learning:
Ss completed recipe
showcasing
understandings from 4
lessons and bringing these
together.

sharing ideas, questioning,

working independently,
designing, revising)


Appendices

Appendix 1: Lesson 1: Explore- Scaffolded support
Appendix 2: Lesson 2: Explore- Task Explanation
Appendix 3: Lesson 5: Explore- Example of recipe.


Appendix 1: Lesson 1: Explore- Scaffolded support



2

James, Adam and Sam bake an apple pie. James and Adam can not wait to eat there pieces of the pie. If they were both to
3

eat them as soon as it can out of the oven how much apple pie would be missing?
=


Appendix 2: Lesson 2: Explore- Task Explanation

YOUR TASK:

Now that we have spent lots of time learning about counting by halves, thirds and quarters using mixed numerals. Its time to show us
how creative you can get to show us your counting talents. You can choose to work on your own or pairs. Its time to get started, there
are some ways you can present this below, but think outside the square and remember be creative!

You can do this by

v
v
v
v
v
v
v
v
v
v

Make a video
Create a collage
Draw a cartoon strip
Creating a song
Creating a rap
Creating a poster
Writing a poem
Singing
A skit
Create a puzzle

Appendix 3: Lesson 5: Explore- Recipe Example

Ingredients

Batter
2 cups of engaging learning tasks
6 cups of fun
cup of positive attitude
1 cup of teachers
3 cups of mathematical language
6/8 of understanding the content

Icing
1 cups of confidence
2/3 cup of encouragement
2 1/3 cup of motivation

Method

1. Preheat the oven to 180 degrees.
2. Place the engaging learning tasks, positive attitude,
teachers, mathematical language and understanding the
content in a bowl and mix vigorously until well combined.
3. Slowly add in the fun, continuing to mix.
4. Evenly separate the batter into 24 cupcake tins, filling 2/3
of each tin.
5. Place in oven and bake for 40 mins.
6. In the mean time, place the confidence, encouragement and
motivation in another bowl and mix well.
7. Once cupcakes are cooked through take them out and place
them on a cooling rack. Once cool evenly spread the icing on
top.
8. Eat immediately to become a Fantastic Fractions Expert.

Makes 24 Fantastic Fraction Experts.


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