MATHEMATICS UNIT PLANNER

Topic: Fractions and decimals Year Level: 5 Term: 1 Week: 6 Date: 27th February
2017
Key mathematical understandings: Victorian Curriculum Focus
 Fractions can be represented in a number Content strand(s): Number and Algebra
of different models.
Sub-strand(s):Fractions and decimals
 Fractions can be used in an addition and
subtraction format. Key Level description:
 Fractions can be re-unitized which means  Compare and order common unit fractions and locate and represent them on a number line (VCMNA187).
they can be deconstructed and renamed  Investigate strategies to solve problems involving addition and subtraction of fractions with the same
in equivalent ways. denominator (VCMNA188).
 Fractions do represent a number of
something, and can produce whole Proficiency strand(s): Understanding Fluency Reasoning
numbers. E.g. place value concepts.  Understanding- Recognises that fractions can be represented in different ways.
 Understanding- Illustrates and voices their mathematical thinking in relation to fractions.
 Fluency- Recognises different strategies of answering fractional questions.
 Fluency- Is able to choose the appropriate method when introduced to different forms of questions.
 Reasoning- Is able to verbally and physically explain their mathematical thinking in relation to fractions.

Key skills to develop and practise: Key equipment / resources: Key vocabulary
 Fractions use the place value system to  Clean Sweep Campers book by Lucille Recht  Benchmarking
represent a proportion of something. Penner  Partitioning
 Selected models that represent fractions in  String  Equivalent
different contexts. E.g. number lines, counters  Denominator
 Fraction flash cards  Numerator
etc.
 Ipads or computers  Number line
 To use appropriate language when discussing  Represent
fractional understanding.  Post it notes  Addition
 To create their own question in relation to  Colour in fractions chart  Subtraction
fractions and show the possible strategies to  Fraction
work it out.  Spinners  Model
 Additional websites (see appendices)  Numerator
 Denominator
 Wool  Fraction
Links to other contexts:  Common fraction
 Literacy- book; Clean Sweep Campers book by  Improper fraction
Lucille Recht Penner
Possible misconceptions:
 Number lines can’t be partitioned.
 Not understanding what the numerator and
denominator are standing for.
 Fractions do have equivalent fractions that
represent the same thing.
 Not understanding the importance of using
models to solve fractional questions.
 Fractions can be represented in a variety of
forms.
Key probing questions: Assessment overview:
 What is benchmarking?  Work samples;
 How does portioning assist you when using - Fraction card number line
fractions, and why is it important to learn? - Colour in fractions task
- Addition and subtraction counters activity
 What’s an equivalent fraction?
- Worded questions
 How can we use, number line and counters
to solve questions? - Everything about my fraction
 What do the digits in fractions tell us about  Observations
it?
 What is important language and phrases
that we can use to discuss fraction
concepts?

MATHEMATICA ‘TUNING IN’ ‘INVESTIGATIONS ‘REFLECTION & CATERING FOR ASSESSMENT

L (WHOLE CLASS SESSION’ MAKING DIVERSITY STRATEGIES
FOCUS FOCUS) CONNECTIONS
SESSION’

(25 minutes) (20 minutes) (15 minutes)

Session 1 Enabling Prompts; Work sample-
 Compare and Show learning intention. Students work Students gather on floor - Use cards (that Recording of their
order unit individually on their to discuss learning have a fraction selected strategy;
fractions and Read book Clean Ipads or computers less then 1) and - Has the student
locate on a Sweep Campers doing the fraction card What is the purpose of used any of the
a paper number
number line (Appendix 1). number line activity, on the activities we did strategies
Ask; the illuminations today? line.
- Give students discussed in the
Learning -What fractions did we website;
hear about through the http://illuminations.nctm. Can you tell me what equivalent whole class
intention:
Today we are book? org/Activity.aspx? you and your partner fractions. focus?
learning about -Use ‘Think, pair, share’ id=4148 (Appendix 2). thought was the best - Could the
ways of where students think strategy to use and Extending Prompts; student record
representing individually first, then Encourage students to why? - Give students their thinking?
different fractions share thoughts with write down their strategy improper
on number lines. partner. Get some in playing the game. How did you convince fractions. Observations;
students to illustrate each other that, that was - Encourage - Could the
fractions on the Towards the end of the the best strategy to use? student
benchmarking
whiteboard. activity get students to complete the
-Talk about the ‘share’ with a partner Why is benchmarking and portioning.
number lines
relationship of the their strategy and how and establishing
 fractions. many go’s it took each appropriate strategies given to them?
student to reach the end. essential to learn? - Did they need
Fraction washing line any enabling or
activity Get them to decide How have we met our
extending
Get all students to come between their partners learning intention today?
up and put their fraction what strategy they think prompts?
that they have been was best and why. - Were they able
given on the ‘washing to complete a
line’ from fractions whole number
including and between line?
0-3.
Discuss with students
whether they are happy
where all fractions have
been placed.
Discuss benchmarking
thinking with students.
(15 minutes) (30 minutes) (15 minutes)
Session 2 Enabling Prompts; Work sample:
 Compare and Show learning intention. Students work in pairs. Students gather on the - Give students a Students recording of
order unit Ask; Play the “Colour in floor to discuss their list of equivalent the fractions.
fractions and What is the maths focus Fractions” task learning. fractions. - Does the
locate on a of learning for this (Appendix 3). student show
- Assist students
number line week? Can you tell me what the different
Discuss responses Individually students strategies you used? by discussing
how they can fractions in the
Learning focusing on fractions draw their number line E.g. benchmarking and
and decimals and their and place all their discuss. colour different correct
intention:
Today we are related concepts. fractions onto it. parts to manner?
learning about - Get students to How do you know that represent the - Have they used
how to represent “Colour in Fractions” write down the you have placed them in desired fraction. equivalent
different fractions (Appendix 3) methods they the correct way? fractions?
on a fraction wall Roll the dices and tell Extending Prompts; - Does the
used to construct
and number line. students the fraction. Encourage students to - Give students
it. student show
Ask; think why they have had fractions on flash
What is this fraction? to order their fractions an
cards, they have understanding
Can anyone tell me on a number line.
about it? to flip them over of
How will we put this on How have we met our and colour in that benchmarking?
our sheet? learning intention today? selected fraction. - Does the
Record the steps used - How can this student record
to place the number on fraction be
 the fraction wall. presented in their method?
Discuss the strategies counters?
used by the students to - What strategies
colour in a section of the
did you use to
fraction wall.
find this answer?
Additional task- Model
the number line task;
Discuss with student’s
other ways to record the
fraction. Outline number
lines and record the
number rolled from the
above task on a number
line.
Discuss possible
outcomes and
strategies.

(20 minutes) (25 minutes) (15 minutes)

Session 3
 Investigate Show learning intention. Students are to work Students gather on the Enabling Prompts; Work sample
strategies to Ask; independently on the floor to discuss their - Give students Students recording of
solve What is the maths focus activity (Appendix 5). learning. counters. their methods;
problems of learning for this - Get students to - Give students - Does the
involving week? draw their Discuss with students student show
more simplified
addition and Discuss responses counters and what they have written the answer in
focusing on fractions on their posted notes. questions.
subtraction of how they got the correct
a fractions and decimals and their
their answer. Extending Prompts; way?
with the same related concepts. Discuss the different
- Or illustrate what - Give students - How have they
denominator approaches that were
To tune students in get other strategies appropriate within the fractions on flash got to that
Learning them to undertake the they used. lesson. cards, they have answer?
intention: “Spin to win fractions” to flip them over - Have they used
Today we are game (Appendix 4). Towards the end of the What were you thinking and answer counters
learning about - Once completed lesson get students to when you using addition appropriately?
ways of ask; write on a posted note answered/illustrated the and subtraction - Does the
answering - Discuss what what question they question this way?
found easy and what the selected student record
addition and strategies were
subtracting they found difficult. fraction. their method?
used and How have we met our
questions using
counters. whether they learning intention today? - How did you
were appropriate. know that the
- Ask how does fractions could
this tie into our you represented
lesson today? this way using
counters?
Discuss with students
about different ways we
can work out fractions
when placed in a
addition and subtraction
context. Get students
inputs and model their
ideas, promote using
counters.
Explain to students what
the required activity
requires them to do
without the implication of
key strategies; Study
ladder, addition and
subtraction (Appendix
5).
(15 minutes) (30 minutes) (15 minutes)
Session 4 Enabling Prompts: Work sample:
 Investigate Show learning intention. Students are to work Students gather on the - Using this app Students recording of
strategies to Ask; independently creating floor in a circle to https://au.ixl.com/ their solutions and
solve What is the maths focus their own worded discuss the learning. math/year-5/add- methods.
problems of learning for this questions. Teacher - Does the
and-subtract-
involving week? needs to ask the Teacher asks the student answer
Discuss responses following questions; following; fractions-with-
addition and the question
subtraction of focusing on fractions like-
correctly?
a fractions and decimals and their Have you recorded all Can you tell me what denominators-
related concepts. possible answers? strategy you used and - Do they use an
with the same using-number-
denominator Have you used why? appropriate
lines- (Appendix
 Compare and Worded questions appropriate strategies? How do you know you strategy?
7).
order unit (Appendix 6); Record how they knew got the correct answer - Does the
- Get students to
fractions and Discuss with students how to answer the each time? student show
worded questions, and question? Teacher goes around write down their
locate on a an
number line possible ways of Get ready to present the circle asking thinking.
understanding
 answering it e.g. using a your best question. students to share their Extending Prompts: of
Learning number line or counters. question they created - Worksheet of benchmarking?
intention: - Show students and how they illustrated worded - Does the
Today we are the website and their answer. questions using student record
learning about work through different their method?
ways of How have we met our
some questions denominators; - Does the
answering learning intention today?
worded questions with students http://www.k5lear student use
using number lead by their ning.com/sites/all counters or a
lines or counters. ideas. (Appendix /files/adding-and- number line?
7). subtracting-
- Get students to fractions-word-
create models, problems-1_0.pdf
using counters or (Appendix 8).
number lines to - How else can
make sense of you answer this
what the question?
question is - Could you get
asking them to any other
do. answers?

Creation of worded
questions
Following the above task
inform students that they
will be creating their own
worded question in
relation to fractions and
illustrate how they could
form a worded question.

(15 minutes) (30 minutes) (15 minutes)

Session 5
 Investigat Show learning intention. Students are to work Students gather on the Enabling Prompts; Work sample:
e Ask; independently on the floor to discuss their - Give students a Students Everything
strategies What is the maths focus activity “Everything learning; students need simplified about my fraction
to solve of learning for this about my fraction” to bring their “Everything activity.
week? (Appendix 9) about my fraction task”.
 problems Discuss responses Get students who did the fraction. - Does the
involving focusing on fractions Is there any more same fraction to share - Provide students student answer
addition and decimals and their possible ways to record their ideas; with the the question
and related concepts. your selected fraction? How did they show the
appropriate correctly?
subtractio fraction?
n of a To tune students in get Towards the end of the What strategies did they resources they - Do they use all
fractions them to undertake the lesson, ask students to use? will need. appropriate
with the number line activity on write under each Could you have done strategies?
same the following website- question that they have anything else? Extending Prompts; - Does the
denomina https://au.ixl.com/math/y answered the strategy - Give students a
student use all
tor ear-5/add-and-subtract- they have used. How have we met our more challenging
strategies that
 Compare fractions-with-like- learning intention today? fraction.
have been
and order denominators-using- At the conclusion of the - What other ways
number-lines (Appendix lesson have students explored in
unit could you
fractions 7). write the fraction that previous
illustrate your
and locate Discuss with students they have used on the lessons?
fraction?
on a the key concepts that whiteboard. - Does the
number they are learning - Is there anything
student use
line through the task and around the
bench marking
how it links to the classroom that
or portioning?
Learning previous lessons. you could use?
intention: - Could you use
Today we are “Everything about my addition or
learning about fraction” (Appendix 9)
subtraction to
ways of Discuss with students
representing our what the activity is represent your
fractions using a asking students to do. fraction?
range of Discuss using student
strategies and input the different
resources. fractions that could be
used and the
appropriate strategies.

Plan for next sequence of learning (5-7 sessions) that builds on this unit of work:
1. Content/ mathematical ideas
- Understanding that place value system goes beyond hundredths.
- Using partitioning strategies to represent decimals on a range of sources.

2. Aspects of the Victorian Curriculum that could be addressed in the next sequence
- Recognise that the place value system can be extended beyond hundredths (VCMNA189)
- Compare, order and represent decimals (VCMNA190)

3. Possible learning tasks that address the content and curriculum demands (include references where appropriate)
- “Colour in Decimats game”- comparing fractions and decimals, whilst having to use equivalence.
- “6-digit traveller”- presented with different place value systems that are higher than hundredths.
- “Fractions in boxes”- using different decimals and demonstrating it as a fraction and models.
- “Washing line decimal numbers”- Have decimal flash cards and each student needs to place it on a number line using partitioning and
benchmarking.

4. Reasons for these planning decisions (dot points are appropriate)

- Students need to review ideas of whole- number place value that extends beyond hundredth (Van de Walle, Karp & Bay- Williams, 2015).
- Students need to understand the role of the decimal number; as it marks the location of the ones (or units) place (Van de Walle, Karp & Bay-
Williams, 2015).
- Students need to compare, order and represent decimals through the use of number lines and exploring key comparisons of selected decimals.

References:
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2015). Elementary and middle school mathematics: Teaching developmentally (9th ed.).
Boston, MA: Pearson.
Victorian Curriculum and Assessment Authority. (2016). Foundation to year ten: Mathematics. Retrieved from
http://victoriancurriculum.vcaa.vic.edu.au/mathematics/curriculum/f10#level=6
Appendix 1

Penner, L. (2000). Clean-Sweep Campers. Baltimore, MA: Kane Press.

Appendix 2
Taken from: http://illuminations.nctm.org/Activity.aspx?id=4148
Appendix 4

Adapted from: Sexton, M., Brown, J., & Downtown, A. (2010). Understanding fractions. Prime numbers, 25(4), 4-9.
Appendix 5

Taken from: https://www.studyladder.com.au/games/activity/adding-and-subtracting-fractions-with-same-denominators-21313

Appendix 6

Taken from: https://www.studyladder.com.au/games/activity/adding-and-subtracting-fractions-word-problems-26527

Appendix 7

Taken from: https://au.ixl.com/math/year-5/add-and-subtract-fractions-with-like-denominators-using-number-lines

Appendix 8

Taken from: http://www.k5learning.com/sites/all/files/adding-and-subtracting-fractions-word-problems-1_0.pdf

Appendix 9
Taken from: Downton, A., Knight, R., Clarke, D., & Lewis, G. (2006). Mathematics assessment for learning: Rich tasks & work samples.
Melbourne, Australia: Mathematics Teaching and Learning Centre, Australian Catholic University.
 Appendix 3
Activity Sheet: Colour in Fractions
Taken from: Havindar Kaur

What I What I
rolled shaded
 Gaining insights from research for classroom planning
Natasha Proctor- S00163043

Introduction (63 words)

This paper will discuss concepts in relation to fractions. It can be seen through the literature review that it
will touch on key ideas including, fractional knowledge, strategies, ways of working and thinking
mathematically, possible misconceptions and difficulties students may have. The second part of the paper is
discussing the curriculum; when and how its introduced and what is the expectation for teachers.

Literature review (614 words)

Fractional knowledge is an essential element to a student’s growth within the mathematical domain. As a
teacher it is essential that they understand that each student brings different levels of knowledge into the
classroom being conceptual and procedural (Siegler, Pyke, & Eccles, 2013). For students acquiring
procedural knowledge of fractions it can often poses difficulties, thus being components of different fraction
arithmetic’s procedures require in-depth understandings and knowledge (Siegler, Pyke, & Eccles, 2013). In
order for teachers to plan for a fraction unit it is essential that they comprehend key knowledge students may
have and adapting it to suit different strategies. Johnson & Karms (2013) believe that all tasks need to be
open ended and require students to guide their own learning through the different levels of knowledge that
they have attained. Furthermore, no teacher lead activities and discussion should be used as students need
rich and meaningful inquired based learning within mathematics (Johnson & Karns, 2013). Moreover, Viseu
& Oliveria (2012) also promote the idea of open ended tasks being essential, however they need to be at
differentiating levels e.g. low, medium and high. In contrast Sullivan, Clarke & Clarke (2012) encourage
that tasks should be challenging for the learner, provoke insights into the key mathematical structure and
appropriate methods.
Petit, Laird & Marsden (2010) outline that thinking mathematically within the fraction concepts involve,
partitioning, benchmarking, residual thinking, comparison and visualisation. Furthermore, Bright, Behr, Post
& Wachsmuth (1988) believe that number lines differ from models in several ways. A length model presents
unit, and the number line model suggest not only units, but is also a stimulus for benchmarking and
partitioning. Moreover, a number line is a visual separation between units, whereas a model is continuous.
Roddick & Silvas-Centeno (2007) disregards number lines as they believe that fractions involve conceptual
understanding through hands-on approaches, where blocks and models are the foundation for understanding
all aspects of fraction concepts.
Several teaching practices are influenced by the above literature that explains different strategies,
mathematical thinking and key knowledge. Bastürk (2016) promotes that teachers need to use useful forms
of content representations, which can come in a range of resources, including word demonstrations,
illustrations and ways of representing data. Bastürk (2016) and Mendiburo, Hasselbring & Biswas (2014)
both agree that within each teacher’s teaching practice it is essential to have individual and whole group
discussions as that’s where students learn some essential concepts. Through Mendiburo, Hasselbring &
Biswas (2014) research it informs the reader that students who use virtual resources to acquire fraction
knowledge, promotes the students in gaining more information and insight from being hands on in these
contexts.
Within the fraction concept students often demonstrate common misconceptions and most students will
encounter difficulty along their pathway to obtaining key fraction concepts. Mendiburo, Hasselbring &
Biswas (2014) outlines that through their research it was evident that some students could draw the
appropriate models although they couldn’t reason about their model in relation to the answer they obtained.
Siegler, Pyke & Eccles (2013) informs the reader the students prior knowledge effects the way they learn,
which can pose some difficulties for students who don’t have the knowledge required for the task. Bright,
Behr, Post & Wachsmuth (1988) summaries that a common misconception of fractions is the place value
system and students can’t comprehend how selected fractions fit within the place value system. Roddick &
Silvas- Centeno (2007) discusses the idea that different shaped models, make students perceive the fraction
in a different way and not equal parts which are part of a whole. Finally, Johanning (2013) explains that
students aren’t aware that fractions are part of a whole when placed in an addition and subtraction context.

Critique of the Curriculum (236 words)

It can be seen within the Victorian Curriculum and Assessment Authority ([VCAA], 2016) that fraction
concepts don’t get introduced until grade one, and even then for the first couple of years the same concept is
being taught. Powell & Hunting (2003) explain that children grasp the concept of developing part whole
relationships in early primary years, and it should be essential that teachers have informed discussions with
their students about this concept. The Victorian curriculum also follows a sequence where the same concepts
are being taught over a few years before introducing more complex concepts (VCAA, 2016). This can
negatively affect student’s as many concepts are interrelated and are being taught over a series of years,
which can cause confusion for students. Moreover, the curriculum doesn’t cater for mixed ability students,
and if a student begins to fall behind, it isn’t taken into consideration.
Watanabe (2003) outlines that the curriculum needs to allow for more time for students to develop part
whole relationships, partitioning and benchmarking. Teachers are expected to cover a large amount of
content in the older primary years, this includes; comparing fractions, solving problems using addition,
subtraction, multiplication, and division, compare and order fractions and decimals and equivalent fractions.
In conclusion the curriculum outlines what each teacher is required to do, however it does not describe what
children need to understand and where they should be at, at the end of the year.
Conclusion (90 words)
It is promoted through this paper that fractions need to be introduced at an earlier age for two reasons.
Firstly, most students have developed part whole concepts in the foundation year. Secondly, the concepts
taught throughout the primary curriculum are well spread out and key interrelated concepts aren’t taught in
the same given year level. It is evident through the presented literature that there are several misconceptions
students develop, and it’s essential that a teacher adopts the correct strategies and practice to try and avoid
some student’s difficulties and misconceptions.
References
Bastürk, S. (2016). Primary student teacher’s perspectives of the teaching of fractions. Acta Didactica
Napocensia, 9(1), 35-44.
Bright, G., Behr, M., Post, T., & Wachsmuth, I. (1988). Identifying Fractions on Number Lines. Journal for
Research in Mathematics Education, 19(3), 215-232.
Johanning, D. 2013. Developing Algorithms for Adding and Subtracting Fractions. Mathematics Teaching
in the Middle School, 18(9), 527-531.
Johnson, E., & Karns, M. (2013). RTI Strategies that work in the 3-6 classroom. Taylor and Francis.
Mendiburo, M., Hasselbring, T., & Biswas, G. (2014). Teaching Fractions with Technology: What
Type of Support Do Students Need as They Learn to Build and Interpret Visual Models of
Fractions Ordering Problems? Journal of Cognitive Education and Psychology, 13(1), 76 87.
Petit, M., & Laird, R,. & Marsden, E. (2010). Studies in Mathematical Thinking and Learning : Focus on
Fractions : Bringing Research to the Classroom. Florence: Routledge.
Powell, C., & Hunting, R. (2003). Fractions in the early-years curriculum: More needed, not less.(In My
Opinion). Teaching Children Mathematics, 10(1), 6.
Roddick, C., & Silvas-Centeno, C. (2007). Developing Understanding of Fractions through Pattern
Blocks and Fair Trade. Teaching Children Mathematics, 14(3), 140-145.
Siegler, R., Pyke, A., & Eccles, J. (2013). Developmental and Individual Differences in Understanding of
Fractions. Developmental Psychology, 49(10), 1994-2004.
Sullivan, P., Clarke, D., & Clarke, B. (2012). Teaching with Tasks for Effective Mathematics Learning
(Mathematics Teacher Education). Dordrecht: Springer.
Victorian Curriculum and Assessment Authority. (2016). Foundation to year ten: Mathematics. Retrieved
from http://victoriancurriculum.vcaa.vic.edu.au/mathematics/curriculum/f 10#level=6
Viseu, F., & Oliveira, I. (2012). Open-ended Tasks in the Promotion of Classroom Communication in
Mathematics. International Electronic Journal of Elementary Education, 4(2), 287-300.
Watanabe, T. (2003). Fractions in the primary curriculum. (Readers' Exchange) (Letter to the Editor).
Teaching Children Mathematics, 10(2), 68.