Beruflich Dokumente
Kultur Dokumente
their
own
potential
change
in
regards
to
the
groups
they
are
placed
into.
He
also
talks
about
schools
that
abandon
ability
grouping
seeing
an
increased
achievement
and
participation
rate
in
their
students
(Boaler,
2013).
Clarke
&
Clarke
(2008)
build
on
this
idea
by
expressing
that
most
students
are
in
fact
disadvantaged
by
classes
according
to
ability
and
it
not
only
having
a
negative
impact
on
the
low
and
middle
groups
but
also
does
not
help
to
further
develop
high
achievers.
Overview
of
assessment:
In
my
lessons
I
plan
to
use
formative
assessment.
I
am
using
formative
assessment
because
my
lessons
are
not
at
the
start
or
end
of
the
unit
so
it
is
important
that
I
am
able
assess
the
students
while
they
are
still
learning
key
concepts.
Formative
assessment
will
allow
me
to
continuously
gather
evidence
about
the
students
learning
and
identify
where
the
students
are
at
and
how
I
can
adapt
future
lessons
to
help
them
reach
the
desired
learning
goals
(Heritage,
2007).
I
will
do
this
by
viewing
what
the
students
are
doing,
listening
to
misconceptions
being
expressed
by
the
students
when
they
are
working
in
pairs
or
asking
questions
and
through
questioning
them
(Heritage,
2007).
I
will
also
gather
some
of
the
worksheets
they
work
on
and
use
this
as
assessment.
During
my
lessons
I
will
also
use
peer
assessment.
I
believe
my
lessons
will
include
quite
a
few
group
or
partner
activities
as
I
plan
to
teach
through
the
use
games
or
activities
that
cannot
be
performed
alone.
I
believe
peer
assessment
is
a
good
way
for
the
students
to
stay
on
task
and
to
focus
even
when
it
is
their
partners
turn
in
a
game.
Toppin
(2009)
expresses
that
peer
assessment
can
improve
the
effectiveness
and
quality
of
learning
for
both
the
assessor
and
assessee
and
the
students
react
more
positively
when
receiving
feedback
from
their
peers.
The
feedback
also
tends
to
be
richer
than
when
given
from
the
teacher
in
peer
assessment
(Toppin,
2009).
References:
Anthony,
G.,
&
Walshaw,
M.
(2009).
Effective
pedagogy
in
mathematics
(Vol.
19).
International
Academy
of
Education.
Retrieved
from
http://unesco.atlasproject.eu/unesco/file/7003a59d-3f2f-4e79-9ddc-5835d113b828/c8c7fe00-c770-11e1-9b21-
0800200c9a66/183624e.pdf
Boaler,
J.
(2013).
Ability
and
mathematics:
the
mindset
revolution
that
is
reshaping
education.
Forum
(Vol.
55,
No.
1,
pp.
146).
http://www.ncpdf.org/pdf/steering/2013-09-06/12.0%20Boaler_FORUM_55_1_web.pdf
Year Level: 5
Term: 2 Week: 3
Date: 15/04/2016
Learning
strategies/
skills
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Listening
Locating
information
Making
choices
Note
taking
Observing
Ordering
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
TUNING IN
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)
(What
you
want
the
children
to
come
to
understand
as
a
result
of
this
lesson
short,
succinct
statement)
Session
1
Students
understand
what
1
thousandth
looks
like
in
comparison
to
1
whole,
1
hundredth
and
1
tenth.
Enlarged
Deci-mat
What
does
1
tenth
of
1
whole
look
like?
What
does
1
hundredth
look
like?
Is
there
a
decimal
place
that
is
smaller
than
1
hundredth?
What
is
it?
What
does
this
look
like?
Ensure
decimal
language
is
used.
Have
an
enlarged
laminated
deci-mat
on
the
board.
How
would
I
colour
a
tenth,
hundredth,
thousandth
on
this
deci-mat?
Start
off
by
giving
the
students
decimals
up
to
thousandths
and
asking
them
what
you
should
colour/how
you
would
split
the
deci-mat
up
to
represent
the
values.
Have
a
class
discussion
after
each
decimal
as
to
why/what
it
represents
Ask
the
students
to
formulate
some
decimals
and
give
them
the
opportunity
to
come
up
to
the
board
and
colour
themselves.
Deci-mat
activity
Work
in
pairs
Have
2
die,
1
dice
with
the
numbers
1
-
6
and
1
dice
with
thousandths,
thousandths,
thousandths,
hundredths,
hundredths,
tenths
Give
the
students
a
deci-mat.
What
would
you
colour
if
you
rolled
3
tenths?,
2
hundredths?,
6
thousandths?
Students
will
work
in
pairs
and
take
turns
in
rolling
the
die
and
colouring
the
decimals
on
their
deci-mat.
Eg:
if
they
role
a
5
and
a
tenth,
they
will
colour
5
tenths.
After
each
role
the
students
will
record
how
much
of
their
deci-mat
is
coloured
The
student
who
colours
their
deci-mat
first
wins
the
game.
How
can
you
figure
out
how
much
of
your
deci-mat
is
coloured?
See
Appendix
1
(Downton,
2015,
Tutorial
6)
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.)
What
are
the
best
combinations
to
role?
Why?
Whats
the
quickest
way
to
colour
the
whole?
How
many
thousandths
would
you
need
to
role
to
colour
in
the
same
as
1
tenth?
What
are
you
hoping
to
roll
now?
Why?
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)
Enabling:
Have
die
with
only
tenths
or
tenths
and
hundredths
Is
a
hundredth
bigger
or
smaller
than
a
tenth?
Is
a
thousandth
bigger
or
smaller
than
a
hundredth?
If
a
hundredth
is
smaller
and
this
is
1
tenth
what
might
1
hundredth
look
like?
Extending:
Have
a
dice
with
only
hundredths
and
thousandths
Have
a
dice
that
includes
tens
of
thousandths
and
make
the
deci-mat
bigger
How
much
more
do
you
need
to
colour
to
get
to
a
whole?
If
you
could
choose
what
you
role
for
the
rest
of
the
game
what
would
it
be
to
help
you
win
and
colour
your
whole
in
as
little
moves
as
possible?
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)
Session
2
Students
understand
the
names,
values
and
decimal
language
for
place
value
up
to
ten-thousandths.
Session
3
Students
understand
how
to
compare
decimals
by
analysing
place
value.
Decimal
Golf
Teacher
against
the
students
game
Have
4,
6-sided
die
(2
for
teacher,
2
for
student)
and
a
Decimal
Golf
playing
card
enlarged
on
the
white
board.
Give
each
student
a
mini
whiteboard
and
marker
The
teacher
and
students
take
turns
in
rolling
and
arranging
their
3
dice/numbers
on
the
dice
to
get
as
close
as
they
can
to
the
par
on
the
sheet
They
can
make
whole
numbers
with
decimals
or
just
decimal
numbers.
Eg
roll
2
and
1
(2.1,
1.2,
0.12,
0.21)
Whilst
they
are
arranging
their
numbers
the
rest
of
the
class
write
down
the
selection
of
numbers
from
the
teachers
dice
or
the
students,
which
they
think
is
closest
to
the
par.
The
team
who
is
closest
gets
a
point
How
can
we
tell/how
do
we
know
which
one
is
closest?
How
can
we
compare
decimals?
What
should
we
look
at?
Why
is
this
number
closest?
What
if
you
could
use
any
of
the
4
numbers?
What
would
you
do?
What
if
there
were
more
dice
but
the
pars
were
still
only
to
hundredths.
What
does
this
>
mean?
What
does
<
mean?
What
does
=
mean?
See
Appendix
3
(Ontario,
2006,
p.54)
Enabling:
Allow
these
students
to
use
the
deci-pipes
to
create
the
inequalities
while
answering
the
questions.
What
does
a
tenth
look
like
on
the
deci-pipe?
Hundredth?
Thousandth?
Is
a
tenths
bigger
than
b
tenths?
Even
though
a
has
more
numbers
than
b
does
it
mean
its
bigger?
Test
it.
Extending:
Have
challenges
on
the
board
where
the
students
compare
decimals
that
are
close
together
(have
the
same
tenth/hundredth
value)
How
many
numbers
could
go
between
these
two
numbers?
What
number
could
you
make
that
would
go
in
between
the
two
numbers?
How
much
bigger
is
a
than
b
Session
4
Students
understand
how
to
find
decimal
numbers
between
two
numbers
by
extending
place
value.
Enabling:
Allow
the
use
of
concrete
materials
to
find
the
decimals
between
the
numbers.
How
many
tenths,
hundredths,
thousandths
have
you
used?
What
do
the
tenths,
hundredths,
thousandths
look
like/represent?
Extending:
Have
decimals
which
are
closer
together
eg:
3.2346
and
3.2347
Ask
them
to
find
all
the
possible
numbers
between
2
numbers.
Peer
assessment:
When
working
in
the
group,
all
group
members
should
be
playing
close
attention
to
the
numbers
that
their
peers
have
selected.
If
they
believe
one
of
the
answers
is
wrong
they
should
tell
their
peer
who
wrote
it
down
and
tell
them
why
they
have
this
assumption.
They
should
also
ask
if
they
are
not
sure
about
a
number
that
has
been
written
down.
Session
5
Students
understand
how
to
order
decimal
numbers
on
a
number
line
from
smallest
to
largest.
Enabling:
How
do
we
know
if
a
decimal
number
is
bigger
or
smaller
than
another
decimal
fraction
What
is
the
first
place
value
column
we
should
look
out
for?
Why?
If
I
have
a
and
b
which
one
would
go
on
the
number
line
first?
Do
any
of
the
other
decimal
cards
go
in-between
these
two
numbers?
How
do
you
know?
Give
the
students
a
simpler
set
of
decimals
that
are
not
ragged.
Extending:
Give
the
students
decimals
that
have
whole
numbers
Give
the
students
decimals
that
extend
far
beyond
thousandths
but
are
similar
Give
the
students
another
set
of
decimals
to
add
to
their
number
line.
Appendix
1:
Appendix
2:
Appendix
3:
Appendix
4:
Appendix
5:
*
Laminate
and
cut
out
Appendix
6:
*
laminate
and
cut
out
References
Downton, A. (2015) EDMA310: Rational Number: Exploring decimal fractions, week 6 notes [Powerpoint slides]. Retrieved from
http://leo.acu.edu.au/course/view.php?id=16076
Downton, A. (2015) EDMA310: Rational Number: Fractions understanding fraction learning & teaching, week 4 notes [Powerpoint slides].
Retrieved from http://leo.acu.edu.au/course/view.php?id=16076
Ontario
Education,
(2006).
Number
sense
and
numeration,
grades
4
to
6:
A
guide
to
effective
instruction
in
mathematics,
kindergarten
to
grade
6,
54.
Retrieved
from
http://www.eworkshop.on.ca/edu/resources/guides/NSN_vol_6_Decimal_Numbers.pdf
TSL
Education
Australia
Pty
Ltd.
(2014).
TES
Australia.
Retrieved
from:
http://www.tesaustralia.com/teaching-resource/Place-Value-Hangman-6338136/
Two
Sisters
Teach.
(2012)
Place
Value.
Retrieved
from
http://twosistersteach.blogspot.com.au/2012/09/place-value.html
Victoria
Education
and
Training,
(2014).
Comparing
decimal
numbers:
Level
5.
Retrieved
from
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/continuum/pages/compdecnum40.aspx