EDMA310 Mathematics unit planner

Amy Darvell, S00154146, Monday 1pm tutorial

Unit Overview
Unit title:
Representing, Comparing and Ordering Decimals
Content maths area:
Decimal fractions
Grade/year level:
Grade 5
AusVels Level 5
Learning Focus (ideas extrapolated from AusVELS):
Content strand: Number and Algebra
Sub-strand: Fractions and decimals
Proficiency strands: Understanding and Reasoning
Content and focus of the unit of work: Compare, order and represent decimals
Rationale:
Decimal fractions are an essential content area for students, as research indicates that many
children and adults find it challenging (Helme & Stacey, 2000; Roche, 2010; Reys et al, 2013;
Steinle & Stacey, 1998; Steinle & Stacey, 1999). There are a wide variety of misconceptions
associated with decimal fractions that need to be addressed while students are still developing
their understanding of decimals, so that they dont persistent in adult life (Steinle & Stacey,
1998). Furthermore, decimals are an important content area as many aspects of everyday life
require a concrete understanding of decimal number concepts e.g. money, measurement, weather
etc. (McIntosh, Stacey, Tromp & Lightfoot, 2000).
Assumed prior knowledge of students:
- Students understand that the place value system can be extended beyond whole numbers to
include tenths, hundredths and thousandths.
- Students have a developing understanding of fractions.
- Students make connections between fractions and decimals
* Understand some equivalence with common fractions
e.g. = 0.5, = 0.25 = 0.75 1/1= 1.0)
- Students have experienced decimals in their everyday life (money, temperature, the metric
system etc.)
Grouping strategies to support learning:
This unit of work utilises mixed ability grouping. Research indicates that creating and choosing
tasks and activities that can be extended and facilitated to cater for the diverse needs and abilities
within a classroom, often referred to as rich and open-ended tasks, is more effective than
streaming students based on ability and achievement (Sullivan, 1997). The students will engage
with tasks individually, as pairs, in small groups and as a whole class. By working
collaboratively, the potential for students to be affected by cognitive conflict is increased (Irwin,
1997). This conflict provokes discussion about students ways of thinking and helps them to
understand new areas of maths by developing a conceptual understanding of the topic (Irwin,
1997). Additionally, these groupings illustrate Vygotskys socio-constructivist learning
approaches as students construct their learning through social interaction and activities which
ultimately aim to develop new student strategies and knowledge (Woolfolk & Margetts, 2013).

Overview of assessment:
Strategies/Types ~
Summative Assessment:
- Pre and post decimal comparison test
- Whole class concept map at the conclusion of the unit.
Formative Assessment:
- Decimal comparison test as the start of unit identifies student misconceptions
- Concept Cartoons identify student ways of thinking and student misconceptions
- Observation, anecdotal notes and checklists that report on student capabilities and
understanding of decimals.
Self-Assessment:
- Students identify how they feel about their understanding of decimal concepts on a scale.
Collection of information ~
- Collect pre and post tests.
- Collect work samples.
- Have students email images of tasks.
- Take anecdotal notes during the lesson where appropriate or directly after.
- Tick off checklists during the sessions.
References:
Davidson, S., & Askew, M. (2012). Concept cartoons as a way to elicit understandings and
encourage reasoning about decimals in Year 7. In J. Dindyal, L. P. Cheng, & S. F. Ng
(Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual
conference of the Mathematics Education Research Group of Australasia). Singapore:
MERGA.
Downton, A. (2015). Lecture week 6: Teaching and learning of decimal fraction concepts.
[PowerPoint Slides]. Unpublished manuscript, EDMA310/360, Australian Catholic
University, Melbourne, Victoria, Australia.
Helme, S. & Stacey, K. (2000). Can minimal support for teachers make a difference to students
understanding of decimals? Mathematics Teacher Education and Development, 2, 105120.
Irwin, K. (1997). What conflicts help students learn about decimals? In F. Biddulph & K. Carr
(Eds.), People in mathematics education (Proceedings of the 20th annual conference of
the Mathematics Education Research Group of Australasia). Rotorua, New Zealand:
MERGA.
McIntosh, J., Stacey, K., Tromp, C., & Lightfoot, D. (2000). Designing constructivist computer
games for teaching about decimal numbers. In J. Bana & A. Chapman (Eds.),
Mathematics education beyond 2000 (Proceedings of the 23rd annual conference of the
Mathematics Education Research Group of Australasia, Fremantle). Sydney: MERGA.
Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, S., &
Bennett, S. (2013). Helping children learn mathematics (1st Australian ed.). Milton, Qld.:
John Wiley & Sons.
Roche, A. (2010). Decimats: Helping students to make sense of decimal place value. Australian
Primary Mathematics Classroom, 15(2), 410.

Roche, A. (n.d.). Colour in decimats game template. Retrieved from

http://leo.acu.edu.au/mod/resource/view.php?id=973571
Steinle, V. (2012). Teaching and learning about decimals: Using decimal comparison tests.
Retrieved from
https://extranet.education.unimelb.edu.au/DSME/decimals/SLIMversion/tests/comptest.s
html
Steinle, V., & Stacey, K. (1998). The incidence of misconceptions of decimal notation amongst
students in Grades 5 to 6. In C. Kanes, M. Goos, & E. Warren (Eds.), Teaching
mathematics in new times (Proceedings of the 21st annual conference of the Mathematics
Education Research Group of Australasia). Gold Coast. Sydney: MERGA.
Steinle, V., & Stacey, K. (1999). Understanding decimals: The path to expertise. In J. M. Truran
& K. M. Truran (Eds.), Making the difference (Proceedings of the 22nd annual
conference of The Mathematics Education Research Group of Australasia, Adelaide).
Sydney: MERGA.
Sullivan, P. (1997). Mixed ability teaching: Characteristics of suitable tasks. Learning Matters,
2(3), 20-23.
Woolfolk, A. E., & Margetts, K. (2013). Educational psychology (3rd Australian ed.). Frenchs
Forest, NSW: Pearson Education Australia.

MATHEMATICS UNIT PLANNER

Topic: Decimal Numeration
Key mathematical understandings:

Students understand that decimals follow

our base ten system
Students understand that decimals can be
represented in a variety of ways such as
words, numbers and visuals.
Students understand that decimals can be
compared and ordered.

Year Level: 5

Term: 3

Week: 3

Date: 27/08/2015

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

Students order decimals and unit fractions and locate them on a number line.
Content strand(s):
Number and Algebra
Sub-strand(s): Fractions and Decimals
Level descriptions:
Compare, order

Statistics and Probability

and represent decimals (ACMNA105)

Proficiency strand(s):

Measurement and Geometry

Understanding

Fluency

Problem Solving

Reasoning

Understand how to represent decimals in various ways and connect these ideas to compare and order decimals.
Solve and formulate authentic problems related to decimal fractions by choosing appropriate strategies and ways of
thinking.

Key skills to develop and practise:

Students can represent decimals using numbers, words

and visuals (LAB/decipipes, decimats)

Students use fractional language to describe decimals

Students compare decimals from left to right using

place value.

Students can order decimals in ascending and

descending order.

Key equipment / resources:

Interactive Whiteboard

LAB (Linear Arithmetic Blocks)

Place Value grids

Key vocabulary
Decimal fraction: A fraction where the denominator is
a power of ten. Can represent a whole number and
numbers between whole numbers.
Decimal point: a symbol that separates a decimal
fraction from a whole number.
Place value: the value of a digit based on its position in
a number.
Tenths: one part of ten equal parts of a whole. Located
one decimal place to the right of the decimal point.
Hundredths: one part of one hundred equal parts of a
whole. Located two decimal places to the right of the
decimal point.
Thousandths: one part of one thousand equal parts of a
whole. Located three decimal places to the right of the
decimal point.
Comparing: Less than <, greater than<, equal to =.
Ordering: arranging numbers from smallest to largest
(ascending) or largest to smallest (descending).
Representing: to show or depict a number using words,
numerals, visuals and concrete materials.

Learning
strategies/
skills

Possible misconceptions:
Longer is larger
Whole number thinking
Reverse thinking
Numerator focused thinking
Zero makes small thinking
Column overflow thinking
Shorter is larger
Denominator focused thinking
Reciprocal thinking
Negative thinking
Ignorance of the decimal point
Seeing decimals as less than zero
Apparent expert
Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)

Session 1
Possible
misconceptions
they possess and
how to
effectively
compare decimals
using place value
knowledge.

Key probing questions:

How do you know?

Why do you think that?

Can you prove and justify your answer?

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

TUNING IN

INVESTIGATIONS SESSION

(WHOLE CLASS FOCUS)

(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)

(a short, sharp task relating to the

focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be a
problem posed, spider diagram, an
open-ended question, game, or
reading a story)

Pre-testing
Implement the Decimal
Comparison Test. (See
Appendix 1)
* Emphasise the
importance of working
individually.
Gather students together.
Show the concept cartoon
on the interactive
whiteboard. (See
Appendix 2)

Campfire Concept Cartoon

(Davidson & Askew, 2012,
p.223-224)
1. Students will individually
choose and commit to their
preferred response and write
down why they chose it.
2. They are then arranged into
small groups (mixed ability)
and together go through each
idea and choose an appropriate
solution. Using the table (1
each) to record their ideas (See
Appendix 3)
3. Students are regrouped. In
the new groups students

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Links to other contexts

Literacy

*"Comprehending,texts,through,listening,,
reading,and,viewing"
- Comprehend texts
- Navigate, read and view learning area texts
- Interpret and analyse learning area texts."

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.)

Whole class Discussion

- Teacher re-reads the
concept cartoon.
- Each group is given the
opportunity to share their
findings and justification.
- Together the class must
come to a combined
decision.
- The teacher should
emphasise and model place
value thinking as an
effective strategy for
comparing decimals.
*The use of concrete
materials such as LAB and

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)

Enabling prompts
- Use LAB blocks.
- Could you draw a
picture to help you
decide?
- Could you use your
knowledge of fractions
to assist you with your
decision?
- How many tenths are
there?
- Are any of them more
than 26 and a half?
Extending prompts
- Use larger numbers in

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)

Collection and analysis of

tasks
- Decimal comparison
test and Concept Cartoon
tables
* Identification of
common
misconceptions
(longer is larger,
shorter is larger,
whole number
thinking,
misunderstanding
zero)
(See Appendix 5 for
the decimal

present their research and

justification (using the table as
an aid) in the hope of receiving
additional feedback
4. Students join back in their
initial groups where they
refine, improve and justify
their ideas.

Session 2
How to write and
represent decimal
fractions
emphasising the
place value of the
tenths,
hundredths and
thousandths.

Play the Digit Game

- Students work in pairs
- Each player has a place
value chart (units
thousandths) (See
Appendix 4)
- Each student draws a
numeral card from the
pile. (See Appendix 6)
- They decide which
column to place it in on
their individual chart.
- Three more numeral
cards are dealt and placed.
- The player with the
largest number wins.
Probing questions
- Where should you place
your digit to make your
number larger/smaller?
- Would I be more likely
to win if I placed a 9 in
the tenths column or the
thousandths column?

Probing questions
- I wonder how the zero affects
the value of a decimal?
- Why do you agree with Sally
but disagree with Lauren?
- What makes Mark and
Caseys answers different?
- Who has the least amount of
wood?
LAB exploration
- Teacher introduces students
to LAB.
* Point out that our
number system is base 10
system where powers of 10
play a prominent part
(tenths, hundredths,
thousandths, units, tens,
hundreds etc.).
- Students create their own
place value grid (using straws
to create columns and labelling
each column with the place
value name on a sticky note)
on the floor in pairs each and
represent decimal numbers
using digit cards and the visual
of the LAB. (See Appendix 7)
* This emphasises the use
of number triads.
- Students practise saying the
decimals aloud to each other
using fractional language.
*One and thirty six hundredths.

a place value grid should be

used to visually represent
the numbers.
(See Appendix 4 for place
value grid)

the concept cartoon.

- Increase the number of
bundles of firewood for
comparison.

Probing questions
- Why do you think that?
- How can we know for
sure which is the most?
- Can you prove that your
answer is right and ___ s
isnt?

Sharing
- Whole class place value
grid. (Either enlarge
Appendix 4 or create a big
version using straws and
sticky notes)
* This may be
constructed on the
floor allowing students
to sit around in a circle
to observe and
participate.
- Each pair chooses one
decimal number to
contribute to the whole
class place value grid.
* The use number
cards to create a
decimal fraction and
add the corresponding
LAB in each place
value column.
Decimal Sort
- Together students are

Enabling prompts
- Use the LAB to
directly compare the
size of each decimal.
- How many hundredths
are equal to a tenth?
Extending prompts
- What is the largest
decimal you can create?
- What is the smallest
decimal you can create?
- Encourage students to
create larger numbers
with ragged endings.

comparison test
marking analysis)
Observation and
anecdotal notes
- Level of participation in
group and whole class
discussions
- Ability to identify the
correct person
- Ability to justify and
convince peers.
- Any misconceptions
elicited or a change in
thinking that occurred.

Formative assessment
Have students photograph
their place value grids
and email them for
analysis.
Observation
- Use of fractional
language to describe the
decimal fractions.
- Level of participation in
class discussion and pair
activity.
- Connection of LAB to
the base 10 system
decimals operates with.

Probing questions
- What is the largest decimal
you created?
- What is the smallest decimal
you created?
- Which column after the
decimal point has the largest
pieces? Which has the
smallest?
- Which are bigger,
thousandths or tenths?

Session 3
How to represent
decimals using a
decimat and order
them from smallest
to largest.

Introduce students to the

decimat (See Appendix 8)
- Model with a decimat.
What is a tenth? What is a
hundredth? And what is a
thousandth?
- Reemphasise that just
like LAB, a decimat is
connected to our base ten
number system.
- Make connections
between LAB pieces and
decimat sections.
Decimat Activity
- Together as a class, roll
two dice (a ten sided die
and a die with 1/10, 1/100
& 1/1000 on it) and shade
in sections of the decimat
until the page is full.
Probing questions
- How many hundredths

Decimat Card Match (See

Appendix 9)
- In small groups undertake the
Decimat card match.
* Match numerical
representations with
corresponding pictorial
representations.
Order them in ascending order.
In pairs students create one
decimal and colour its
corresponding parts on the
decimat. (See Appendix 8)
Probing questions
- How many tenths are
shaded?
- Does the number of tenths,
hundredths and thousandths
match the numerical card?
- How else can we say fiftytwo hundredths? Five tenths

challenged to use sticky

notes to order the decimals
from smallest to largest,
with label 1 representing
the smallest and label 10
(depending on the number
of pairs) being the largest.
Probing questions
- Which place value
column should you
compare first?
- Do we work from left to
right or right to left?
- Which are bigger,
thousandths or tenths?
- How else can we say
fifty-two hundredths? Five
tenths and two hundredths
Whole Class Number line
- Create a number line
using a skipping rope
labelling 0 and 1 at each
end. Lie it on the floor.
- Each pair places their
decimal and corresponding
decimat on the number line.
- Discuss the placement of
decimals using the visual
representations on the
decimats to help arrange
them.
Probing questions
- Is more or less than half
of the decimat coloured?
- Is the decimal closer to
zero or one?
- Why is it before ____ and
not after it?
- How do you know thats
where it goes?

Enabling prompts
- Use only tenths and
hundredths.
- Use concrete materials
to assist.
- Think about how much
of the decimat is shaded.
Extending prompts
- Can you arrange them
in descending order?
- Can you arrange them
in descending order
using only the number
cards?
- Can you write any of
them as a fraction?
- Use larger decimals.

Observation and
anecdotal notes
- Did students match the
numbers with the visual
representation?
- Could students create a
visual representation of a
given decimal fraction
using a decimat?
- Did the student
accurately place their
decimal on the skipping
rope/number line?

Session 4
How to compare
and order decimals.

fit in a tenth?
- How many thousandths
make up a hundredth?
- How many tenths make
up a whole?

and two hundredths

Ordering Decimals game

http://www.bbc.co.uk/stat
icarchive/c2b2259a3804c
5e54072619f947b969e54
18d2b9.swf

The Annual Snail Long Jump

Task (See Appendix 10)
- Together read The Annual
Snail Long Jump task.
- Set students to complete the
task with a partner.

- Demonstrate the
Ordering Decimals
game on the interactive
whiteboard.
- Play as a whole class
allowing students the
opportunity to participate
with support from peers if
needed.
- Emphasise the use of
the testing room.
Probing questions
- Do you want to use the
testing room?
- Is it greater or less than
said decimal?
- How many tenths does it
have?
- How many hundredths
does it have?
- Can you say the decimal
aloud?

Probing questions
- Which jump has more tenths?
- Which jump has more
hundredths?
- Which jump is the longest?
- Which jump is the shortest?
- Who made the biggest jump?
- Who made the smallest
jump?

Whole Class Discussion

- Go through the table.
- Identify the best jump
for each snail
- Discuss strategies used for
comparing decimals.
- Order the placings
together as a class, with
student input and
participation.
- Discuss strategies for
ordering decimals
- Identify who came first,
second, third, etc.
Probing questions
- Which jump has more
tenths?
- Which jump has more
hundredths?
- Which jump is the
longest?
- Which jump is the
shortest?
- Who made the biggest
jump?
- Who made the smallest
jump?

Enabling prompts
- Use materials to help
you (place value grid,
LAB, decimat).
- Compare the snails
first two jumps only.

Collection and analysis of

task
- Collect work samples.
* Analyse for
common
misconceptions.

Extending prompts
- How much did the
snail win by?
- How much shorter was
the 5th place snail jump
than the 4th place snails
jump?
- Order their shortest
jumps?
- What was the
difference between their
longest and shortest
jumps?

Checklist (See Appendix 11)

- Circle any
misconceptions identified
when talking with
students during the task.

Session 5
Demonstrate their
understanding of
the place value of
decimals as well as
their ability to
compare and order
decimal fractions.

Decimal Wishball
http://splash.abc.net.au/re
s/i/L870/index.html
Play Decimal Wishball as
a class on the interactive
whiteboard.
Probing questions
- Should we add or
subtract?
- Which place value
column should we add or
subtract this from?
- How far away are we
from the target?
- What number do you
hope comes up next and
why?

Post-testing
- Students retake the decimal
comparison test. (See
Appendix 1)
Open task
- Display open task in the
interactive whiteboard.
Convince the teacher you
understand the place value in
decimal fractions. Use a
stopwatch to time 10 different
people to run 10 metres, rank
them from slowest to fastest
using seconds, tenths and
hundredths of seconds. Make
at least two statements
comparing the scores of the
runners.
- Students complete the task
individually.
Probing questions
- Who ran the quickest?
- Who ran the slowest?
- How much faster/slower was
the second runner from the
third?
- Were any of the running
times equal?

Whole class Discussion

Share and discuss the
results of the open task.
Create a class concept map
detailing everything
students know about
decimals.
Should include place value
understanding, different
ways of representing
decimals (decipipes, LAB,
decimat), using fractional
language to read decimals
aloud, comparing decimals,
ordering decimals etc.
Students complete a SelfAssessment (See Appendix
13)
Probing questions
- Which are larger, tenths
or thousandths?
- Where do we start when
comparing decimals?
- What do we say when we
read decimals?

Enabling prompts
- Use the place value
grid to record the
running times.
- Use concrete materials
to assist.
Extending prompts
- Time people running a
variety of distances.
- Time a greater number
of people.
- Make at least three
statements comparing
the scores of the
runners.

Collection and analysis of

tasks
- Decimal comparison
test and Open task
* Analyse for any
persisting
misconceptions.
- Longer is larger
- Shorter is larger
- Whole number
thinking
- Misunderstanding
zero
(See Appendix 5 for the
decimal comparison test
marking analysis)

Observation and
anecdotal notes
- Ability to record
decimals.
- Ability to order
decimals in ascending
order
- Ability to make
comparisons about
decimals.