MATHEMATICS UNIT PLANNER

Topic: Decimals

Year Level: 5

Key mathematical understandings

(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic):

Able to order decimals from lowest to

highest

Able to add and subtraction decimals

with correct set up.

Able to count and order money from

lowest to highest.

Can count up or down in money, starting

from any point.

Lining up decimal points when creating

addition or subtraction sums.

That the decimal point only moves when

multiplied.

The longer the decimal, does not mean the

number is bigger.

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

TUNING IN
(WHOLE CLASS FOCUS)
(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)

Week: 8-11

Date:

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

Content strand(s):
Number and Algebra
Sub-strand(s): Fractions and Decimals, Money and financial mathematics
Level descriptions:
Recognise that the place value system can be extended
Compare, order and represent decimals (ACMNA105)
Create simple financial plans (ACMNA106)

Possible misconceptions (list of misconceptions related to

the mathematical idea/topic that students might develop):

Term:

beyond hundredths (ACMNA104)

Key equipment / resources:

IWB
Catalogues
Menus
Money
MAB blocks

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)

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.)

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)

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 1
- Place Value

Students will begin with a

session of brain gym, to
get their math brains into
gear.

Teacher will create a class

discussion to reintroduce
decimals. (hundreds, tens,
one, tenths, hundreths etc)
What do you know about
the decimal point?
How can it change a
number?
*write numbers on the
board *
Which would give you a
gold medal in a race?
Where would you like the
decimal point if it was
money?
Discuss changing the
decimal place changes the
value.

Session 2
- Comparing
fractions and
decimals

Play ordering decimals

game, to settle students
and practice lowest to
highest decimals.
http://www.softschools.com
/math/ordering_numbers/or
dering_decimals/ordering_
decimals.swf

Recap what we learnt

yesterday on decimals on
the board.
What was the role of the
decimal point we
discussed yesterday?

In a fishbowl, teacher to
show and demonstrate the
game of the week.
1 x thousand MAB
9 x hundreds MAB
12 x tens MAB
19 x ones MAB
2 dice
The thousands is
represented as the whole,
hundreds represented as
tenths, tens has
hundredths and ones as
thousandths.
Roll dice, create largest
number, highest number is
hundreths and lowest is
thousanths, students to get
out those MAB. Students
keep rolling to try and get
to the whole, this includes
exchanging MAB blocks to
work up the the whole.
Send off advanced
students with calculators
and worksheets, without
explanation.
Explain worksheet to the
rest of the class.
If I have 10 out of a 100
coloured in, what fraction
is that? What would be the
decimal?
Students encouraging to
use MAB to help them
answer questions.

Enabling prompt
Lower achieving students
to work with higher
achieving students. To
explain what they are doing
as they are doing it.

Teacher should observe

students and assess their
understanding of place
value by walking around
the classroom and
interacting with groups.

Extending promptPairs who understand

activity and complete, will
then have to work
backwards to 0 once they
have reached the whole.

Enabling prompt
Students who are lower
achieving are working in a
focus group on the floor
with teacher. Using hands
on MAB And constant
support.
Extending prompt
Students who are higher
achieving and already
understand the concept the
others are learning, are
challenging themselves
with multiplication of
decimals. Learning about
how the decimal point
moves with multipled.

Observe students
working; ask prompt
questions to see
understanding and
knowledge.
Correction of students
work, to identify struggling
students.

Session 3
Addition of
decimals

Students will complete

math gym to get their math
brains on.

Recap to students how to

solve an addition sum,
allow students to teach
each other, by picking
students to solve each step
of the sum on the board
what they are doing and
why. Joint construction
Create a sum where the
10s will be carried over to
the next number.

Session 4
Subtraction of
decimals

Students will complete

math gym to get their math
brains on.

Explain importance of the

decimals to line up.
Recap with students how
to solve a subtraction sum,
joint construction.
What happens if the top
number is lower than the
number we are taking
away?

Session 5
Addition of
decimals (money)

Nelson maths, place value

pirates.
Give as many students a
go as possible in 5
minutes.

Students to work in pairs,

counting up and down in
20c starting from different
points.

In a fishbowl, show
students how to play game.
Students will sit in pairs.
Students will have 3 dice,
roll for all 3 dice twice to
get 2 sets of decimals.
Students will set up an
addition sum with these
two numbers.
Students with the highest
decimal wins.
First student to 10.
Fishbowl with students.
Same game as yesterday
but subtraction.
Students must have the
larger decimal on top, to
avoid confusion with
negative numbers.
Focus group to work on
floor with teacher, practices
addition version of game
again, until students have
enough knowledge and
understanding to move on
to subtraction.
Fishbowl with students.
3 nine sided dice per pair.
First 6 number in order
from lowest to highest.
Students are to arrange the
number into a decimal that
will fit into their 6 numbers.
Once students have all
number, they are to add
up, highest number wins.

Enabling simplify for

struggling students by
removing a dice to start of
with.
Extending- Extend
students who are
successful by adding in
more dice

Observe students work,

to see who understands
how to set up a sum and
who doesnt, to assist
forming a focus group for
tomorrows lesson

Early finishers to complete

decimal match worksheet.

Enabling working with

teacher on floor.
Extending- Extend
students who are
successful by adding in
more dice

Observe students work,

ask prompting questions
to see understanding.
Correction of student
work.

Early finishers to complete

game of the week learnt
Monday.

Enabling Students to be
in mixed ability grouping

Observe students work,

to see if they understand.
Prompt students to find
any tactics they used to
get the highest possible
number.

Session 6
Addition and
subtraction of
decimals (money)

Session 7
Addition and
subtraction of
decimals (money)

Count forwards and

backwards by 20c,
starting from different
money amounts.

Explain activity to students

on whiteboard

Students to play quick

math, to get into their
math thinking.

Students are to all think of

a 3-digit number, call upon
one student to put theirs on
the board, and to place a
decimal point in it.

In groups of 3, students
will create a family day
outing.
Students have a
maximum of $200 to
spend, they must try to
get as close to $200 as
possible.
Must have at least 1
activity, transportation
to each destination and
lunch and dinner.
Teacher to throw in
catastrophes to take
away options, for
students to alter their
sum, or add in more
money.

Student will then on

NELSON math money,
create that amount on the
board. Ask another student
to make it up a different
way, etc.

During activity throw in a

catastrophe that alters
students plans.
This gives students the
option to create a
subtraction sum, to take
away money they no
longer can use etc.

Mixed ability groupings.

Students are then to think

of highest and lowest
possible number using 6
digits. Swap books with
student next to them,
students must draw what
notes and coins needed to
make that amount.

Enabling hands on
activity with constant
teacher support.

Focus group low-medium

students. These students
are to work on floor, using
the IWB with Mrs H,
creating money amounts.
Lowest groups, to work
with elenor with hands on
money, practices adding
and subtraction money.

Observe students work

to see which students
need the extra help.
To form a focus group the
next day.

Extending students to
use up to 6 digits.

Teacher to correct work

at conclusion of class.

Session 8
Addition and
subtraction of
decimals (money)

Students will play brain

gym, to warm up.

Students will use Coles

brochures to purchase
the closest to $100 as
possible.
Students to set up 1
long addition sum,
looking for correct
working out.
Once finished. Tell
students they actually
lost $50 from their
wallet, and that they
now have to remove
$50 of their shopping.
Students will need to
set up a take away sum
until they reach $50.

Focus group on floor with

teacher, Together we will
shop together so all
students have the same
sum. Ensure all students
set up sum correctly and
understand how to answer
a long addition sum.

Enabling working on floor

with teacher, minimise
budget to smaller amounts.
Work up to larger.
Extending students will
have to work out how much
they would have spent with
the specials on the items
they purchased.

Correction of student
work.
Observation and asking
prompt questions.