Vit Fractions

Syllabus
Fractions, Decimals &

Percentages
Term: 2 2016
Year level 5/6
(A Unit of Work About

Fractions, Decimals and Percentages)
Focus: Fractions and Decimals
Length of Unit: 10 lessons
AUSVELS Learning Focus:
Compare and order common unit fractions and locate and represent them on a number line (ACMNA102)
Compare fractions with related denominators and locate and represent them on a number line (ACMNA125)
Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)
Solve problems involving addition and subtraction of fractions with the same or related denominators (ACMNA126)
Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)
Recognise that the place value system can be extended beyond hundredths (ACMNA104)
Compare, order and represent decimals (ACMNA105)
Make connections between equivalent fractions, decimals and percentages (ACMNA131)
Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital technologies (ACMA132)
Continue and create sequences involving whole numbers, fractions and decimals. Describe the rule used to create the sequence (ACMNA133)
ILP Statement:
Students will compare and order fractions and decimals on a number line. They will solve addition and subtraction problems involving fractions with and without like denominators. Students will
calculate percentages of given values.
Updated:19/06/2016
Bek Pelar and Karen Vernon
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Success Criteria:
Students will achieve success in this unit if they can:
recognise the connection between the order of unit fractions and their denominators
model and solve addition and subtraction problems involving fractions by using jumps on a number line, or making diagrams of fractions as parts of shapes
use knowledge of place value and division by 10 to extend the number system to thousandths and beyond
recognise the equivalence of one thousandths and 0.001
locate decimals on a number line
demonstrate equivalence between fractions using drawings and models
understand the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions
solve realistic additive (addition and subtraction) problems involving fractions to develop understanding of equivalent fractions and the use of fractions as operators
recognise that finding one third of a quantity is the same as dividing by 3
explore and practise efficient methods for solving problems requiring operations on decimals, to gain fluency with calculating with decimals and with recognition of appropriate
operations
interpret the results of calculations to provide an answer appropriate to the context
multiply and divide decimals by multiples of powers of 10
Vocabulary Development:
fraction
decimal
percentage
thousandth
tenth
Updated:19/06/2016
decimal places
whole
part of
quarter
third
sixth
eighth
twelfth
mixed number
improper fraction
proper fraction
denominator
numerator
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Required Prior Knowledge:
numbers less than one can be described in fraction, decimal or percentage form
fractions with the same denominators can be added or subtracted
place value
Common Assessment Tasks:

Assessment FOR Learning
.
.
Pre test
self-assessment and peer assessment as part of the
regular classroom routines
Assessment AS Learning
observation of participation during whole class

discussions
participation during group work
student workbook activities and reflections
creation of learning goals to encourage growth and
development
use of formal and informal feedback and selfassessment to assist students to understand the next
steps in learning
effective feedback to motivate the student and lead
to improvement
Assessment OF Learning
Post test
students own comments from share/reflection
activities
peer assessments
annotated notes students ability to complete the
different stages of each process
Other Resources:
Mathletics Fractions Booklet - Years 5 & 6
Updated:19/06/2016
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Teaching and Learning Sequence:
Lesson Sequence and
Focus
Keying In
Lesson 1
Possible Activities
Share/Reflection/
Assessment
Key Concept: Ordering Fractions & Finding Equivalence
Learning Intention: to
compare and order
common fractions and
locate and represent them
on a number line
Success Criteria: being
abe to order fractions
correctly
Brainstorm Fractions
Select a fraction between 0
and 1 with denominator of 2,
3, 4, 5, 6, 8, 10, 12 or 100.
Students are to brainstorm
everything that they know
about that fraction
eg. equivalent fractions,
decimal equivalent, location on
the number line, percentage.
Whole Class Activity:
Suggested Ideas:
Number Lines - Complete by filling in the boxes

Reflection Discussion: How
do you feel following
todays lesson?
*Annotated notes on
students who were able to
* Students who needed

assistance or extension
work
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Syllabus

Percentages
Term: 2 2016
Year level 5/6

Improper Fractions
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Syllabus

Percentages
Term: 2 2016
Year level 5/6

What is the Mystery Fraction?
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Syllabus

Percentages
Term: 2 2016
Year level 5/6

Extension Activities:
Game -
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Syllabus

Percentages
Term: 2 2016
Year level 5/6

Lesson Sequence and

Focus
Keying In
Lesson 2
Possible Activities
Share/Reflection/
Assessment
Key Concept: Simplifying Fractions
Learning Intention: to
revise simplifying fractions
Success Criteria: to
simply fractions to their
lowest possible form to
make reading and
working with them easier
Mystery Fraction Cards

Students are presented with the
following mystery fraction card and
asked to find the solution
Suggested Ideas:
Written reflection
How I feel about
todays session
Mystery Fraction
It is an improper fraction
It is more than 1
It is less than one and a half
When written as a mixed
numeral, is part of the
number.
*Annotated notes on
students who were able
to
work
Students are to then construct their

own mystery fraction card and
exchange with another student.
Factors
Discuss factors Updated:19/06/2016
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Factors are numbers you can multiply together to get another
number:
Example: 2 and 3 are factors of 6, because 2 3 = 6.
A number can have MANY factors!

Example: What are the factors of 12?
3 and 4 are factors of 12, because 3 4 = 12.
Also 2 6 = 12 so 2 and 6 are also factors of 12.
And 1 12 = 12 so 1 and 12 are factors of 12 as
well.
So 1, 2, 3, 4, 6 and 12 are all factors of 12
The Highest Common Factor of a fraction (or HCF) is

the highest number that will divide into both the numerator and
denominator of a fraction eg. 4 is the highest common factor of
12/16
Updated:19/06/2016
Syllabus

Percentages
Term: 2 2016
Year level 5/6

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10
Syllabus

Percentages
Term: 2 2016
Year level 5/6

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11
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Lesson Sequence and Focus
Lesson 3
Learning Intention:
to revise addition and subtraction
fractions with like denominators
Success Criteria: to solve real
life problems involving fractions
Updated:19/06/2016
Keying In
Whats the Question?
Pose the question The
answer to the question is
1 , what might the
question be? Students are
to record a variety of
questions, include word
problems, number
sentences and questions
that involve more than one
operation. Encourage them
to include a variety of
questions that cover all four
operations, combinations of
operations, involve proper
and improper fractions
eg. + + = 3/2
or 2 = 3/2
Possible Activities
Share/Reflection/
Assessment
Key Concept: Adding and Subtracting Fractions

Whole Class Activity
Suggested Ideas:
17 words
describe todays session in
17 words exactly
*Annotated notes on

work
12
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Updated:19/06/2016
13
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Keying In
Possible Activities
Lesson 4
Key Concept: Fractional Amounts
Learning Intention: to calculate

simple fractions of a quantity
Success Criteria: to solve real

life problems involving fractions
Share/Reflection/
Assessment
Suggested Ideas:
Secrets to your success:
Note students who have
worked effectively during
this activity and were able
to complete the tasks
easily. Ask if they will share
their strategies.
*Annotated notes on

work
Updated:19/06/2016
14
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Updated:19/06/2016
15
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Extension:
Notes:
Updated:19/06/2016
16
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Lesson 5
Open Ended Decimal Questions
Learning Intention:
to order decimals on a
number line
Keying In
comparing decimals
through examination of
place value
Success Criteria: to correctly

order decimals on a number line
1.
2.
Write down ten numbers

between 3.01 and 3.1
3.
Two numbers each with four

digits are added and he result
is rounded off to 2.7. What
might those numbers be?
4.
5.
Updated:19/06/2016
How many different ways can

you make your calculator
show a number with a
particular decimal such 12.34
without pressing the decimal
point button?
I multiplied 15 by a decimal
and got an answer less than
15. What might these
numbers be?
In a school, the difference

between the tallest and the
shortest teacher is 0.35m.
What might the number
Possible Activities
Share/Reflection/
Assessment
Key Concept: Revision - Ordering Decimals and Place Value

Suggested Ideas:
Discussion: The skills

covered in todays session
will be useful for
*Annotated notes on
1.

work
2.
17
Syllabus

Percentages
Term: 2 2016
Year level 5/6

sentence look like?
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Syllabus

Percentages
Term: 2 2016
Year level 5/6

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19
Syllabus

Percentages
Term: 2 2016
Year level 5/6

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20
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Extension:
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21
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Notes:
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22
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Keying In
Possible Activities
Lesson 6
Key Concept: Percentages
Learning Intention:
Introduction to percentages
to compare equivalent fractions,

decimals and percentages
Today I
or
I could teach someone else
to
Success Criteria: to understand

calculation of percentages
To calculate and recognise
equivalence
Share/Reflection/
Assessment
Suggested Ideas:
Rocket Writing:
1.
2.
*Annotated notes on

work
Updated:19/06/2016
23
Syllabus

Percentages
Term: 2 2016
Year level 5/6

3.
4. Fill in the missing values:
5.
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24
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Extension:
6.
7.
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25
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Notes:
Updated:19/06/2016
26
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Keying In
Possible Activities
Lesson 7
Key Concept: Calculating Percentages
Learning Intention: calculating

percentages of an amount
Success Criteria: to calculate

percentages in real life situations
Share/Reflection/
Assessment
Suggested Ideas:
Reflection journal:
3, 2, 1:
3 facts that you found out
2 feelings you felt
1 fing that was fun
*Annotated notes on

work
Updated:19/06/2016
27
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Extension:
Notes:
Updated:19/06/2016
28
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Keying In
Possible Activities
Lesson 8
Key Concept: Calculating Discounts
Learning Intention: to calculate

percentage discounts of sale
items
Success Criteria: to understand

methods to calculate percentages
in real life situations.
Share/Reflection/
Assessment
Suggested Ideas:
Rocket Writing:
I hope we
I still need help with
*Annotated notes on

work
Updated:19/06/2016
29
Syllabus
Term: 2 2016

Percentages
Year level 5/6

Fractions of an amount finding discounts
$ 1 00
DVD
ac h
$12 e
$5 0 e
ach
$ 2 50
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
is
Saving __________
Saving __________
Saving __________
New price _______
New price _______
New price _______
Saving __________
New price _______
Saving __________
New price _______
Scaffolding:
Extension:
Updated:19/06/2016
30
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Updated:19/06/2016
31
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Lesson 9
Keying In
Possible Activities
Share/Reflection/
Assessment
Key Concept: Calculating Discounts

Learning Intention: using

strategies to calculate discounts
of sale items
Success Criteria: to calculate
discount prices in real life
situations
Suggested Ideas:
Secrets to your success:
Note students who have
worked effectively during
this activity and were able
to complete the tasks
easily. Ask if they will share
their strategies.
*Annotated notes on

work
Updated:19/06/2016
32
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Extension:
Notes:
Updated:19/06/2016
33
Syllabus

Percentages
Term: 2 2016
Year level 5/6

Additional Games and Activities
Updated:19/06/2016
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Syllabus

Percentages
Term: 2 2016
Year level 5/6

Updated:19/06/2016
35

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Syllabus

Fractions, Decimals &

Year level 5/6

(A Unit of Work About

Bek Pelar and Karen Vernon

Fractions, Decimals &

Year level 5/6

(A Unit of Work About

recognise the equivalence of one thousandths and 0.001

locate decimals on a number line

demonstrate equivalence between fractions using drawings and models

recognise that finding one third of a quantity is the same as dividing by 3

interpret the results of calculations to provide an answer appropriate to the context

multiply and divide decimals by multiples of powers of 10

Bek Pelar and Karen Vernon

Fractions, Decimals &

Year level 5/6

(A Unit of Work About

Common Assessment Tasks:

observation of participation during whole class

Bek Pelar and Karen Vernon

Fractions, Decimals &

Year level 5/6

(A Unit of Work About

Key Concept: Ordering Fractions & Finding Equivalence

Whole Class Activity:

Number Lines - Complete by filling in the boxes

* Students who needed

Bek Pelar and Karen Vernon

Fractions, Decimals &

Year level 5/6

(A Unit of Work About

Bek Pelar and Karen Vernon

Fractions, Decimals &

Year level 5/6

(A Unit of Work About

What is the Mystery Fraction?

Bek Pelar and Karen Vernon

Fractions, Decimals &

Year level 5/6

(A Unit of Work About

Bek Pelar and Karen Vernon

Fractions, Decimals &

Year level 5/6

(A Unit of Work About

Lesson Sequence and

Key Concept: Simplifying Fractions

Mystery Fraction Cards

Whole Class Activity:

Students are to then construct their

Bek Pelar and Karen Vernon

Fractions, Decimals &

Year level 5/6

(A Unit of Work About

A number can have MANY factors!

The Highest Common Factor of a fraction (or HCF) is

Bek Pelar and Karen Vernon

Fractions, Decimals &

Year level 5/6

(A Unit of Work About

Bek Pelar and Karen Vernon

Fractions, Decimals &