A Mathematics Inquiry Unit:

What is Sustainability and why is it essential for the world we live in today?

Focus: Fractions, Percentages and Decimals Year: 4-6 Ashleigh Graham Katie Holt Leah Forbes Luke Fisher
Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Contents:
Number Busting Activity Open ended questions Mathematical picture investigation Mathematics game ICT resource Formative & Summative assessment Affective assessment Manipulative/materials Exemplary activity Transport use in the Ballarat region Reference list

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Overview

A quality mathematics environment allows students to explore, engage and question. Through the integration of an inquiry unit the topic is brought into focus and context. This unit of work is aimed to reach all of these concepts. Given the opportunity students can develop a deeper understanding of the concept if they are able to explore both independently and through discussion with other students. It brings the topic into context and allows the students to discuss in a language that they all understand. It is through trial and error, that the students will be able to connect with others and discuss how they came to certain conclusions and how they could possibly reach the correct solution. The focus of the enquiry unit is What is sustainability and why is it essential in the world we live in today? and the mathematical focus being addressed is fractions, decimals, percentages and number lines. Students are given the opportunity to predict their own percentages in relation to contexts addressing the enquiry unit, students are then required to convert their percentages into decimals, fractions and represent them on a number line. Students are encouraged to share their predictions with other students and justify their reasoning and generate group discussions on their findings, misconceptions and inconstancies. Students must also feel comfortable in their classroom; they must be able to be confident in asking questions when needed. This is the environment that a teacher must create in their classroom and build a sense of equality. Creating an equal classroom can be achieved through catering for all students needs, giving equal opportunity and giving all students the chance to answer questions and to provide their means of thinking. This coincides with the teacher setting high expectations for all students to ensure that all students have the opportunity to progress. A teacher must be able to relate to the students, find out about what students know, find out their experiences and use this as a foundation for their learning and continue this throughout the entire inquiry unit.

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Open ended questions will give the students to take into account the facts but also realizing the mathematics that are being used in the real world.

Looking at statistics from the local area, national and international levels, assists students in developing the various language components of looking at fractions

Comparing and contrasting fractions, percentages or decimals alone and on a number line assists students to also see change over time in our environment, while at the same time taking into account the number system and the value of the fraction.

Sustainability
Students can begin to familiarize themselves with fractions, decimals, percentages and number lines with an individual approach using trial and error. Students are able to compare their results with peers and as a class to enhance their understanding and justifying their reasonings behind particular choices.
Through the topic of Sustainability, it takes students past the walls of the classroom and engages them in the events of the world.

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Australian Curriculum Standards

Grade 4 1. Investigate equivalent fractions used in contexts(ACMNA077) 2. Count by quarters halves and thirds, including with mixed numerals. Locate and represent these fractions on a number line (ACMNA078) 3. Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079) Students recognise and locate familiar fractions on a number line and make connections between fraction and decimal notations Grade 5 1. Compare and order common unit fractions and locate and represent them on a number line(ACMNA102) 2. Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103) 3. Recognise that the number system can be extended beyond hundredths (ACMNA104) 4. Compare, order and represent decimals(ACMNA105) . Students perform addition and subtraction of fractions with the same denominator and continue patterns with fractions and decimals.

Grade 6 1. Compare fractions with related denominators and locate and represent them on a number line(ACMNA125) 2. Solve problems involving addition and subtraction of fractions with the same or related denominators(ACMNA126) 3. Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127) 4. Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check the reasonableness of answers (ACMNA128) 5. Multiply decimals by whole numbers and perform divisions that result in terminating decimals, with and without digital technologies (ACMNA129) 6. Multiply and divide decimals by powers of 10(ACMNA130) 7. Make connections between equivalent fractions, decimals and percentages (ACMNA131) They connect fractions, decimals and percentages as different representations of the same number and solve associated problems

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Number busting activity

Snap
Mathematical Focus: Fractions, Decimals and Percentages Year level: 4-6 How the resource helps children learn the particular maths focus: Students are given the opportunity to work with fractions, decimals and percentages by pairing and creating equivalent pairs Allows students to manipulate the three focuses and also learn from one another as they produces the equivalent pairs

.5
50%

How the resource caters to, or can be adapted for, different levels of understanding: This activity is quite adaptable as it requires students to draw from their current knowledge to produce the deck of cards, and they may do this by using fractions, decimals or percentages, through drawing or writing. The activity can also be furthered by then combing decks with other students to make the game more difficult or by supply the first five cards to set more of a challenge for the students. Resources: Set of 20 blank cards per group Pencils Aim: To match equivalent decimals, fractions or percentage cards to win the most pairs. How to play: Set students out in pairs Allocate students with their sets of cards Have students set their cards out into 5 different groups on the table Instruct students to write a simple decimal, percentage or fraction on the first card in each group i.e. Then instruct students to write down fraction, decimal or percentage equivalents for each group e.g. For the card 1/2, students may then write .5 , 50% or 4/8 When this is completed students may shuffle cards and share evenly between the pair and play snap Students may snap on equivalent pairs i.e. 1/3 and 2/6 To change the game, students may swap decks with another group, or combine their cards with another pairs deck.

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Mathematical Picture Investigation

The average family in the Ballarat region uses 50% of their water in the bathroom, what could be the possible percentages of water used in the kitchen, laundry and garden? Consider where you would possibly use the most water or what machines or devices would impact water consumption.

Can you now change the percentages into factions for each of the four places were water is being used? Ensure that the fractions are being written in their simplest form. Do you agree with your predictions? Pairing up with someone discuss and justify why you chose to use those percentages/fractions? Were your partners results similar or different to your own? Why may this be the case? What do you think could reduce the amount of water used within the home or perhaps each of the four areas? Visit the City of Ballarats web site

(http://www.ballarat.vic.gov.au/waste-and-environment/environment-andsustainability.aspx#How to save energy and reduce emissions at home) and see if your predictions are similar to the approximate water usage on the website. Are these figures surprising to you, if so why?

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Mathematics Game
Deal or No Deal
This game is based on the channel 7 Television show using 26 cases and analysing the likelihood of guessing a correct value through the use of percentages, fractions and decimals. How the resource helps children learn the particular maths focus: Students are able to engage in an interactive game that deals with fractions, percentages and decimals as they are all related Every time a case is opened the chances will change, therefore the fractions, percentage and decimal will change

How the resource caters to, or can be adapted for, different levels of understanding: The game can be changed by using fewer cases, changing the values or by only using fractions, decimals or percentage son their own

Instructions 1. Write 26 values on the board and cover with number cards 1-26 2. Put the students in groups of 3-4 3. Each student chooses one case that they think will hold the largest value, but they leave the card unturned 4. Taking in turns, one student in the group will pick a case, the student to his/her left will guess what the value might be. (with students having a list of possible values) 5. All students, before the case/ card is turned, will calculate the fraction, percentage and decimal in terms of the chances of them guessing the value correct. 6. A player will get $100 for a correct guess, $20 for each correct calculation of decimal, fraction and percentage and $200 for the largest value case chosen at the beginning of the game. The winner is the person with the most money.

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

ICT Resource
Maths focus: Fractions Suitable Year level/s: 4-6 ICT Resource Title: Fraction Factory Reference details or Web address: App for iPod/iPad/iPhone Summary of the main features of the ICT resource: This resource is a fun and engaging way to get students to interact with fractions, number lines and decimals. The students are given a fraction or gear and then have to place the gear on the equivalent place on the number line. They have to see how many the can attempt in 60 seconds and according to how accurate or correct they were, they are then given a rank within the factory. How the resource helps children learn the particular maths focus: This resource links in well with the Australian curriculum, by: Recognising the place value system Connects fractions with decimals Compare and order fractions/decimals on a number line

Fraction Factory is designed to enhance the student's ability to find and order equivalent fractions and decimals on a number line. In addition, Fraction Factory targets fraction computation.

Why you like the particular resource you have chosen: This is a modern and different approach to maths rather than a computer game or a group game on the Smart board. IPad/IPods are being used throughout many schools now and they are becoming second nature to many students.

How the resource caters to, or can be adapted for, different levels of understanding: The app begins quite simple, so if students are struggling to mentally compute the answer, the can estimate using the numbers provided. They can then progress through the levels. The high ability students can then challenge themselves to reach the top rank in the fastest time possible.

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Formative assessment
Part A) Thumbs up, Thumbs down Students respond to statements displayed on the smart board in silence, by either putting their thumbs up for true or thumbs down for false. Students may then be given time to justify their answers to one another, which promotes discussion and a chance for the teacher to observe their understanding Statements: o 5/8 is larger than 2/7 o a half is larger than a quarter o one is equal to ten tenths o a half plus another half is more than one o one is a whole number o .25 is a decimal o .25 is equal to 25% Questions to promote discussion: o Why is this true/false? o How do you know? Can you prove it? o What could you change to make the statement true? o How else could you write this?

Part B) Number Line Make a number line on the classroom floor using masking tape, marking one end zero and the other end one. Ask students to move to where they would belong on the line if they were: o 50% o .25 o A half A quarter o A third o 75% o Three quarters o 3/3 o 6/6 Questions to promote discussion: o Have you been here before? What for and why?

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

o What is this the same as? o Did you move? Why/why not? o What else can you call this?

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Summative assessment
Completion of worksheet under test conditions, in order for the teacher to evaluate each individual students current knowledge and understandings. Questions are designed for students from years 4-6, questions may be adapted to suit different levels of understanding. Questions adapted from: http://www.mathwire.com/fractions/fracps.html

Fractions, Decimals and Percentages

Q.1. A class of 24 students conducted a survey of how they each travelled to school. o 1/3 of the class walks to school. o The rest either travels by bus or by car. How many students walk to school? How many students travel either by bus or by car? What percentage travel by bus or car? What percentage walks to school? How many possible combinations for bus and car travellers can you come up with?

Q.2. High Number Game

75%

.78

7/10

Three students are playing the High Number Game, Luke, Ash and Katie. Luke plays the percent card. Ash plays the decimal card. Katie plays the fraction card. If the highest card wins the game, who wins and why? Use words, pictures or numerals to show how you figured this out?

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Q.3. Colour Colour the shapes in preference to the percentage, fraction or decimal next to it:

One eighth

.25

1/4

50%

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Q.4. Monkey Business Three cheeky monkeys collected apples from their favourite apple tree. o During the night the first monkey woke up hungry and ate one apple. The monkey then divided the remaining apples into three equal piles. He pushed two of the piles together, and took the third pile off into the forest. o After a short while the second monkey woke up hungry and went to the pile of apples. He ate one of the apples, and then divided the remaining apples into three equal groups, pushed two of the piles together and took the third pile off into the forest. o Soon the third monkey woke up, went to the pile of apples and ate one because he was hungry. He divided the rest of the apples into three equal piles. He pushed two of the together and took the third pile of apples to his favourite tree to eat before he went to bed. o In the morning the three monkeys woke and went to their pile of apples. They were surprised to see that there were only 6 apples left.

How many apples were in the pile before the monkeys went to bed? How many apples did each monkey take? If they share the remaining 6 apples fairly will each monkey have gotten his fair share?

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Affective assessment
Part A) Give the students each an A3 or A4 piece of paper and ask the students if they can represent what they have learnt and discovered about fractions in as many different ways as possible i.e. with words, numbers, manipulative and pictures.
Basic example-students responses in much more detail:

Half of a whole
Mathematics

.5

half

Part B) Adapted from PPELEM- Pupil Perceptions of Effective Learning Environments in

Ask students to think about the current mathematics topic they are focusing on at the moment Fractions. Allow time for the students to think about a time or place that they were learning about fractions and how it made them feel, was there anyone else there and if so what were they doing? Then ask the children to draw a picture of the time they had been using fractions. After the students have completed their drawing request that the children conduct a written response about the picture they had just drawn. Prompt the students by asking the following: What helped you learn maths well in the picture that you have drawn and why? What are some things that helped you to learn maths that you have not drawn? How did they help you? Where is your picture set/taking place? Who is in your picture? What mathematics are you doing?

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

What things/tools/resources are you using in your picture? When have you experienced what you have drawn? Is there anything else you can tell us about the time you have drawn?

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Manipulative
Fraction Walls
Description: Fraction walls are a very useful tool to help students understand equivalence and the different values of fractions by comparing them to a whole 1 and other fractions.

Activity: Students will all have their own Fractions wall, they will also have their own sheet of equivalent values, being decimals, percentages or other fractions e.g. 2/5= 40%= .4. Students will cut up these equivalent values and stick them on top of the fractions wall sheet. E.g. 4/8 would cover half etc.

How the resource helps children learn the particular maths focus: Students will be able to keep this sheet and see how the different fractions, percentages and decimals compare. It will be a sheet to refer back to for future classes The fraction sheet shows the actual size of fractions compared to a whole and other fractions e.g. 2/4=4/8 and this is important in understanding decimal fractions e.g. (tenths), add and subtract fractions as 1/2 can be the same as 2/4 in finding a common denominator.

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Cuisenaire Rods
Description: Cuisenare Rods are a collection of rectangular rods, each of a different colour and size. The smallest rod is one centimetre long and the longest rod is 10 centimetres long. Cuisenare Rods are used to help students to solve fraction problems by visualising the fractions making them easier to understand and solve. They can visually see the relation between fractions through colour and size. Children can now experience the meaning of fractions, equivalent fractions, as well as ratios and proportions through concrete experiences. This is made easier by allowing students to find a common denominator to easily and affectively solve these functions.

Activity: Finding equivalent fractions

These are all the same in terms of their fraction as they are a half. This can be used as a visual representation for finding equivalent fractions, adding fractions, subtracting fractions and multiplying fractions.

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Transport use in the Ballarat region.

Begin a general discussion with the children about how their parents/guardians get to work in the mornings? Brains storm all the possibilities as a class. Ensure students take into account people who commute, do not work/work from home and the various other ways you can get to work. Give the students a number line 0-100 and ask them to predict how much out of 100% each of the five categories would be (the information of the top five hopefully come up in their discussion- if not refer to Ballarat City Council website) : Car/truck/motorbike On foot/walking Bicycle Public transport Other (working from home, not working)

Shade their predictions onto the number line clearly labelling each category.
0 10 20 30 40 50 60 70 80 90 100

Get the students to begin a tally on the whiteboard/smart board and mark off how their parent/guardian most commonly travels to work. Once all students have completed this generate a class discussion: What was the most common use of transport used by the students parent/guardians when getting to work? (refer to the tally) Was this reflected on their number line? What was the least common use of transportation used by parent/guardians to get to work? Why may this be the case? Did the total of all 5 categories, Car/truck/motorbike, on foot/walking, bicycle, public transport, other (working from home, not working) add to a total of 100% on each students number line? If not what mistakes or misconceptions had been made?

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

After the discussion the students are handed out another number line 0-100, they are given the opportunity to re create their number line and make any changes necessary after the class discussion. E.g. did the students perhaps want to change the percentage of any of the five categories after looking at the class tally? Students once again shade their predictions onto the number line clearly labelling each category.
0 10 20 30 40 50 60 70 80 90 100

Once the students have constructed their new number line get them to convert their predictions into fractions using a new blank number line. Assess and make observations of how students go about this task i.e. if they use a common denominator of 100, or if they perhaps turn the fraction into its simplest form first.

Modifications (using the Australian Curriculum): Year 4 students: Ask the students if they can now change their factions into equivalent fractions , if the students do not understand address what equivalent fractions are and give some examples e.g. 1/2= 2/4 =3/6 Year 5 students: Ask the students if they can now change their fractions into decimals and sequentially place them onto the number line below their original fractions, can the students identify that the number of digits after the decimal place is not equivalent to the fraction? Year 6 students: Ask the students if after constructing a number line using percentages and fractions if they can now construct another using decimal, can they place them into sequential order. Working in pairs can the students identify the connections between all three of their number lines using fractions, decimals and percentages?

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Once the students have constructed their number lines generate another class discussion: Did all students have a particular type of transport that was most common? Was the most common type of transport represented among all of their number lines? If not the case why may this be? Were there any discrepancies among the two or three number lines that the students had constructed? What challenges arose when the students began constructing their number lines and then converting their percentages into fractions or decimals? What was one thing that the students learnt or found useful today? What would be something that they would do differently if they were to do the task again?

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher

Reference List
Australian curriculum: http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10 City of Ballarat: http://www.ballarat.vic.gov.au/waste-and-environment/environment-andsustainability.aspx#How to save energy and reduce emissions at home McDonough, A. (2002) PPELEM: Pupil Perceptions of Effective Learning Environments in Mathematics. A simple way to learn about your children and inform your teaching of mathematics. pages 142-147 Math Wire: : http://www.mathwire.com/fractions/fracps.html

Ashleigh Graham, Katie Holt, Leah Forbes & Luke Fisher