Name: Alexsandra Merritt

Unit Planner for Learning in Mathematics and Science

Learner context
Topic Focus: Fractions, Decimals, Percentages
Level of schooling: Year 5 / Year 6 / Year 7
School and class context:
__________ Primary School is a small school of 65 students. There are 25 students in the Year 5/6/7 class, with 6 students
having Autism. There will be three SSO's in the classroom, helping the students that need them. The classroom is large
with group tables of four students sitting at each. Towards the back of the room, there is a sensory corner that functions
as a safe haven for the students that need a break. Students already started to learn about fractions in Term 1, and also
had troubles on simplifying fractions.

What is the learning focus?

Concept(s): Thinking and Working Scientifically/Mathematically:
Fractions – adding, subtracting, Using standard (teacher-taught) algorithms, while considering invented
multiplying and dividing algorithms in problem solving.
simplifying
Converting Fractions into decimals Remembering to place the decimal point in the correct spot when determining
their answers, showing their problem solving processes.

Decimals – adding and subtracting Students will be able to add and subtract numbers with decimals, remembering
where to place the decimal point in their equations/algorithms.

Fractions, Decimals, Percentages – Students being able to understand the connections between fractions, decimals
converting and making connections and percentages.

How will the students engage with this learning? (Provide here an outline of a learning experience with using the given structure)
Prior Knowledge/Engagement Learning Experiences (s):

Lesson 1:
Students also had troubles simplifying fractions, as part of the introduction, I will show them a short video of Maths
Antics. For the activity, students will receive a small stack of dominoes, they will need to find a pair of dominoes with
different numbers, with the pair, students are to add, subtract, multiply, and divide those dominoes as fractions, and
show their working in their maths books.
*Before the lesson, I will need to remove the dominoes with blank spaces

Exploratory /Explore & Explain Learning Experiences:

Lesson 2:
Students will receive a worksheet for them to convert fractions into decimals, where they will draw a representation
of their fraction and convert the fraction into a decimal, if the worksheet does not provide enough room, they may
show their working out in their Maths books. Simplifying their fractions may be needed for some questions.
*Modifications
For lower levels, I will give them a similar worksheet involving Base 10 fractions to work on, if they feel confident
enough for something more challenging, then I will provide them with the mainstream worksheet.
An extension to this activity could be for students to create their own fractions to convert.

Lesson 3:
Students are to look through catalogues and create a grocery shopping list to provide a family of four for a whole week,
they are given a budget of $200. In their maths books, they are to plan breakfasts, lunches and dinners for a whole
week and use that to consider what to buy for food. Students must also consider how much they are spending their

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 budget on, and must calculate the whole total. Students will then need to round their totals to the nearest whole, or
nearest five cents to understand what would happen if they paid with cash.
*Note*
With this activity, I might modify it for a couple of students to just buy groceries for two or three days.

Investigations /Problem solving/Elaboration Learning Experiences:

Based on Student Questions
*Lesson 1 and 2 can also apply here*

Lesson 4:
From the domino activity, students take the fractions that they used and create a chart. The first column having a visual
representation of their fractions, the second column having the written fraction, the third column having the fraction
converted into a decimal and the fourth column showing the converted percentage. Students are to show their working
out within their columns.

Lesson 5:
*Students will need access to computers, or if there are not enough computers available, then they may work in their
books (anything with a grid pattern on paper).
Students are to design their own park. With a 100 square grid, students will need to include a playground, grass, trees,
playing field, park benches, etc. Once the students designed their own park, they are to calculate the fraction, decimal
and percentage of their park. They are to use a separate page to show their problem solving for their categorized
answers.
*Modifications*
For students that need it, one modification could be to create their park with a playground, grass and trees.
Another modification is to use a grid larger than 100 (10 x 10), or smaller than 100.
For lower levels, just figuring out the fractions (and simplifying) and converting to a decimal.

After views & reflection/ Evaluation learning Experience

Ongoing:
“Is there anything you’re not sure of in this task?”
“Is there another way we can solve this problem?”
“How did you come up with that answer?”
“What were the challenges you found in this task?”
“What things do you think we can improve on for next time?”

Lesson 1:
 Students showing their strategies with dividing fractions
 Also showing strategies on how to simplify and justifying their strategy and answer

Lesson 2 and Lesson 4:

 Asking students to check their work with their peers, comparing strategies

Lesson 5:
 Showing their finished product, explaining and justifying how much they made into each category

How will you know what the students have learnt? (Assessment)
What will you assess?
Concept(s):
Fractions – Simplifying
How will you assess? When will you assess? & How will you record What forms of
Who leads the your assessments? feedback will you
assessment? provide?
I will assess students’ I will type up a For the work
formative work in class list on an A3 done in their
between lessons sized paper with Maths books, I
notes on how the will write
students are feedback next to

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 Fractions, decimals and problem solving or near their
percentages – converting and what work. I would
and making connections
strategies they write something
are using. positive,
something that
needs improving,
and another
positive note.
Thinking and Working For assessment, I would rather At the end of the I will record on
Mathematically/ focus more on their strategies lesson, I will ask what strategies
Scientifically:
Knowing where to place and processes to getting their students if there was they used,
the decimal point answers, and less on the anything interesting whether standard
answers themselves. that they found in or invented.
Showing their problem their tasks and to
solving in their tasks
share.
Finding invented strategies

Links with the ACARA Framework

Strand: Number and Algebra Sub- Strand: Fractions and Decimals
Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)
Lesson 1
Investigate strategies to solve Add and subtract Problem-solving: Literacy:
problems involving addition and fractions with the same Includes formulating and Students learn
subtraction of fractions with the denominator. Students solving authentic terminology, such as
same denominator (ACMNA103) continue patterns by problems using “simplify”, “three
adding and subtracting fractions, decimals, fourths”, “factors” etc.
Solve problems involving fractions and decimals percentages.
addition and subtraction of Reasoning: Numeracy
fractions with the same Students are reasoning
or related mathematically when Critical and Creative
denominators (ACMNA126) they explain their Thinking:
thinking, when they Using standard
Solve problems involving deduce and justify algorithms, and finding
strategies used and
addition and subtraction of invented algorithms to
conclusions reached
fractions, including those with aid in problem solving.
unrelated Fluency:
denominators (ACMNA153) Students develop skills in
choosing appropriate
Multiply and divide fractions and procedures; carrying out
decimals using efficient written procedures flexibly,
strategies and digital accurately, efficiently
technologies (ACMNA154) and appropriately; and
recalling factual
knowledge and concepts
readily.

Lesson 2:

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Make connections Students connect Understanding: Literacy:
between equivalent fractions, fractions, decimals and build a robust Understanding
decimals and percentages as different knowledge of adaptable terminology; “decimal”
percentages (ACMNA131) representations of the and transferable
same number. mathematical concepts Numeracy:
Connect fractions, decimals and They describe rules
Reasoning:
percentages and carry out used in sequences Critical and Creative
simple conversions (ACMNA157) involving whole Students are reasoning thinking:
numbers, fractions and mathematically when Using and comparing
they explain their
decimals. different strategies
thinking, when they
deduce and justify involving using digital
strategies used and and non-digital
conclusions reached technologies.

Lesson 3:
Add and subtract decimals, with Students explain plans Understanding: Literacy:
and without digital technologies, for simple budgets. They Students build a robust Understanding
and use estimation add and subtract knowledge of adaptable “rounding up”
and rounding to check fractions with the same and transferable
the reasonableness of denominator. Students mathematical concepts. Numeracy:
answers (ACMNA128) continue patterns by They make connections
between related
adding and subtracting Creative and Critical
concepts and
Multiply decimals by whole fractions and decimals. progressively apply the Thinking:
numbers and perform divisions They add, subtract and familiar to develop new Finding and using
by non-zero whole numbers multiply decimals and ideas. strategies of budgeting
where the results are divide decimals where and planning groceries
terminating decimals, with and the result is rational. Fluency: for the week.
without digital Students develop skills in
choosing appropriate
technologies (ACMNA129) Personal and Social
procedures; carrying out
procedures flexibly, Capability:
Round decimals to a specified accurately, efficiently Being able to apply this
number and appropriately; and task to every day
of decimal places (ACMNA156) recalling factual experiences in the
knowledge and concepts future, understanding
readily. real world context.
Problem-Solving:
Students formulate and
solve problems when
they use mathematics to
represent unfamiliar or
meaningful situations
Lesson 4:
Make connections Students connect Fluency: Literacy:
between equivalent fractions, fractions, decimals and Students are fluent Terminology of
decimals and percentages as different when they calculate “decimal point”,
percentages (ACMNA131) representations of the answers efficiently, “percent”
same number. when they recognise
They solve problems Numeracy:

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Connect fractions, decimals and involving the addition robust ways of
percentages and carry out and subtraction of answering questions. Creative and Critical
simple conversions (ACMNA157) related fractions. Thinking:
Problem-Solving:
Using and comparing
Students develop the
ability to make choices, different strategies
interpret, formulate, involving using digital
model and investigate and non-digital
problem situations, and technologies.
communicate solutions
effectively.

Reasoning:
Students are reasoning
mathematically when
they explain their
thinking, when they
deduce and justify
strategies used and
conclusions reached
Lesson 5:
Multiply and divide decimals by Students connect Understanding: Literacy:
powers of 10 (ACMNA130) fractions, decimals and They develop an
percentages as different understanding of the Numeracy:
Make connections representations of the relationship between
between equivalent fractions, same number. the ‘why’ and the ‘how’ Creative and Critical
decimals and They solve problems of mathematics. thinking:
percentages (ACMNA131) involving percentages Using and comparing
Fluency:
and all four operations Students develop skills in different strategies
Express one quantity as with fractions and choosing appropriate involving using digital
a fraction of another, with and decimals. procedures; carrying out and non-digital
without the use of digital procedures flexibly, technologies.
technologies (ACMNA155) accurately, efficiently
and appropriately; and Personal and Social
recalling factual
Connect fractions, decimals and Capability:
knowledge and concepts
percentages and carry out readily. Stepping into the shoes
simple conversions (ACMNA157) of a landscape artist,
Problem-Solving: understanding the
Find percentages of quantities Students develop the planning behind parks.
and express one quantity as ability to make choices,
a percentage of another, with interpret, formulate,
model and investigate
and without digital
problem situations, and
technologies. (ACMNA158) communicate solutions
effectively.

Reasoning:
Students develop an
increasingly
sophisticated capacity
for logical thought and
actions, such as
analysing, proving,

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 evaluating, explaining,
inferring, justifying and
generalising.

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
Lesson 1:
https://www.youtube.com/watch?v=AtBUQH8Tkqc – Math Antics: Simplifying fractions

Lesson 2:
https://www.youtube.com/watch?v=_jcW-ZgpRbM – Math Antics: Converting Base 10 Fractions into decimals
https://www.youtube.com/watch?v=do_IbHId2Os – Math Antics: Converting any fraction into decimals
Master Sheets with the answers for both worksheets

Lesson 4:
https://www.youtube.com/watch?v=JeVSmq1Nrpw – Math Antics: What are percentages?

Lesson 5:
http://www.kidsmathgamesonline.com/numbers/percentages.html

*Math Antics not just limited as a Teacher resource, but also can be used to enhance learning experiences for students
as well.

Student Resources (resources that engage students with the learning)

Lesson 1:
Sets of dominoes
Workbooks
Pens or pencils

Lesson 2:
A copy of the worksheet
Workbooks
Pens
Coloured pencils

Lesson 3:
Shopping catalogues from Coles, Woolworths, and Aldi
Workbooks
Pens or Pencils

Lesson 4:
Workbooks
Pens and coloured pencils
Ruler

Lesson 5:
http://www.kidsmathgamesonline.com/numbers/percentages.html
Computer access
OR
Workbooks
100 (10 x 10) Grid paper
Coloured pencils
Pens

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

Teacher Evaluation (Reflection: How effective have you been?)
To consider:

What worked?

What didn’t work?

Was it worth learning?

Why and why not?

How were the skills

integrated into other
learning areas?
How was the learning
shared with others?

Appendix:
Worksheet #1 (Base 10 Fractions) for lesson 2:

Model Fraction Decimal

4
10

7
10

2
10

10
10

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.

 25
100

50
100

78
100

63
100

Worksheet #2 for lesson 2:

Model Fraction Decimal

1
2

3
4

2
5
©Planning for learning in mathematics and science, 2015 drafted by B.O.P.
 1
3

7
10

18
20

32
40

1
1
4

©Planning for learning in mathematics and science, 2015 drafted by B.O.P.