EDMA310/360 Mathematics unit planner

Rebecca Loomes

Unit Overview
Unit title:
The numbers that never end-decimals
Content maths area:
Decimal Fractions
Grade/year level:
This unit planner is designed for grade 5 students at the grade 5 level.
Learning Focus (ideas extrapolated from AusVELS):
The content strand that this unit planner focuses on is fractions and decimals. The substrand that is the focus of the curriculum is to compare, order and represent decimals
(ACARA, 2012). This unit planner will emphasise the understanding and reasoning
proficiency strands.
Rationale:
For students many challenges and misconceptions arise as a result of incorrect
generalisations(Irwin & Britt, 2004) . Decimals relate to a variety of real world concepts
and professions where the ability to interpret decimals is important (Van De Walle et al,
2014).
Assumed prior knowledge of students:
Students have previously worked with decimal fraction concepts in the year four level
and have previously explored the following concepts:

Students have undertaken in depth work involving fractions through modelling and
representing
Students understand decimals and what they mean
Students have made connections between fractions and decimals
Understand that the place value system extends beyond the tenths and hundredths
The role of the decimal point
Students have used decipipes before
Students understand how to add decimals

Grouping strategies to support learning:

When students are working in small groups, they will be mixed ability groups. This is
because mixed ability grouping combines and encourages students with different
thinking abilities, motivation and experiences. Students to develop their understanding
The use of mixed ability grouping is appropriate for open ended tasks as the task can
be approached in more ways then one (Sullivan, 1997). This also ensures that all
students in the class have an opportunity to start the task but also giving students an
opportunity to extend themselves (Sullivan, 1997). Struggling students can benefit from
mixed ability grouping as they can collaborate with high achieving students (Walshaw &
Anthony, 2006). When students work in pairs, these will be there table partner in which
these partnerships allow students to collaborate, support and challenge each other (Van
De Walle et al, 2014).

Overview of assessment:
In this unit of work formative assessment will be used where anecdotal notes will be
taken to understand students progress and achievement as well as identify students
needs and future teaching requirements (Reys, et al, 2012). The anecdotal notes will
become apart of the teachers records where they will be kept for future reference.
Observation was used constantly throughout the unit planner as it allows teachers to
make judgements about students performance (Reys et al, 2012).
Through the use of questioning students are given the opportunity to be actively
engaged in the mathematical focus, while providing the teacher with understanding as
to what they are thinking (Zevenbergen, Dole & Wright, 2004). The use of self
assessments in the classroom provide students with the ability to take responsibility for
their own learning as well as providing the teacher with a record of their disposition on
strengths and weaknesses (Van De Walle, 2014).
References:
Sulivan, P. (1997). Mixed ability teaching: Characteristics of suitable tasks. Learning
matters, 2(3), 20-23.
Walshaw, M., & Anthony, G. (2006). Classroom arrangements that benefit students. In P.
Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities, cultures,
and learning spaces (Proceedings of the 29th annual conference of the
Mathematics Education Research Group of Australasia, Canberra, pp. 527534). Adelaide: MERGA.
Van de walle, J., Karp, K., & Bay-Williams, J. (2014). Elementary and middle
school mathematics: Teaching developmentally. (8 th ed.). Harlow, Essex:
Pearson Education Limited.
Irwin, K., & Britt, M. (2004) Operating with decimals as a part whole concept.
In I. Putt, R. Faragher, & M. McLean (Eds.), Mathematics education for the
third millennium: Towards 2010 (Proceedings of the 27th annual
conference of the Mathematics Education Research Group of Australasia,
Townsville, vol 1, pp. 312-319) Sydney: MERGA.

MATHEMATICS UNIT PLANNER

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

Fractions and decimals have a relationship

as they are different forms of the same
number

The place value system can be extended to

find infinite decimals

Decimal fractions are not whole numbers

and cannot be compared or ordered as
whole numbers as they are a proportion of
the whole.

Zero has specific role in different positions

within a decimal

Year Level: 5

Term: 4

Week: 1

Date: 5/10/15

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

Content strand(s): Number and Algebra
Sub-strand(s): Fractions and Decimals
Level descriptions:
Compare, order and represent decimals (ACMNA105)
Proficiency strand(s):
Understanding
Fluency
Problem Solving
Reasoning
Understanding
Building adaptable knowledge to decimal concepts. Students make connections between comparing, ordering
and representing decimals where connections can be made in various ways. Through discussion relationships
are built through understanding how the decimal concepts work. Developing an understanding of multiple
representations of decimals is used to describe their thinking and understanding.
Reasoning
Develop and investigate strategies to build logical thoughts through analyzing, explaining, justifying and
evaluating information through discussion and explaining in their thinking. Students adapt their conclusions
(generalizing) through justification of their strategies to make judgments of incorrect and correct answers.
Students compare and contrast decimal numbers and explain their choices.

Key skills to develop and practise (including strategies,

ways of working mathematically, language goals, etc.) (4-5 key skills
only):

Key equipment / resources:

Decimats
2 dice- One standard die (preferably with
digits rather than dots) and one dice with the
labels of 1/10, 1/100, 1/100, 1/1000, 1/1000,
1/1000

Understanding how the numbers to the left and

the right of the decimal point effect the size of
decimal

Determining multiple representations of decimals

Coloured pencils/textas

Comparing decimals through using benchmarking

and through equivalence

Colour in decimats gameboard

Comparing and ordering decimals through

justifying and explaining ideas

Using appropriate decimal language

Rulers
Ipads
Sticky notes
Decipipes
Decimal cards
Materials
Rope
Video clip https://www.youtube.com/watch?
v=o-urnlaJpOA

Key vocabulary (be specific and include definitions of key words

appropriate to use with students)

decimals
Tenths
Hundredths
Thousandths
Ragged decimals- decimals that are of unequal
length
Justify/explain
Rounding
Closest to zero
Closest to one
Place value
Comparing
Ordering
Decimal point- marks the location of the unit
(ones) place
Decimats- a rectangular representation of one
whole that can be partitioned into ten equal parts
and then partitioned again to create 100 equal

Possible misconceptions
These misconceptions are identified by Van de walle et al (2014).

Longer is larger-students interpret the number

with more digits as the largest.
Shorter is larger-Students believe that the digits
in the hundreds column represent smaller
numbers as a tenth is seen to be larger than a
hundredth.
The impact of zero- students dont perceive the
zero in numbers such as 0.05, ignoring the zero
and perceiving it as 0.5
Less than zero-students might believe that zero
is a misplaced number in the ones column and
thus believing that 0 is more than 0.8.
Reciprocal thinking- students may misconceive
there fractional knowledge and when comparing
fractions such as mistaking 0.4 larger than 0.6 as
they interpret 0.4 as and 0.6 as 1/6 therefore
believing that 0.6 is smaller due to equal parts.
Equality- students may not see the idea of
regrouping decimals such as they may see 6
tenths as 60 hundredths.
Learning
strategies/ skills

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

parts
Benchmarking

Key probing questions (focus questions that will be used to

Links to other contexts (if applicable, e.g., inquiry unit focus,

develop understanding to be used during the sequence of lessons; 3 5

probing questions):

current events, literature, etc.):

How do you know which decimals is

smaller/larger than the other?
How might you say the decimal 0.45? Are their
other ways to say it?
Why is 0.56 larger than 0.500? How do you
know?
How do you know which decimal is closer to
zero?
What other ways can you show that the
decimals are the same?
How might you represent these numbers on a
decimat?
What do you already know about the number
0.34? How does that help you interpret the
number?

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Students have recently completed an inquiry unit

of Olympic based sports

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

Testing
Viewing
Visually representing
Working independently
Working to a timetable

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

Session 1
Students will
determine the
size of a
decimal by
using and
using
appropriate
decimal and
fraction
language.

Session 2
Students will
compare
decimals by
using
strategies such
as
benchmarking
focusing on
using 0, 1/2
and 1)

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)

Draw students attention to

the topic that will be the
focus for the next five
sessions.
As a class brainstorm (by
writing on the whiteboard):
what are decimals? What
do you know about
decimals?
Discuss as a class how
fractions and decimals are
related to each other
Where have you seen
decimal numbers?
Discuss with students the
task so that they can
understand the decimat
model, including examples
of shading the decimals as
well as calculating the how
much is shaded altogether
column.
Discuss with students the
previous lesson and then
explain to the students
what they are going to
focus on.
Students will watch this clip
from the Beijing Olympic
games 2008 of the 100m
Sprints.
https://www.youtube.com/w
atch?v=o-urnlaJpOA
Stop the clip at 2.39 and

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)

Students will work in pairs

to explore decimals by
playing the game colour in
decimats (see appendix 1)
by taking turns.
When students have
finished their completed
colour in decimats sheet
they will combine with
another pair (groups of four
students) to discuss what
they notice. These should
be written down so that
they can be discussed with
the rest of the class.
What is the decimat telling
you about decimals?

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.)

Bring all students back

together. Discuss the focus
of the lesson. Ask students
if they would like to share
their work and discuss any
issues or new ideas
students were exploring
through the lesson.
Did the decimal size effect
how much was coloured in
on the decimat sheet?
Ask students to share key
ideas from this lesson
when they are determining
the size of a decimal.
Ensure students are using
correct fractional language.

What can you tell me about

how you have represented
these decimals?
Students will work in
groups of three to play
spin to win (See appendix
2).
How will you show that you
have benchmarked the
decimal correctly?
What do you need to notice
about the decimal in order
to bench mark correctly?

Bring the class together

and ask any students to
share with something that
they may have realised
about decimals during this
task.
How did benchmarking
assist you to determine
which decimal was closer
to the benchmark?

The teacher is able to

conduct conferences with
the small groups of

Ask students if they would

like to share one of their
comparisons and justify

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)

Enabling Prompt
Model the task with the
students and draw
attention to tenths,
hundredths and
thousandths that can be
represented by the fraction
show on the dice.
Encouraging students to
make justifications about
their choices.
Extending prompts
Ask students about their
choices for example why
have you coloured in six
hundredths and not six
tenths? How do you know
thats correct? Which is the
largest decimal that you
rolled? Which is the
smallest decimal you have
rolled?

Through this lesson the

teacher will observe
students discussion, their
choices when colouring in
the decimats, their
justifications for their
choices and any
misconceptions students
may have. These will be
taken in the form of
anecdotal notes so that
these can inform future
lessons in case
modifications or
adjustments need to be
made.

Enabling prompt
Limit the number of
decimal places on the
cards that students are
working with.
Ask students how could we
represent this using
decimats?
Change the spinners to
easier numbers for
students to use as a
benchmark.

During the course of this

lesson, the teacher will
use anecdotal notes to
record students
understanding and their
discussion of using the
technique of
benchmarking. This will
assist the teacher to
determine what students
understand or
misconceive when
comparing decimals.

Extending prompts

Session 3
Students will
compare ragged
decimals using
data.

ask students to look at

Usain Bolts time. Is it
closer 9, 9.5 or 10? How
do you know this?
Explain to students about
the strategies we could use
to compare fractions such
as benchmarking.
What do you know about
benchmarking?
Explain to the spin to win
task to students.

students during this time to

assist through enabling
prompts and to find out
students level of their
understanding of decimals.
Anecdotal notes should be
taken during this time.

Students will reflect on the

previous mathematics
lesson and share any
thoughts upon reflection.

Students will be given a

long jump task (see
appendix 3) to work on in
pairs. Here students will
analyse the data given to
them to compare the
different ragged decimals.

Write the decimals 0.61

and 0.69 on the board
spaced out.
Ask students to name as
many decimals as they can
think of between these
decimals.
How do you know if you
have found them all? (open
question)
What did you do to work it
out?
Discuss with students
ragged decimals are What
are these decimals and
how might they be used?
Where might we see them
in everyday?
Discuss the role of zero as
a place value make
connections to redundant
zeros.
Explain the long jump task

How did you compare the

data?
How do you know which
decimal is larger?
Who do you think had the
largest jump?
Ask students to rank the
jumpers in place order for
longest jump to shortest
jump.
Encourage students to
discuss, justify and explain
their answers.

their choices.
Ask students if they would
like to demonstrate how
they used the
benchmarking strategy.
Ask students if they had
thought of any other ways
that they may have used
during their exploration
time with comparing
decimals.

Bring students back

together and reflect on key
ideas. Ask students to
share something about
ragged decimals that they
have learnt.
Did you come across any
difficulties that you would
like to share?
Ask students to compare
decimals.
Were these numbers
trickier than decimals such
as 0.2?
Ask students to share their
answers as a task and ask
if students agree or
disagree with suggestions.

How do you know that it is

closer to 0, a half or 1?
(question will vary
depending on which
spinner is used)
Encourage students to use
the spinner with numbers
1, 1/3, 1/7.
How do you know if the
decimal is closest to 1/7 or
1/3?
Did you use similar
strategies or the same as
before when you were
using the other spinner?
Enabling prompt
Provide students with
decimats or decipipes to
assist them.
How do you know which
decimal is the smallest?
Which is the largest
decimal?
What can you do to
compare fractions?
Extending prompts
Ask students to explain
and justify their ideas to
another pair? Are they the
same or different?
If each decimal had an
extra decimal place on the
right would it change your
answers?

The teacher will use

observation throughout
this lesson. This will give
the teacher an
understanding if students
are struggling with this
concept and inform future
lessons if this is
something that needs to
be readdressed.

to students

Session 4
Students will
represent decimals
using different
materials, words
and symbols.

Reflect with students on

the previous lesson
discussing the learning
intention of the lesson.
Discuss with students what
the learning intention is for
this session.
Explain to students that
they are going to play
sticky labels (See appendix
4) with their table partner.
Also ask students that after
they have determined what
number is stuck to their
back they have to decide
as a pair how else they
could represent these
numbers.
Discuss multiple
representations of
decimals as a class.
Model these for students
such as number line,
decimats, decipipes,
symbols and words.
Explain the task to
students

Give each student in pairs

a decimal card. Each pair
will represent this decimal
that they are given in
multiple ways (see
appendix 4 for further
instructions). They are able
to use the decimats,
decipipes, create number
lines and write down how
to draw and write in words
the decimal.
Students will then use the
Ipads (the video and record
function in camera) to
create a multiple
representation clip of their
decimal, where they will
explain and justify their
representations.

Bring the class back

together and ask students
to reflect on the lesson.
What were the key learning
ideas?
What did you learn about
creating multiple
representations of a
decimal?
Ask students to discuss
any misconceptions that
they had and how there
understanding changed.

Enabling prompts
What representations have
we already looked at that
might help you with this
task?
What do you know about
your decimal?
How do you reads the
decimal that you have?
Extending prompts
Can you think of any other
ways you could represent
your decimal?
How do you think you
answer would change if
you had an extra decimal
place?
Were some
representations harder
than others? Why do you
think that might be?

For this lesson the

teacher will take
anecdotal notes of
students in the class
about how they
represented their
decimals and if students
had difficulties with some
representations. The
teacher will be observing
the language that
students are using when
they discuss their
decimals.

Session 5
Students will
order decimals
from smallest
to largest by
creating there
own using
numbered
cards.

Students will review the

previous lesson as a class
and discuss the main ideas
that were presented.
Explain to students the
learning intentions of the
session.
Bring out some decimal
cards that have decimals
(in numbers) written on
them (See appendix 5).
Select students to hold a
piece of rope from one end
of the class to another so
that the decimals can be
ordered on the rope held
by pegs. Ask students to
decide where the decimals
should go and encourage
students to mathematically
argue why or why not for
the chosen spot.
How do you know that that
decimal will go there on the
number line? How can you
be sure?
What helped you to know
that that decimal would be
smaller or larger than the
decimal next to it?
Ask students to describe
using appropriate decimal
language their decisions.
Explain the creating and
ordering decimal task to
students.

Students are able to work

in small groups. Students
will be given 10 cards (see
appendix 5) each with a
number on it between 0-9,
they will also be given a
decimal point and an
additional zero card.
Students will create their
own decimals to the
thousandths place and
them order them from
smallest to largest.
Students will then need to
discuss reasons for their
choices explaining which
choices are closer to one
or closest to zero.
Students will write down
the order so that they can
share with the class at the
end of the lesson.
How do you know which
decimals are closer to
zero?
What important ideas do
we need to remember
about decimals when we
order them?
Students will complete selfassessment (see appendix
5).

Bring students back

altogether. Discuss as a
class what students
discussed with each other
when ordering their
fractions.
Did you encounter any
difficulties or challenges
while ordering your
decimals?
Ask any students if they
would like to share the
order of their decimals their
group came up with and
the justifications for their
spot on in their chart.
Teacher may work with
selected students to
scaffold further how to
order decimals working
with smaller numbers.

Enabling Prompt
Ask students to start with
one or two decimal places
depending on students
ability.
Which one do you think is
closer to zero?
Which one is closer to
one?
What can we do to
determine which decimal
comes next?
Extending prompt
How do you know that
these decimals are closest
to one?
How do you know that
these decimals are closest
to zero?
What would happen if your
decimals had four decimal
places would it change
your response?

The teacher will take

anecdotal notes of her
observations of students
in the class. These notes
will entail any difficulties
or misconceptions that
need to be addressed
through further teaching.
Students will also
complete the student self
assessment (see
appendix 5), this will be
collected.

Appendix
1. Session 1
Activity
Colour in decimats
(Sourced from Decimats: Helping students to make sense of decimal place value, written by Anne Roche)
Materials:
One six sided die
And one (six sided) die containing the fractions 1/10, 1/100, 1/100, 1/1000, 1/1000, 1/1000.
Activity sheet (see following page)
Many Coloured textas

Instructions
Students will play this game in pairs and take turns to role both die and shade the product onto the game board. Students are able to make
partitions on the grids. Students are required to keep track of what was rolled in a fraction and decimal form as well as collate the total shaded
together using a decimal. Students are to use different colours to show the differences in the shaded areas.

2. Session 2
Tuning in activity
Students will watch this clip from the Beijing Olympic games 2008 of the 100m Sprints.
https://www.youtube.com/watch?v=o-urnlaJpOA

0.13

0.34

0.5

0.02

0.08
9

0.67

0.34

0.45

0.13

0.23

0.57

0.32

0.1

0.4

0.78

0.9

0.41

0.13

0.42

0.24

0.54

0.32

0.34

0.23

0.45

0.8

0.54

0.45

0.76

0.64

0.23

0.3

0.78

0.78

0.41

0.91

0.02

0.99

0.30

0.5

0.99

0.67

0.76

0.81

0.18

0.06

0.2

0.9

0.01

0.89

0.10

0.09

0.43

0.78

0.45

0.10

This clip should be paused at 2.39 for the table

of results.
Activity- Spin the win.
(Adapted from Understanding fractions by
Sexton, Brown and Downton)
Materials:

Spinners
Spinner cards
Decimal cards

Instructions
Students will make teams of two players each, the decimal cards(cut out) will be two separate piles with the cards facedown. Each team will then
turn over a card and spin the spinner, the team with the decimal closest out of the two to the spinner will win the point. Students need to argue
mathematically to justify their response as to why their card is closer. The game continues until one team has all the cards.

0
1

1/3 1

1/77
3. Session 3
Activity
Long Jump
Materials:

Students each require a copy of the data.

Students need to know the context of the situation. This is a long jump race at a local school where 5 students completed the same long jump
task at their school athletics. The students are unsure who jumped the furthest.
This is the table of data- students will need their own copy.

Jumper

1st jump

2nd Jump

3rd jump

Ruby

1.08

1.103

1.10

Noah

1.102

1.19

1.2

Amy

1.11

1.1

1.15

Ella

0.99

0.92

1.02

Ryan

1.05

1.004

1.1

Best
jump

4. Session 4
Tuning in activity

Sticky labels
(Taken from Mathematics assessment for learning: Rich tasks& work sample, Downton, Knight, Clarke and Lewis)

Materials:

Any type of sticky labels

Textas

Instructions
Students in pairs are each given a sticky label,(2 per pair) where they will write a decimal on it and place it on the
back of their partner. Students
are to use yes or no questions to determine what their number is.

Activity
Representing decimals
Materials:

Decimal card ( these need to be cut up prior to the class)

Decimats
Decipipes
Rulers
Ipads
Blank number lines

0.13

0.34

0.5

0.02

0.08
9

0.67

0.34

0.45

0.23

0.24

0.56
7

0.31
2

0.1

0.4

0.78

0.9

0.412

0.13

0.42

0.24
3

0.54

0.32

0.34

0.23

0.45

0.8

0.546

0.45

0.87
6

0.56
4

0.12
3

0.3

0.78

0.78

0.41

0.91

0.02

0.99

0.30
0

0.5

0.99
9

0.67

0.78
6

0.81

0.18

0.06

0.2

0.9

0.00
1

0.89
9

0.06
0

0.09

0.64
3

0.67
8

0.45
2

0.10
0

Paper for drawing

Textas

Students will be given one decimal card from the

list below. Students are required to represent this
decimal in multiple ways using any materials they
would like to that have either already been used in
this unit or something they have used before.
Students will then require the Ipads to record
themselves using the video function (one student
will record while the other student shows and
explains their representations) Students are both
encouraged to speak during the video.
Time is allocated at the end of the class if students
wish to share their video clip.

5. Session 5
Materials:

Rope
Pegs
Decimal cards (below) These will need to be cut up)

Instructions
Select two students to hold a piece of rope from one end of the class to another so that students can order decimals along it. Ask students to decide where
the decimals should go and encourage students to mathematically argue why or why not for the chosen spot.

0.1
0.001
0.3
0. 5
0. 9
0.456
0

Activity- Creating and ordering decimal task

Students are able to work in small groups. Students will be given 10 cards each with a number on it between 0-9,
they will also be given a decimal point and an additional zero card.
Students will create their own decimals to the thousandths place and them order them from smallest to biggest.
Students will then need to discuss reasons for their choices.
Also included is a blank set of decimal cards for students to use when creating their own.

0
1
2
3
4
5
6
7
8
9

Students self assessment on decimals

Students are to write in the box their answer to the question

When I think of decimals

I feel.
When representing
decimals I feel.
When ordering decimals
I feel.
When comparing
decimals I feel.
Something I would like
to work on..
Something I feel
confident with

References
Downton, A., & Knight, R., Clarke, D., & Lewis, G. (2013) Mathematics assessment for learning: Rich tasks and work
samples (2nd ed). Melbourne: Mathematics Teaching and Learning Centre, Australian Catholic University.
Roche, A. (2010) Decimats: Helping students to make sense of decimal place value. Australian Primary
Mathematics Classroom, 15(2), 4-8.
Sexton, M., Brown, J., & Downton, A. (2010). Understanding fractions. Prime Number, 25(4), 3-7.