Assignment 2: Lesson Plans

Unit:
Making Connections
Key Learning Area:
Maths
Lesson Outcomes:

ECU204: Technology and Design for Education

Lesson:
Decimals to Fractions
Year:
6

Week:
10

Make connections between equivalent fractions, decimals and percentages. (ACMNA131)

Lesson Goal: Understand the steps involved when converting decimals to fractions

Time
9:25

9:30

Time
9:35

Lesson Structure
Teaching Approaches and Resources
Introduction
PowerPoint of Math Facts
Part of the EDI approach adopted by the
- Students read through as a class school, to move information from working
with speed and accuracy
memory to long term memory to improve
student accuracy and information retained.
Students move to floor space with
whiteboards, markers and erasers.
Inform students of lesson expectations:
WALT, WILF, TIB
Main
I Do:
Step by step instruction of the first
example.
Point out key facts of decimals and
fraction conversion.

I Do:
Decimal to fraction Flipchart: slides 2-4.

Given decimal 0.25

Divided by 1 0.25/1
Multiply top and bottom by ten for every
tenth (0.25 x 100)/(1x100) = 25/100
Simplify
Answer 0.25 = 25/100 = 1/4

9:45

We Do:
Given decimal 0.3
Divided by 1 0.3/1
Multiply top and bottom by ten for every
tenth (0.3 x 10)/(1x10) = 3/10
Simplify
Answer: 0.3 = 3/10
Given decimal 0.05
Divided by 1 0.05/1
Multiply top and bottom by ten for every
tenth (0.05 x 100)/(1x100) = 5/100
Simplify
Answer: 0.05 = 5/100

10:00

You Do:

Independent practice done in math exercise

books.

Convert 0.6 to a fraction

Convert 0.42 to a fraction

K Birch

Step by step with the first exercise. Students

write steps on their boards
Step by step with exercise 2, increased
student driven.
Third example is mostly student driven with
teacher comments and corrections.
Independent practice examples on the
flipchart on SMART Board.

s258363

Lesson One

Assignment 2: Lesson Plans

ECU204: Technology and Design for Education

Convert 0.07 to a fraction

Convert 0.125 to a fraction

Time

Students wanting/needing more structured help

to stay on the floor with me to complete more
We Do practice using these examples.
You Do kids if finished board work went on to do
ICE 7 book 8B.

Conclusion

10:10

Pack away of whiteboards,

Overview of students understanding of
steps involved.
Materials
SMART Board
Decimals to fractions flipchart
ICE-7 Workbook
Whiteboards
Markers
Erasers
Assessment
Use of whiteboards and 1,2,3, Chin-it to see who gets it and who needs help throughout lesson
Check students exercise books to see where students were making mistakes and how much they
could complete.
Reflections
Of pupils learning
Students who understood the concept where far ahead in the first example. These students
did the work required, then moved quickly onto the ICE-7 book. I was unprepared for students to
work as fast as they did.
Students who did not understand were actively asking questions of the topic and clarifying how to
complete the steps. The students who didnt completely understand could receive extra help on
the mat.
Of own teaching effectiveness
Did I know the content completely? I knew the content, I struggled with wording the
concept that was familiar with the students prior knowledge. I could see student engagement
with the 1, 2, 3, Chin-it method during the We Do section. Students were asking questions and
answering the next step. I think the students on the mat got the best help of my ability, the other
students working independently, I couldnt give much assistance without the first group losing
their place.
At times, I could give the group an example to try and quickly go around the room to check
understanding. I had about 10 students on the mat.

K Birch

s258363

Lesson One

Assignment 2: Lesson Plans

ECU204: Technology and Design for Education

Unit:
Making Connections
Key Learning Area:
Maths
Lesson Outcomes:

Lesson:
Fractions to Decimals
Year:
6

Week:
2

Make connections between equivalent fractions, decimals and percentages. (ACMNA131)

Lesson Goal: Understand the steps involved when converting fractions to decimals.

Time
11:00

Time
11:05

Lesson Structure
Introduction
Students move to floor space with
whiteboards, markers and erasers.
Inform students of lesson
expectations: WALT, WILF, TIB

Teaching Approaches and Resources

Part of the EDI approach adopted by the
school, to move information from
working memory to long term memory to
improve student accuracy and
information retained.

Main
I Do:
Step by step instruction of the first
example.
Point out key facts of decimals and
fraction conversion.
= (1x5)/(2x5) = 5/10 = 0.5
3/5 = (3x2)/5x2) =6/10 = 0.6

I Do:
Fraction to Decimal Flipchart
Work with tenths to have students
engage

11:15

We Do:
8/10 = 0.8
1/5 = (1x2)/(5x2) = 2/10 = 0.2
7/5 = (7x2)/5x2) = 14/10 = 14/10 =1.4

Step by step with the first exercise.

Students write steps on their boards
Step by step with exercise 2, increased
student driven.
Third example is mostly student driven
with teacher comments and corrections.

11:25

You Do:
Students to work through the
printed worksheets.
1. Fractions/Decimals Worksheet
18 questions
2. Tabled Fractions/Decimals
Worksheet 20 questions.
3. ICE-7 Unit 8B continue where
completed last term.

First sheet is the level most would be at,

considering the previous lessons needs.
Second sheet is slightly harder. Aimed at
the students who usually get the
concepts quickly.
Third activity is to continue the ICE-7
activities.
Students wanting/needing more structured
help to stay on the floor with me to complete
more We Do practice using these examples.

Time

K Birch

Conclusion

s258363

Lesson One

Assignment 2: Lesson Plans

ECU204: Technology and Design for Education

11:45

Pack away of whiteboards, exercise

books
Overview of students
understanding of steps involved.
Materials
SMART Board
Fractions to Decimals flipchart
Fractions/Decimals Worksheet 1
Tabled Fractions/Decimals Worksheet 2
ICE-7 Workbook
Whiteboards
Markers
Erasers
Assessment
Use of whiteboards and 1,2,3, Chin-it to see who gets it and who needs help
throughout lesson.
Have greater accessibility for students to ask for clarification.
Check students exercise books to see where students were making mistakes and how
much they could complete.
Reflections
Of pupils learning
Students who understood the concept where far ahead in the first example. These
students did the work required, then moved quickly through the first worksheet. The
second sheet was ready for those who were ready to move on. No students completed
this sheet before the lesson finished. Some came close.
Students who did not understand were actively asking questions of the topic and
clarifying how to complete the steps.
Students were most confused about how to place 92/100 as a decimal. Some were
attempting to write it as 0.092 thinking they needed to include the two zeros before the
number.
Of own teaching effectiveness
I knew the content, wording the content in a way that was familiar was easier this
time due to the previous lesson and further observation. I could see student engagement
with the 1, 2, 3, Chin-it method during the We Do section. Students were asking
questions and answering the next step. At the end of the planned We Do, students were
still querying some of the steps, and I worked through another tenths example and an
improper fraction example.
Learning from last time, I could better spend my time around the classroom to help
students that needed help. Fewer students required help, those that did, were expected
due to previous lessons.

K Birch

s258363

Lesson One

Assignment 2: Lesson Plans

Unit:
Making Connections
Key Learning Area:
Maths
Lesson Outcomes:

ECU204: Technology and Design for Education

Lesson:
Pre-test: Converting
Year:
6

Week:
2

Make connections between equivalent fractions, decimals and percentages. (ACMNA131)

Lesson Goal: Write the steps involved when converting fractions to decimals, and decimals to
fractions.

Time
9:25

Time
9:35

9:55

Lesson Structure
Introduction
Students move to floor space, read
out through Revision Flipchart and
do an example of each.
Inform students of lesson
expectations: WALT, WILF, TIB
Main
Write 1st slide into their exercise
books.
Finish worksheet from previous
lesson for 20 mins.
Extra help to students who need it
before the pretest.
Students to be given written test of
mixture of converting fractions to
decimals, and decimals to fractions.
Inclusion of improper fractions and
mixed numerals. (30 mins)

Time
10:30

Teaching Approaches and Resources

Part of the EDI approach adopted by the
school, to move information from
working memory to long term memory to
improve student accuracy and
information retained.

Pre-test to see what students understand

and can recall about the topic to decide if
the next lesson is more of the previous or
if we can move on to converting to and
from percentages.
Remind students to put their name on
top of sheet.
To consolidate knowledge

Conclusion
Pack away tools used, hand tests in.
Discuss if anyone had any concerns
with any of the questions or steps.
Materials

SMART Board
Pencils
Erasers
Worksheet
Pre-test sheet

K Birch

s258363

Lesson One

Assignment 2: Lesson Plans

ECU204: Technology and Design for Education

Assessment
6/10
0.2
3/5
0.5
1/3
0.333
3/5
0.75
5/8
0.3

0.25

0.5
3/10
0.9
1/8
0.2
Students can use a calculator for the test. Some will be able to work out through division
what to multiply the numerator by to get to the decimal. Others will be able to only do
the conversions they have seen previously: 0.5, 6/10, 3/5, 3/10, 0.3, 0.2, 0.9.
Will assist in deciding if students are ready to move on to converting to percentages or if
learning how to convert decimals and fractions with a calculator would be of benefit.
Reflections
Of pupils learning
Students are beginning to understand the concepts of converting decimals to fractions
and fractions to decimals. Identified learning deficits are students not simplifying fractions
to the lowest equivalents form e.g. 5/10 -> . However, one student was oversimplifying
some of his answers. This led to the wrong answer being written down e.g. 1/8 = (1 x
12.5)/(8 x 12.5) = 12/100 = 0.12. If this student had included the 0.5 in his sum the final
answer could have been correct.
Students were not keeping or making denominators to 10, 100, or 1000 before
converting. Some were simply multiplying the denominator by 10: = (3 x 10)/(4 x 10) =
30/40 = 0.30.
Others used unconventional ways of getting to 10 that do not work. E.g. Subtraction: 5/8=
(5 x 2)/(8 x 2) =10/16 = (10 6)/(16 6) = 4/10 = 0.4. Although this student is getting to
10, he isnt following the rules of conversion. Due to showing his working out I can see
exactly how his logic has bought about his conclusion.
One student thought backwards and used division to begin her working out. E.g. 1/8 = (1
2)/(8 2) = (0.5 2)/(4 2) = 0.25/2 = (0.25 x 5)/(2 x 5) = 1.25/10 = 0.125.
This student could identify what she knew in the problem [ 2 is a factor of 8] and knew
she could get to 10 from 2. With a working understanding of multiplying decimal
numbers, she could successfully get to the correct answer.
The final identified common error was students including zeros that are unnecessary. E.g.
1/8 = (1 x 125)/(8 x 125) = 125/1000 = 0.00125. Or 0.75 = 750/100.
Of own teaching effectiveness
These errors can be attributed to my teaching. Through clearer instruction and more
direct instruction with numbers that included a denominator of 3 and 8. If students had
understood the basics of converting fluently, I would have introduced working with
division as an alternative method for some students to use if it made more sense to them.
e.g. 108=1.25 therefore 1/8 = (1x1.25/8x1.25) = 1.25/10 = 0.125

K Birch

s258363

Lesson One

Assignment 2: Lesson Plans

ECU204: Technology and Design for Education

My next step from this assessment will be to go to the review the steps of the
conversions, then to introduce working with the calculator.
Once students have a working understanding of how to convert decimals to fractions and
vice versa we will move to converting to percentages.

K Birch

s258363

Lesson One