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Mathematics Assessment 2

Plan 3
30308438
Susan Harbridge

Grade/Class/Year:
Students:
Curriculum Area/s:
Mathematics

Lesson

5
24

Day/Date:
Mon 16/05/2016
Time:
1 Hour
Strand/ Sub Strand:
Fractions and Decimals
Recognise that the place value system can
be extended beyond hundredths (VCMNA189)
Compare, order and represent decimals
(VCMNA190)
Cross Curriculum Priorities and Capabilities:
Patterns and Algebra
Describe, continue and create patterns with fractions, decimals and whole numbers resulting
from addition and subtraction (VCMNA192)
Prior Knowledge/Learning
Students have an understanding of decimal and decimal place value in tenths, hundredths,
thousandths. Student can add and subtract simple fractions and decimals and place on a
number line.
Learning Intentions/ outcomes:
Students will expand their knowledge of fractions and gain a more comprehensive
understanding of decimals.
Students will interact and discuss using correct terminology to interpret what they are doing
Gain an understanding of the similarities between fractions and decimals.
Success Criteria Indicators:
Students can correctly recognize decimals made and where to place them on a number line.
Students use the correct terminology when discussing or writing decimals and fractions
Students have an understanding of the value of zero in fractions and decimals.
Key Vocabulary/ Metalanguage:
Decimals, halves, quarters, hundredths. Decimat
Group Structure:
First grouping: Table groups to complete introduction activity. This task is interactive and
engaging and gives the teacher an insight into the students prior knowledge.
Second grouping: Whole class discussion on the activity, strategies used, answers and
discussion of misconceptions of whole numbers and zero in relation to fractions and decimals.
Teacher then introduces the activity for the lesson presenting learning intentions, giving clear
instructions and answering any questions students have.
Third grouping: Students working in groups to complete the activity according to the results
of the diagnostic testing completing tasks to consolidate and extend on their abilities. The

Mathematics Assessment 2
Plan 3
30308438
Susan Harbridge

Lesson

teacher moves around the classroom questioning, supporting and encouraging students to
expand and explore different ways to answer the question. To become critical thinkers.
Final grouping: Students come back as a whole group to reflect and share their learning
experience and how they used their first activity to assist them in their last activity. Sharing the
methods and resources they used and why and what difficulties they faced.
The groups are chosen according to how well they will work together, their abilities and
understanding of how to use the resources available.

Inclusive Practice:
Understanding individual students known knowledge, needs and adjust lessons accordingly.
Three areas the teacher needs to consider are:
Content: The teacher relates the activity to the curriculum to ensure the students are learning
at their capabilities. This may mean the teacher starts off at a lower level for some students or
higher for others. The teacher will look at the materials and students understanding of them
and how to use them.
Instruction: When explaining the activity the teacher can explain the activities The instruction
needs to be clear, explicit and modelled This can be achieved by scaffolding the learning
according to students abilities.
Environment: The teacher needs to make sure the classroom and activities are interactive and
engaging and the materials used are relevant for the tasks and the students know how to use
them.
Warm-up/Engage:
Fraction and Decimal Bingo
Students each have a bingo sheet consisting of decimal and fractions. The teacher calls out the
decimal and fraction. The first to finish the sheet wins.
(2016). Retrieved 19 May 2016, from
http://jcschoolsmath.weebly.com/uploads/1/3/9/7/13976216/bingofractionsanddecimals.pdf

10 min

Whole Class Experience/Explain:

The teacher reintroduces Decimats to the students. Explains the game, how it works and
answers any questions before playing the activity with the class. The students have one

Mathematics Assessment 2
Plan 3
30308438
Susan Harbridge

Lesson

Decimats and the teacher another. The Decimats is up on the smartboard. The students take
turns at rolling the dice and coloring in their Decimat and explain what fraction or decimal
their mat represents after each roll. When the teacher takes her roll she asks all the class to
help. The teacher gives her number using correct terminology. The first to complete their
Decimat wins.
10 min

Explore/ Main Content: Independent or Group Activities:


Students are put into groups of two of varying abilities (one struggling student and one who
understands the concept), given two Decimats a ten sided dice, a fraction dice and coloring
pencils (Appendix 1).
The teacher has LAB blocks on the table, the fraction number line and
Will leave the game played in the instruction session up as a point of reference and resource
for the students.
The teacher assists students having difficulties and may bring a group back to play with her in
a focus group.

35 min

Reflection/Evaluate/ Elaborate:
Students come back and discuss
What they learnt.
Show and explain their Decimat and who won.
Explain the resources they used and how they helped.
5 min
Resources
Number lines

Mathematics Assessment 2
Plan 3
30308438
Susan Harbridge

Lesson

Ten sided dice


Fraction dice
Pencils
Bingo cards and counters
Decimat
Pencils
Number lines
LAB blocks (Linear Arithmetic Blocks)
Self Reflection of the Lesson
Was the game interactive and engaging?
Did the groups work well?
Were the instructions clear and explicit?
Did the students interact and expand their knowledge?

Appendix 1
COLOUR A DECIMAT RULES
TWO PLAYERS
1 FRACTION DIE
1 TEN SIDED DIE
2 BLANK DECIMATS

Player A rolls the two dice and then shades the product of the two numbers displayed.
Player A then records how much of the Decimat is shaded.
Player B rolls the two dice and continues the game, with each player recording how
much of the Decimat is shaded after their turn.
It is permitted for tenths/hundredths to be further divided into hundredths/thousandths if
more hundredths/thousandths are required. For example, if a player has shaded all of
their hundredths and they then roll four hundredths then the player can cut a tenth into
10 equal pieces (therefore creating hundredths) and shade four of these.
If the product of the roll is greater than the remaining unshaded part of the Decimat then
the player misses a turn.

Mathematics Assessment 2
Plan 3
30308438
Susan Harbridge

Lesson

The first player to reach one (by shading their complete Decimat) or the player closest to
one (by shading more of their Decimat) after a certain amount of time has elapsed, is the
winner.

References

Color a Decimat game - Google Search. (2016). Google.com.au. Retrieved 19 May 2016, from
https://www.google.com.au/search?q=colour+a+decimat+game&client=firefoxb&biw=1366&bih=604&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiv6OywhObMAhUMx
YMKHaT1DP4Q_AUIBigB&dpr=1#tbm=isch&q=equvilant+decimal+and+fraction+cards&img
rc=_

(2016). Retrieved 19 May 2016, from


http://jcschoolsmath.weebly.com/uploads/1/3/9/7/13976216/bingofractionsanddecimals.pdf

Mathematics Assessment 2
Plan 3
30308438
Susan Harbridge

Lesson

Level 5 - Victorian Curriculum. (2016). Victoriancurriculum.vcaa.vic.edu.au. Retrieved 19 May


2016, from http://victoriancurriculum.vcaa.vic.edu.au/level5?layout=1&d=M

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