EDMA310 Mathematics unit planner

Lydia Nolan

MATHEMATICS UNIT PLANNER

Topic: Rational Number (fractions) Year Level: 4 Term: 2 Week: 5
Key mathematical understandings Victorian Curriculum Focus
 Students understand equivalent fractions Content strand(s): Number and Algebra
Sub-strand(s): Fractions and Decimals
 Students can count by halves, quarters and
thirds. Level descriptions:
 Students are able to locate fractions on a  Count by quarters, halves and thirds, including with mixed numerals. Locate and represent these fractions on a
number line. number line (VCMNA158)
 Investigate equivalent fractions used in contexts (VCMNA157)

Proficiency strand(s): Understanding

 Interpret mathematical information and describe their mathematical thinking.

Possible misconceptions Key skills to develop and practise (including strategies, Key equipment / resources:
ways of working mathematically, language goals, etc.) (4-5 key skills  Paper strips
 The bigger the denominator the larger the fraction
only):  A4 paper
 Even though 7 > 3, >
1 1
 Fraction walls
3 7  Create an equally partitioned fraction wall.
 Worksheets
 Students don’t recognize that equivalent fractions  Locate fractions on a number line.  Whiteboard
1 2
can be represented differently i.e. =
2 4  Convert mixed numbers and improper fractions.

Key probing questions (focus questions that will be used to Links to other contexts (if applicable, e.g., inquiry unit focus, Key vocabulary:
develop understanding to be used during the sequence of lessons; 3 – 5 current events, literature, etc.):
 Improper fractions
probing questions):
 Links to personal experiences and past

 Can you show me what you’re thinking?
 How does what you’ve done help you in solving
the problem?
 Can you model this for me?
 Can you use materials to help?
 Can you draw a picture for me?
MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson – short,
succinct statement)
Session 1
Exploring fractions
using a fraction
wall
45 minutes
Learning
outcomes:
We are learning to
create a fraction
wall using paper
strips.
Success criteria:
I will be able to
identify equivalent
fractions using my
fraction wall.
‘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)
Whole class word
cloud/brain storm about
what they already know
about fractions to activate
prior knowledge.
Prompts: What have you
had trouble understanding
in the past?
experiences, giving students context to develop
their learning.
‘INVESTIGATIONS
SESSION’
(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
children’s thinking or work with a small
group for part of the time and to also
conduct roving conferences)
Students are given an A4
piece of paper and guided
through how to create a
fraction wall.
Students cut the A4 piece
of paper evenly into 6
strips.
Explicit instruction about
how to fold one half. – what
is your technique that you
used to fold it?
Repeat this process of
explicit instruction for
thirds, quarters, sixths and
eights.
Paste strips/fraction wall
into their workbooks.
‘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.)
Using the fraction wall
students compare different
fractions.
How many equivalent
fractions can you find using
the fraction wall?
Students share the
equivalent fractions they
found with a partner.
 Mixed numbers
 Number lines
 Equivalent fractions
 Numerator
 Denominator
ADAPTATIONS ASSESSMENT
STRATEGIES
- Enabling prompt
(to allow those experiencing difficulty to
(should relate to objective. Includes
engage in active experiences related to what the teacher will listen for,
the initial goal task)
observe, note or analyse; what
- Extending prompt
evidence of learning will be collected
(questions that extend students’ and what criteria will be used to
thinking on the initial task)
analyse the evidence)
Enabling students will work Teachers observes
at the same pace as the students’ interactions and
rest of the class. Teacher development of the
ensures they feel support fraction wall.
during the lesson by roving
around the class. Checking work:
identifying how many
Extending students are equivalent fractions each
challenged to find student has made.
equivalent fractions beyond
the fraction wall.
Session 2 Reflect on the fraction
Equivalent walls. Show students an
fractions example of a fraction wall
and a whole class find
Learning outcome: some equivalent fractions.
We are learning to
find equivalent Explicit instruction of how
fractions using a to use a length model to
length model. find equivalent fractions.
Success criteria: Show an example to the
I will be able to find class, draw up a length
equivalent fractions model and ask students to
using my length help the teacher find
model. equivalent fractions
through partitioning the
length model.
Use probing questions to
deepen students thinking.
Students practice the skill.
Working through the
worksheet to find specific
equivalent fractions.
Students will use the length
model to work through the
worksheet.
See appendix 1
Students share their work Enabling students will work Roving conferences.
with the whole class. in a small group together to
support each other. Observation: Taking
Whole class discussion the Teacher rove around anecdotal notes
answers found and give classroom to check on
students the correct enabling students and
answers. support their learning.
Extending students are
taught an alternative
strategy to finding
equivalent fractions.
- Model the process of how
to multiply fractions by
fractions equivalent to 1 to
create new fractions.
2 2 4
E.g. × =
3 2 6
- Students complete the
worksheet using this
strategy and the length
model strategy
Session 3 Teacher models how to Counting by quarters Students get into partners Teacher will work with Teachers observes
Number lines draw a number line. students create a number and create their own rule enabling students in a students with focus on
line of their own and show together and share this group. Scaffolding and enabling students.
Learning outcome: What have I drawn on the the process. with the class. supporting the learning
We are learning to board? process. Teacher collects and
count by quarters, Where does one belong? Ask students to create a corrects students work.
halves and thirds. Where does zero belong? number line from 0 to 3
Rule: count by quarters Extending students will
Success criteria: Give students the create their own rules and
I will be able to benchmarks of what a Repeat this process work individually.
locate and number line constitutes. counting by two thirds and
represent quarters halves.
halves and thirds Ask students to identify
on a number line. where a half lies on the
number line.

Extend the number line

above 1 and use this
number line to count by
quarters, halves then
thirds.

Session 4 Establish what a mixed Ask students to work Reflection Enabling students work at Teacher collects and
Converting mixed number is and an improper through different examples the same pace as all corrects students work.
numbers and fraction. using the length model. Students reflect on what students.
improper fractions they have learnt throughout Teacher uses reflections
Give students a visual Students complete all 4 sessions. Model the more efficient to help planning future
Learning outcome: representation of what a worksheet to convert mixed method of converting sessions.
We are learning to mixed number and what an numbers and improper - What have you found mixed numbers and
convert mixed improper fraction looks like. fractions. difficult? improper fractions for them
numbers to - What have you found to complete the worksheet.
improper fractions Using a length model show See appendix 2 easy? - Method: using operations,
and vice versa. students that you can - Is there a skill you think i.e. division for improper
represent fractions that are you have mastered? fractions and using
Success criteria: bigger than one as either - What might help support multiplication and addition
I will be able to an improper fraction or a your learning about for mixed numbers.
convert mixed mixed number. Teacher fractions in the future.
numbers to shades the length model
improper fractions etc.
and vice versa.
Repeat this process
allowing students to
contribute to the process.
References:

Charalambos, Y., Charalambous & Demetra, P. (2006). Drawing on a theorectical model to study students’ understandings of fractions. Educational Studies
in Mathematics, 64:293-316.

Forgasz, H. (2010). Streaming for mathematics in years 7–10 in Victoria: An issue of equity? Mathematics Education Research Journal, 22(1), 57-90.

Lin, N., & Cheng, H. (2010). Effects of gradual release of responsibility model on language learning. Social and Behavioral Sciences, 2(2),
1866-1870.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2015). Elementary and middle school mathematics: Teaching developmentally (9th ed.).
Boston, MA: Pearson.

Victorian Curriculum and Assessment Authority. (2017). Mathematics. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/mathematics/curriculum/f-
10#level=3