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EDMA310 Mathematics Unit Planner Lydia Nolan Mathematics Unit Planner
EDMA310 Mathematics Unit Planner Lydia Nolan Mathematics Unit Planner
EDMA310 Mathematics Unit Planner Lydia Nolan Mathematics Unit Planner
Lydia Nolan
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
experiences, giving students context to develop Mixed numbers
Can you show me what you’re thinking? their learning. Number lines
How does what you’ve done help you in solving Equivalent fractions
the problem? Numerator
Can you model this for me? Denominator
Can you use materials to help?
Can you draw a picture for me?
Session 1 Whole class word Students are given an A4 Using the fraction wall Enabling students will work Teachers observes
Exploring fractions cloud/brain storm about piece of paper and guided students compare different at the same pace as the students’ interactions and
using a fraction what they already know through how to create a fractions. rest of the class. Teacher development of the
wall about fractions to activate fraction wall. ensures they feel support fraction wall.
prior knowledge. How many equivalent during the lesson by roving
45 minutes Prompts: What have you Students cut the A4 piece fractions can you find using around the class. Checking work:
had trouble understanding of paper evenly into 6 the fraction wall? identifying how many
Learning in the past? strips. Extending students are equivalent fractions each
outcomes: Students share the challenged to find student has made.
We are learning to Explicit instruction about equivalent fractions they equivalent fractions beyond
create a fraction how to fold one half. – what found with a partner. the fraction wall.
wall using paper is your technique that you
strips. used to fold it?
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