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Week 5 Unit Plan
Week 5 Unit Plan
1 lesson each day- maths Rationale: During this maths unit students will develop an understanding of
investigation the place value of tenths in a number. They will recognise tenths as being Topic: Tenths
1 lesson each day- Week: 5
able to be represented in various notations and be able to order decimals
Educational Setting: Yr 5 & 6
numberlines and fractions of tenths in order according to their value. Students will begin
to develop an understanding of how to add decimal tenths.
Concepts being explored Lesson 1-2 2 x 50 minutes Lesson 4 50 mins How much free garlic bread will you receive with
Place value of tenths your pizza order?
Divide amounts equally Learning intention: Learning intention: To practice sharing How can it be shared equally?
Representation of data To solve worded problems (tenths) using equally and how to divide leftovers.
Tenths as various notations concrete materials and problem solving skills. If you receive 6 free pieces of garlic bread per pizza
Engage: sharing equally activity you order, how many pieces of garlic bread are you
Engage: decimal bingo- teacher to say place going to get?
value of number ie 2 in the tenths. Introduction: How can you divide these equally between each of
Review the concept of sharing equally. the 3 members in your group?
Analysis of prior knowledge
Students can identify place value of What are you going to do? Sharing in real life Will you have left overs?
hundreds, tens and ones in written and Recap two favourite pizza toppings- How portions change depending on How many?
visual form. introduce who wants what activity- students the number of people. Students show this and add to their presentation
Value of tenths in place value- 10/10 = 1 to ask people in their group which topping How can we share equally? sheet.
whole they want and collate data. As a group (Partitioning or grouping collections
students then use pizza outlines to record or cutting whole things into parts/ Conclusion:
this. fractions. Students regroup and show their thinking.
Do more people mean more or less
Australian Curriculum - Write their order food per person if you are sharing How many pieces of garlic bread did your group
(explained on the pizza party maths equally? have?
Fractions and decimals- investigation sheet) How did you work out how to divide it evenly
Year 3- Model and represent unit fractions Development: between you?
including ½, ¼, 1/3, 1/5 and their multiples Students to present this on a poster. Sharing equally:
to a complete whole (ACMNA058).
Use concrete materials to share amounts
Conclusion: equally.
Year 4- Recognise that the place value
system can be extended to tenths and After each lesson students to present their Review concepts of fractions being a part of
hundredths. Make connections between findings so far. At the end of their final a whole.
fraction and decimal notation lesson, they present their poster to the class. Explore the different ways the same fraction
(ACMNA079). can be shown.
Elaborations: Using knowledge of Use concrete materials and label a variety of
fractions to establish equivalences
fractions.
between fractions and decimal notation.
Problem solving for investigation:
Share the extras
General Capabilities Lesson 5 50 minutes Lesson 5- 50 minutes.
Critical and Creative Thinking-
Inquiring – identifying, exploring and Learning intention: To represent fractions Learning intention:
organising information and ideas
using concrete materials. Plan- based on students responses from
last lessons conclusion.
Identify and clarify information Engage:
and ideas Decimal Bingo Engage:
Organise and process
information What are you going to do? What are you going to do?
Recap numerator and denominator of a
Numeracy- Using fractions, decimals, fraction.
percentages, ratios and rates Place value- tens, ones, tenths.
Lesson 6- 50 minutes
Teacher to:
Apply proportional reasoning
Give students cut out tens, ones and tenth Learning intention:
Interpret proportional reasoning cards. To represent fractions and decimals on a
Teacher to give students a fraction- students number line- locating half, and equivalent
to represent this with their cards. fractions.
Teacher to check student’s answers-
questioning their answers- how do they know Students to make number lines with a
that is the tenths, ones, tens place? partner- teacher to model/ assist.
Conclusion:
Decimal battleships. (numberlines)
Lesson 7- 50 minutes
Learning intention: Students to show what
they know.
Independent activity
Teacher to:
Conclusion:
Decimation 1 game.
Assessment
Tenths test- formative