Edma 360 Unit Planner Decimals For Standard 2
Edma 360 Unit Planner Decimals For Standard 2
Edma 360 Unit Planner Decimals For Standard 2
Topic: Decimals
Year Level: 5
Term: 3
Week: 3
Date: 11/8/14
Proficiency strand(s):
Understanding
Reasoning
Understanding: Comparing and ordering fractions and decimals and representing them in various ways
Reasoning: continuing patterns involving fractions and decimals
Key vocabulary (be specific and include definitions of key words
Key skills to develop and practise (including strategies,
Key equipment / resources:
ways of working mathematically, language goals, etc.) (4-5 key skills
only):
Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating
Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising
Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning
Benchmarking
Tenths
Hundredths
Thousandths
Partitioning
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising
Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising
Testing
Viewing
Visually representing
Working independently
Working to a timetable
MATHEMATICAL
FOCUS
2.2
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)
Session 1
Decimal
introduction
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)
Session 2
Base 10
system
INVESTIGATIONS
SESSION
(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
childrens thinking or work with a small
group for part of the time and to also
conduct roving conferences)
2.5
2.5
Students complete a
gallery walk of the Decimat
sheets. The teacher
selects four students with a
range of the Decimat
coloured in. Ask students
what they notice between
the student examples, can
we work out how much of
the Decimat is coloured in,
how would we work that
out.
2.5
ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)
Enabling prompts:
Where have you seen
decimals used in
everyday life?
Is the digit in tenths
column larger than the
digit in the hundredths
column?
ASSESSMENT
STRATEGIES
2.3
(should relate to objective. Includes
what the teacher will listen for,
observe, note or analyse; what
evidence of learning will be collected
and what criteria will be used to
analyse the evidence)
Extending prompts:
Do you know how
many tenths are in one
hundredth?
Enabling prompts:
A Decimat without
thousandths could be
used for students
having difficulty.
Extending prompts:
Who has more of their
Decimat coloured in,
you or your partner?
Prove it to me.
Could you show me
using materials how
much of the Decimat is
coloured in?
Observation of students
while playing colour in
Decimat game, looking
for correct shading of the
Decimat according to
what is shown on the
dice, and correct use of
language. Teacher may
need to assist students in
colouring the correct
section of the Decimat.
Session 3
Ordering
decimals
Benchmarks
Session 4
Equivalence
2.5
2.5
2.5
2.5
Enabling prompts:
How many tenths in
this decimal? Is that
more or less tenths
than this one?
Extending prompts:
Provide students with
decimal number cards
with a value over 1.
Prove to me why this
decimal is larger than
this one.
Enabling prompts:
Can you tell me what
your number is? Is it
more or less than half?
How do you know?
Extending prompts:
How could we show
this number using
materials?
Observation of students
strategies and
mathematical arguments
deciding where each
decimal number card
should be placed on the
number line.
2.5
Session 5
Triad
relationship
Enabling prompts:
What is your card
showing, a word,
symbol or a collection?
Extending prompts:
Can you show me your
decimal in another
way?
Observation of students
strategies working out
their decimal number
card. Observation of
students working together
as a group completing
their poster.