Math in the Primary Classroom

Assignment 2
Diagnostic test data was used to classify students into five groups indicative of their
mathematical proficiency in fractions. These groupings facilitated specific teaching and
learning strategies to be implemented throughout the 18 lesson fraction series to cater to the
diverse needs of students, and close existing knowledge gaps. Lessons have been constructed
to address each of the skill levels within Blooms Taxonomy; with a focus on developing
students through the skill levels as their mathematical proficiency increases.

Student groupings and rationale

Students were grouped on their ability to demonstrate different fraction skills using the mockpre-test data. Each of the skills was correlated to the relevant year level associated with that
particular skill drawn from the curriculum to address individual learning needs (ACARA,
2013). The range of skills demonstrated by students is shown below in Table 1.

Table 1: Student groupings

Group 1 Students at educational risk: Students were unable to demonstrate

proficiency in the year 4 strands and were identified as students at educational risk, where
individual education programs (IEPs) would need to be developed to cater to their needs.
Additionally, these students may have additional learning requirements; which may hinder
their development such as; English as a second language. The recognition of entitlement of
knowledge, understanding and skills provide a foundation for successful learning (ACARA,
2013), where remediation strategies can be identified and implemented to cater to the
individual needs of students. This group would require more time with the teacher to close
knowledge gaps and to equip students with the necessary knowledge to attempt independent
work.
Group 2 Low Average: Students were able to demonstrate a proficiency in the year
4 fraction related strands, but were unable to demonstrate an understanding of the year 5
concepts. Although, these students were able to demonstrate an understanding of some of the
year 6 - 7 strands; these students were grouped to close their knowledge gaps in the year 5
fraction strands.

Group 3 Average: Students were able to demonstrate a proficiency in the year 4

and year 5 fraction related strands. These students were able to attempt and demonstrate a
limited understanding of the year 6 fraction strands.

Group 4 Above Average: Students were able to demonstrate a proficiency in most

of the year 6 fractions strands. It is expected that these students will be able to fully
demonstrate their understanding of the fraction strands required for a year 6 at the end of the

lesson series. With mentoring from the extension group, and additional challenging work, it is
anticipated that these students will develop a deep understanding of the concept and be able
to begin working on more challenging problems.

Group 5 Extension (IEP, independent): Students demonstrated that they were

working above the expected year 6 level of achievement for fractions. These students will be
challenged with additional opportunities to work with learning area content in more depth or
breadth (ACARA, 2013).These students will mentor group 3 and 4 to enhance their own
understanding through evaluation, analysis and synthesis.

Lesson Construction
The lesson series will run over 18 lessons (refer to lesson series table); with 3 lessons spent
on each year 6 fraction sub-strand. Lessons topics have been sequenced sequentially to build
on prior knowledge and allow students to develop a deep knowledge and understanding of the
key fraction concepts. Each lesson is structured to address the six Blooms taxonomy phases
to progress and challenge students from all five groups.

Lesson structure was aimed to cater to the diverse learning needs of students, in an
authentic way; supporting the investigations and exploration of new concepts. It aims to
activate prior knowledge and envelop a deeper understanding through connecting concepts in
a fluid and logical sequence. Lessons have been constructed to follow Bloom Taxonomy and
address the six thinking skill strategies (Dr. Ziff, 2011) in each lesson, presented below in
Table 2.

Table 2: Lesson structure

Teaching Approaches: Blooms Taxonomy

The teaching strategies are guided by Blooms Taxonomy as the model provides a structure
that allows teachers to present lessons to a group of students who have varied needs and
abilities (Dr. Ziff, 2011). This model supports the need to differentiate the curriculum so all
students are able to participate in the same content area during a lesson and allows the teacher
to accommodate a variety of students needs by applying the appropriate questions and
activities (Dr. Ziff, 2011).

Knowledge: A fundamental part of the learning cycle is the acquisition of knowledge.

Explicit teaching sessions; identify and build on shared knowledge, definition, mathematical
rules and concepts. Students recall and recognise ideas and principles in the approximate
form in which they were learned (Huitt, 2004).

Comprehension: Activate previous knowledge and promotes students to consolidate

and develop their understanding of mathematical concepts; demonstrating a basic
understanding of the key concepts and ability to interpret facts (B. S. Bloom, 1956).

Application: Allow students to work independently/guided to consolidate their

understanding of the key concepts by carrying out, or using a procedure, executing, or
implementing new concepts (Anderson & Krathwohl, 2001).

Analysis: Encourage the interrogation, classification and ability to break down

material into its components or concepts (Teaching Effectiveness Program, 2014). Promote
inquiry; through examination and breaking down information into categories or steps, to
solve problems.

Synthesis: Facilitate class discussions to synthesise key concepts, making judgments

based on criteria and standards through checking and critiquing (Anderson & Krathwohl,
2001). Support students to re-interpret and explain key concepts in their own language and
propose alternate solutions to solve problems.

Evaluation: All students will demonstrate and justify their depth of understanding in
the quizzes and tests. This evidence will substantiate observations, summative assessments
(B. S. Bloom, et al., 1994; Gronlund, 1991; Krathwohl, 1956) and inform judgements to
gauge the students depth of understanding throughout the lesson series.

Identification and catering to diversity, supported by an authentic learning experience

facilitates a learning environment where students are challenged and encouraged to develop a
deep understanding. The year 6 fraction lesson series aligned to the national curriculum, does
this; covering 6 fraction sub-strands over 18 lessons guided by the Blooms Taxonomy
teaching strategy model. Students were placed into 5 groups according to their previously
demonstrated mathematical proficiency. This information was used to guide teaching and
learning strategies/style to cater to the individual groups. It allowed group weaknesses to be
identified and improved upon in focus sessions and continued to strengthen and consolidate

Brief
Introduction

Explicit
teaching/Rec
ap: Introduce
Equivalent
Fractions.
- Present

Teacher
Focus
Groups

Student
Independent
Work

m
i
n
s

1
3

KWL chart
Introduction

1Students will
work with
blocks and
place them on
a number line
to visualise

Continue
working with
concrete
materials.
Complete

4 K
5 W
L
m C
i h
n a

Strand

B
l
G
o
r
o
o
m
u
s
p
T
a
T
x
a
o
s
n
k
o
s
m
y

Class Discussion
IndependentlyWork
Class Marking
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Fractions as
and
ACMNA125

Teaching
Task

Assessment

Lesson
Overview

Focus Group with teacher each lesson

L
e
s
s
o
n
s
6
0

Group

deep understanding of concepts whilst students attempted work independently.

**

slide-show.

Equivalent
Fractions:
- Reco
gnise
equiv
alent
fracti
ons
-

Com
pare
fracti
ons
with
relat
ed
deno
mina
tors
Order and
repre
sent
fracti
ons
on a
num
ber
line
o
C
o
N

Practical
examples
on the
board
using
illustration
s.
Class to
participate
in
interactive
activity
(students
to cut
paper
square or
circles in
half,
quarter).
Demonstra
te
equivalenc
y of
fractions.
Demonstra
te number
line
equivalenc
y using the
IWB and
illustration
techniques
.

Class
discussion/C
lass marking

the
relationship
between
equivalent
fractions.
Focus on
consolidating
their
understanding
3of identifying
fractions in
pictorial form.

Introduction

Explicit
teaching/Rec
ap: Introduce
Add and

rt
a
n
d
Q
ui
z

Demonstrate
and model
how to order
and represent
fractions using
a number line
2
and pictures.

Complete
worksheets
using
concrete
material and
illustrations.
Is
the same as
and of

Students will
4compare
equivalent
fractions using
concrete
materials that
are different
shapes and
use the IWB.
5

Complete
worksheets
and create
new
equivalent
fraction
problems to
swap with a
partner to
solve, using
illustrations to
show working
out.
Mentor Group
2 and 4

1Demonstrate
addition and
subtraction of

Complete
worksheets
using
concrete

Quiz:
Equivalent
Fractions
4
6

worksheets
using
concrete
materials to
identify
fractions in
pictorial form
and recognise
equivalent
fractions in
pictorial form.

*
1
5
m
i
n
s

1
0
m
i
n
s

4 T
5 e
st
m a

**

decimals
ACMNA126

of new
topics

Add and
Subtract
Fractions:
- Solve
additi
on
and
subtr
actio
n
probl
ems
with
the
same
or
relat
ed
deno
mina
tor
-

Subtract
Fractions.
- Build on
prior
knowledge.
-

Present
slide-show.

Solve
addition
and
subtraction
problems
with the
same or
related
denominat
or.

Conv
ert
answ
er to
an
equiv
alent
fracti
on
o C
o
Vi
o
N

Class
discussion
Test:
Equivalent
fractions
and Add and
subtract
fractions

Demonstra
te
examples
on the
board
using
illustration
s (pie
fraction
activity).
Class to
participate
in
interactive
activity
(piece of
pie group
activity).

Terms:
Numerator,
denominator

fractions using
blocks/shapes.
Partner
studentsverbally ask
them to recreate the
number
sentence
(verbal).
- Use
concret
e
materia
3
l to
display
number
sentenc
e
- Rewrite in
pictoria
l form
- Rewrite in
numeri
c form
(guided
)
Represent
addition and
subtraction
number
sentences
using concrete
material.
- Work in
partner
2
s

materials and
continue to
identify
fractions,
recognise
equivalent
fractions and
create
number
sentences in
pictorial form.
+
+

i
n
s

(shade the
segments)

Complete
worksheets
using
concrete
material and
illustrations.
Continue to
work in pairs
(partner
share) and
create
pictorial
number
sentences.

=
4Compare
complex
equivalent

n
d
cl
a
s
s
fe
e
d
b
a
c
k

Complete
worksheet
and create

1
5
m
i
n
s

1
0

Demonstrate/g
uide the
creations of
visual number
5sentences to
demonstrate
addition/subtr
action of
fractions.

7
9

Introduction

Explicit
teaching/Rec
Fractions as
ap: Introduce
Division
Fractions as
- Simpl Division:
ify
- Build on
fracti
prior
ons
knowledge.
using
whol
e
num
bers

Demonstrate
the
1relationship
between
fractions and
division
3number
sentences.
Guide
students to
create number
sentences
using the
numerator and
denominator
cards.
- Rewrite
number
sentenc
e in
their
books.
- Solve
proble
ms
using a
number
line
and
counter
s.

new
equivalent
fractions/num
ber sentences
pictorially.

+
= ?
(mixed and
improper
fraction
answers)
Mentor
Group 2
Complete
worksheets
using the
number line
and counters
to simplify
fractions.
Demonstrate
using pictures
and re-write
fractions to
form division
number
sentences.

m
i
n
s

2 Q
5 ui
z
m a
i n
n d
s F
e
e
d
b
a
c
k

***

**

Fractions as decimals
ACMNA127and ACMNA131

fractions using
concrete/IWB
materials.

Reco
gnise
divisi
on
strat
egies
with
fracti
ons
o
C
o
Vi

Class
discussion/C
lass marking
Quiz:
Fractions as
divisions

Present
slide-show.

2Demonstrate
the
relationship
between
fractions and
division
number
sentences.
Guide
students to
create number
sentences
using the
numerator and
denominator
cards.
- Rewrite
number
sentenc
e in
their
books.
- Solve
proble
ms
using a
number
line
and
counter
s.
Focus on
identifying
whole
fractions.

Complete
worksheets
using the
number line
and counters
to simplify
fractions.
Re-write
fractions to
form division
number
sentences.
Write whole
numbers as a
fraction (e.g

5
1 )

1
5
m
i
n
s

Recap
equivalent
fractions
and solve
addition
and
subtraction
problems
using
number
lines.

4Allow students
to investigate
the
relationship
between
division of
improper and
mixed
fractions.
-

What is
the first
step?
Should
your
simplifi
ed
answer
be a
mixed
or
improp
er
fraction
?
Why/w
hy not?

Demonstrate
the strategies
used to
convert mixed
and improper
fractions:

(RMIT, 2014)

Students will
continue to
investigate
division of
improper
fractions.
Focus:
simplify and
convert
improper
fractions to
mixed
fractions.

1
5
m
i
n
s

Guide
students and
investigate the
relationship
between
division of
improper and
mixed
fractions.
-

What is
the first
step?
Should
your
simplifi
ed
answer
be a
mixed
or
improp
er
fraction
?
Why/w
hy not?

Demonstrate
how to
simplify and
convert
improper
fractions to
mixed
fractions.
Investigate
division of
two fractions.

1
5
(GED Math,
2012)

m
i
n
s

Challenge
students to
investigate
division of
fractions.
-

1
0
1
2

Introduction
Renaming
Percentages
as Fractions:

Practical
examples
on the
board
using
illustration
s/IWB
demonstrat
ing the
relationshi
p between
simplificati
on and
division.
Explicit
teaching/Rec
ap: Renaming
percentages
as fractions:

Re-iterate the
relationship
between
fractions and
division

Continue to
write
percentage to
fraction
number
sentences.

2 T
5 e
st
m a
i n
d

Reco gnise
the
relati
onshi
p
betw
een
fracti
ons,
deci
mals
and
perce
ntag
es
o
C
o
Vi

Build on
prior
knowledge
of division
of
fractions.
Demonstra
te the
relationshi
p between
percentage
s (%) and
dividing a
number by
100.

number
sentences.
- Relate
percent
ages
and
decimal
s
- Math
rule
(percen
tage /
100 =
decimal
)

Write number
3
100=30 sentence rules
10

30 =

30
100

in book;
converting
fractions to
=0.3decimals.

Class
discussion
Testing:
Fractions as
division and
renaming
percentages
as fractions

(Passy's
World, 2012)
Relate
examples to
class e.g
number of
boys/girls, or
left/right
handers.
Revise terms:
- Whole
(1,
100%)

("Decimals,
percentages
and fractions,"
2012)

Demonstrate
percentage,
fraction and
decimal
number
sentences
and solutions
for:
25%,
50%,
75%
and
100%
Create a math
poster with
rules to
convert
percentages
to decimals.
Continue to
write
percentage to
fractions
number
sentence.
Aim to
demonstrate
percentage,
fraction and
decimal
number
sentences
and solutions
for:
- 25%,
50%,
75%
and
100%
- 20%,
30%
40%,
60%,
80%
Create a math
poster with
rules to
convert
percentages
to decimal.

cl
a
s
s
fe
e
d
b
a
c
n
k
s

1
5
m
i
n
s

Quarte
r (1/4,
0.25,
25%)
Half
(1/2,
0.5,
50%)

Continue to
guide
investigation
of
relationships
between
improper/mixe
d fractions and
division
number
sentences.
- Convert
fraction
s to
percent
ages
and
decimal
s
- Math
rule
(percen
tage /
100 =
decimal
)

Continue to
solve
simplified
fractions,
mixed and
improper
fractions.
Rename
common
percentages
as fractions
and
investigate
strategies to
convert
fractions to
decimals.
Continue to
solve
simplified
fractions,
mixed and
improper
fractions.

Demonstrate
the strategies
used to divide
improper
fractions:

Rename
common
percentages
as fractions
and
investigate
strategies
to
15
5
= (15 5 ) (5 convert
5 )=
5
1
fractions to
decimals and
=5
decimals to
percentages.

1
5
m
i
n
s

Investigate:
Will
converting a
percentage to
a fraction give
you a decimal
indicative of
the initial
percentage?
Mentor group
4
1
3
-

Introduction
of new
topics

Explicit
teaching/Rec
ap:
Probability:

Model
investigation
of
relationships

Continue to
write
probability as
a fraction

2 Q
5 ui
z
m a

Class
discussion/C
lass marking
Quiz:
Probability
-

1
5

Build on
prior
knowledge
of
percentage
s and
fractions.
Demonstra
te
probability
as the
likelihood
of
something
occurring
against the
total
number of
outcomes.
Relate to
class e.g
number of
boys/girls,
or left/right
handers.

Class
interactive
game (in table
groups):

("Theoretical
probability,"
n.d)
1
6
1
8

Introduction
Patterns and
rules
- Creat
e
sequ
ence

between
fractions and
division
number
sentences.
- Demon
strate
probabi
lity as a
fraction
.
- Guide
student
s to
solve
probabi
lity as a
percent
age.

Explicit
teaching/Rec
ap: Patterns
and rules:
- Build on
prior
knowledge
of

(likelihood/po
ssible
outcomes)
using
spinners (limit
10 single
outcomes).
Convert
probability to
percentage (x
10).
Continue to
write
probability as
a fraction
(likelihood/po
ssible
outcomes)
using
spinners (limit
to 10 single
and multiple
outcomes).
Convert
probability to
percentage (x
10)

Re-iterate
relationship
between
fractions and
division
number
sentences.
Demonstrate
probability
written as a
fraction,
percentage
and decimal.
Re-iterate
addition and
subtraction
fractions
relationships.

Continue to
write
probability as
a fraction
(likelihood/po
ssible
outcomes)
using their
own spinners.
Convert
probability to
a percentage
and decimal.
Continue to
use number
lines to solve
fraction
patterns
involving
quarters,
halves and

i
n
s

1 n
5 d
fe
m e
i d
n b
s a
c
k

1
0
m
i
n
s

T
e
st
a
n
d
cl
a

Statistics and Probability and

Number and Algebra
ACMSP144 and ACMNA133

Probability:
- Use
fracti
ons
to
descr
ibe
prob
abilit
y
o
C

s
using
fracti
ons
and
whol
e
num
bers.
-

Identi
fy
and
descr
ibe
the
sequ
encin
g/pat
tern
o
Vi
o
N

Class
discussion
Testing:
Probability
and patterns
and rules

probability
and
renaming
percentage
s as
fractions
-

Demonstra
te methods
to identify
number/fra
ction
patterns.
o N
u
m
b
e
r

l
i
n
e
A
d
d
2
,
t
a
k
e

Demonstrate
how patterns
can be solved:
- Numbe
r line
Group activity,
skip counting
in quarters,
halves and
whole
numbers.

Add
1/4
Re-iterate
addition and
subtraction
fractions
relationships.

whole
numbers.
Focus on
identifying
patterns using
shapes.

("Pattern
Add blockAdd
1/4 fractions,"
1/4
2012)
Continue to
use number
lines to solve
fraction
patterns.

Demonstrate
how patterns
can be solved
and how to
create a rule.

Create rules
explaining the
pattern/seque
nces.

Re-iterate
addition,
subtraction

Continue to
solve fraction
patterns

s
s
fe
e
d
b
a
c
k

2 and division
fractions
relationships.
-

Demonstra
te shape
patterns
using
blocks.

("Equivalent
fractions
pattern
blocks," 2012)

Demonstrate
how patterns
can be solved
and how to
create a rule.

involving
addition,
subtraction
and division.
Challenge:
Attempt to
solve fraction
multiplication
patterns and
develop a
rule.

References
ACARA. (2013). Sudent Diversity. http://www.acara.edu.au/curriculum/student_diversity/student_diversity.html
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's
Taxonomy of educational objectives: Complete edition. New York: Longman.
Bloom, B. S. (1956). Taxonomy of Educational Objectives (Vol. 1). New York: McKay.
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goals, handbook I: Cognitive domain." In L. W. A. L. A. Sosniak (Ed.), Bloom's taxonomy: A forty-year
retrospective. Chicago: University of Chicago Press.
Decimals, percentages and fractions. (2012). Retrieved from http://cdnll.reallygoodstuff.com/images/xl/155680.jpg
Dr. Ziff, B. (2011). Utilizing Bloom's Taxonomy in Your Classroom Education Specialist Intern Program: California
State University Los Angelas.
Equivalent fractions pattern blocks. (2012). [image] Retrieved from http://teacherblogspot.com/wpcontent/uploads/2012/04/EquivalentFractionsPatternBlocks1.jpg
GED Math (Producer). (2012). Dividing fractions. [image] Retrieved from http://www.math4ged.com/multiplyingand-dividing-fractions/
Goodman, B. (Producer). (2008). Simplifying fractions. [image] Retrieved from
http://www.docstoc.com/docs/419456/Simplifying-Fractions---PowerPoint
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Co.
Huitt, W. (2004). Bloom et al.'s taxonomy of the cognitive domain. from Valdosta, GA: Valdosta State University
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Krathwohl, D. R., Bloom, B. S., & Masia, B. B. . (1956). Taxonomy of educational objectives, the classification of
educational goals, handbook II: Affective domain. New York: David McKay Co., Inc.
Passy's World (Producer). (2012). Percent conversion. [image] Retrieved from
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Pattern block fractions. (2012). Retrieved from
http://www.inspiration.com/sites/default/files/images/PatternBlockFractions_big.gif

RMIT (Producer). (2014). Math essentials. [image] Retrieved from

https://www.dlsweb.rmit.edu.au/lsu/content/3_MathsEssentials/maths_tuts/fractions_LL/graphics/frac_6.gif
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Theoretical probability. (n.d). [image] Retrieved from
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