MATHS UNIT: Number and Algebra

TOPIC OR THEME: Decimals YEAR LEVEL: Year 5

PART 1: Purpose
Big Ideas/ Concepts for the entire unit

Theme / Overarching Big Idea of the unit: Decimal numbers are simply another way of writing fractions and
the base-ten place value system extends infinitely in two directions.

Unit purpose
- Know: Numbers after the decimal point represent part numbers.
- Understand: The connection between decimal numbers and place value.
- Be able to: Write decimals in expanded form, compare and order decimals based on their
value/place value.
Content Descriptions

- Recognise that the place value system can be extended beyond hundredths (ACMNA104)
- Compare, order and represent decimals (ACMNA105)
Incorporating Cross Curriculum Incorporating General Capabilities
Priorities
n/a Critical-Creative Thinking
Inquiring – identifying, exploring and organising information and ideas
 Identify and clarify information and ideas
 Organise and process information
Numeracy
Using fractions, decimals, percentages, ratios and rates
 Interpret proportional reasoning
Key Inquiry questions

- What is the difference between value and place value?

- Why is place value important when comparing/ordering decimal numbers?

PART 2: Assessment Evidence

Maths Achievement Standard
By the end of Year 5, students solve simple problems involving the four operations using a range of
strategies. They check the reasonableness of answers using estimation and rounding. Students identify and
describe factors and multiples. They identify and explain strategies for finding unknown quantities in
number sentences involving the four operations. They explain plans for simple budgets. Students connect
three-dimensional objects with their two-dimensional representations. They describe transformations of
two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets.

Students order decimals and unit fractions and locate them on number lines. They add and subtract
fractions with the same denominator. Students continue patterns by adding and subtracting fractions and
decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and
calculate perimeter and area of rectangles. They convert between 12- and 24-hour time. Students use a grid
reference system to locate landmarks. They measure and construct different angles. Students list outcomes
of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students
pose questions to gather data, and construct data displays appropriate for the data.

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Assessment Tasks
Pre-Assessment
Plickers quiz
- (Gauge students readiness and entry levels on the topic)
Anecdotal / Formative
Observation of student work output and contribution to class discussions.
- Formative sheet to track student progress in learning of decimal concepts.
Reflections
Students self reflect at the end of each lesson on how they feel they are going with decimals and what they
learnt that lessons. Information will be used to inform the next lessons outcomes.

Summative – Post Assessment

Plickers quiz – Similar questions as pre assessment to track students progress in learning. Will be able to use
data to compare student’s growth from entry to exit on the topic.

PART 3: Learning and Teaching Plan

Unit / Lesson Outline
Lesson 1 – Pre Assessment

Students to complete Pre-Assessment on decimals.

(Data will inform entry level and learning direction on topic)

Pre-Assessment Questions

Lesson 2 – Place Value/ Value

Group Discussion – A Decimal is…

Grid representation (visual) – Whole, tenths, hundredth, thousandth. Discuss fractions and part number
value to the right of the decimal.
Problem/inquiry – Organise a decimal number by labelling its correct place value.
Task – representing decimal numbers in correct their place value
Extension –Write numbers in their expanded form representing value.
Reflection – Traffic light

Lesson 3 – Compare decimals

Recap – A decimal is? Place Value / Value

Explicit teaching – Discuss meaning and representation of <, >, = (more than, less than, equal to) Model a
few through discussions as a whole class.
Task - Students to compare numbers writing math sentences using symbols <, >, =
Extension - Represent decimals by shading value on grids.
Reflection – Traffic light

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Lesson 4 – Ordering Decimals

Recap – A decimal is? Place Value / Value, <, >, + (more than. less than)
Explicit teaching – Discuss value and representation. Refer to comparison lesson. Discuss meaning od
ascending/descending
Task - Students to order a group of decimal numbers in ascending, descending order. Discussion of
strategies they used to achieve this.
Extension - Represent decimals on a number line correctly
Reflection – Traffic light

Lesson 5 – Post Assessment

Students to complete Post-Assessment quiz on decimals.

(Data will inform growth of student learning and any gaps in learned content.

Pre-Assessment Questions

How will you apply your knowledge of students in your lesson design?
The students in class require explicit modelling and instructions before they are able to work
independently on a task. Students respond well through class discussion, as well as peer modelling
when asked to explain their reasoning/strategies when problem solving. Throughout all of the Maths
lessons, the beginning of each lesson/task will incorporate class discussion and explicit modelling.
How will your choice of teaching strategies and resources take into account students’
backgrounds, learning levels, interests and needs?
I have utilised visuals to allow students to grasp a deeper and more fundamental understanding of
decimals values are.
Through the smart board I display each task so that it is clear and a set of instructions so they are
able to sequence their learning themselves.
Lessons will be implemented based on their progress and reflection at the end of each lesson.
How will you design challenging learning experiences for all students?
Through extension tasks – students will have to implement their knowledge and understanding in an
independent way. These tasks will be designed to further their learning in the next sequenced
objective.
How will you differentiate for students?

- By modelling explicitly with the students as a class. Based on student’s confidence levels to
work on the task independently I will work with a small group of students who require further
instruction.

- Differentiating by expectation of student out put.

- Extension tasks to further their understanding

- Explicit instructions on the board to allow them to sequence their learning

- Referring to learning outcome so students understand where their learning is going.

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How will you sequence your lessons to build student understandings and skills?
Based on the data from the pre-assessment this will inform me where I need to start.
Students completed a diagnostic test, which highlighted a gap in place value understanding.
With the class it was necessary to start at the foundation and re learn place value and its
representation. This was done through explicit modelling and visuals.
From there it is a progression of working with decimals with specific learning intentions such as,
representation, comparing, ordering etc. Without the foundation of place value students will not have
had made as much progress in the lessons.
When and how will you assess student learning? How will you know if students have achieved
the learning objectives? How will you provide students with feedback to monitor and improve
their learning?

Pre/post assessment to gauge student’s entry and growth in learning. Utilising plickers, which
collates the data in reports

Student reflection – based on how they feel at the end of each lesson and their work output will
inform the following lesson.

As I make anecdotal evidence on their progress I have provided feedback and explicitly re taught
certain concepts 1:1.

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