Mathematics Unit

Inquiry Question: What impact does mathematical games have on students’ conceptual understanding of fractions?

Learner context
Learning area: Mathematics
Topic Focus: Fractions
Level of schooling: Year 5/6
School and class context: 32 year 5’s and 25 year 6’s
Number of lessons/learning experiences: 6 learning experiences (12 in total with pre-service teaching partner)

What is the learning focus?

Concept(s) Thinking and Working Scientifically/Mathematically
(From Van de Walle et al. 2015 & Reys et al. 2017)
Mathematics
DECIMALSFRACTIONS AND

 A fraction is a number that expresses equal parts of a
whole object or a collection.
 Fractions have numerous constructs and can be
represented as areas, quantities, or on a number line.
 Decimals (also called decimal fractions) are way of
writing fractions within the base-ten system
Key Manipulative/ Algorithmic skills being developed
 Using a ruler to accurately partition a shape
 Making connections between common fractions, decimals and
percentages
 Using manipulatives to find fractions of a collection
 Partitioning a fraction strip into equal pieces
 
Communicating their understandings about the part-
whole meaning of fractions by justifying a specific
fraction of a whole.
Exploring the different constructs of fractions using
manipulatives by partitioning different ‘whole’ units.
Making connections with decimals, base-ten systems,
common fractions and percentages.
Dispositions
 Developing their mathematical thinking and
confidence by using their reasoning to explain their
answers
 Practising to be an effective communicator through
collaborative partner work
Developing critical and creative thinking by
exploring the part-whole concept of a shape

How will the students engage with this learning?

Learning
Experience Mathematics Data Collection Resources
Explore and Explain2 KnowledgePrior1

PRE-TEST Students’ 5-6 fractions

Learning intention: Students will use their prior knowledge of fractions to learning: diagnostic
complete the diagnostic assessment. They will begin to understand the concept Pre-test assessment
of fractions by engaging in a fraction game.
Pedagogy: Roll it, find it,
Introduce: (20 mins) Lesson divide it fraction
CROSS ACTIVITY Pedagogy: ‘Roll it, find it,
Learning intention: Students will explore the part-whole concept of fractions Lesson divide it’ game
by colouring in ¼ of a cross in different ways. They will use their reasonings to reflection
justify their answer. Dice
Observations
Introduce: (10 mins) ¼ of a cross
Math game focus: ‘Roll it, find it, colour it’ Anecdotal notes sheet. One per
1. Students to play the game with their partner. student
Develop: (30 mins)
1. Review learning from lesson 1.
FINDING FRACTIONS OF COLLECTIONS Pedagogy: ‘Roll it, find it,
Learning Intention: Students will be able to compare fractions and explore Lesson divide it’ game
Explore and Explain3

fractions of collections. reflection

Introduce: (10 mins) Dice
Math game focus: ‘Roll it, find it, divide it’ Observations
Develop: (30 mins) Year 5 ‘finding
1. Students will engage in a quick would you rather game. Questions Anecdotal notes fractions of a
will be displayed on the screen and students will need to pick a side collection’ task
by physically moving to a side of the room. After each question, card
students will discuss with their peers as to why they are there.

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 Explore and4
EXPLORING EQUIAVLENT FRACTIONS Pedagogy: Recording sheet
Learning Intention: Students will be able to identify and record equivalent Lesson for fraction wall
fractions. reflection game.
Introduce: (10 mins)
Math game focus: Fraction
‘WHAT wall game IS COLOURED IN?’
FRACTION Observations
Pedagogy: Fraction
‘What wall
fraction
Learning Intention: Students will be able to find fractions on a paper strip by Lesson is coloured’
partitioning the strip and using a numeral line to justify their answers. reflection fraction strip
Introduce: (10 mins)
Math game focus: Fraction wall game Observations Scissors
Develop: (30 mins)
Explore and Explain5

1. Introduce, explain and discuss a numeral line. Fill in the ‘number line’ Anecdotal notes Glue stick
section on the fraction sheet from lesson 1.
2. Students will cut out the fraction strips and find the shaded part of the Math books
strip. They will partition the strip into equal pieces and draw a
numeral line to explain their reasoning.
3. They will be instructed to justify their answers with a peer throughout
the activity.
4. Extend: Find equivalent fractions.
Conclude: (5 mins)
5. If time permits, discuss reasonings of each fraction strip as a class.
6. Pack up, clean up.

FRACTIONS, DECIMALS AND PERCENTAGES Students’ Fractions,

Learning Intention: Students will be able make connections between learning: Self- decimals and
common fractions, decimals and percentages. assessment percentages
Explore and Explain6

Introduce: (10 mins) questionnaire sheet for year

Math game focus: Fraction wall game exist slip 5’s and year 6’s
Develop: (30 mins)
1. Explain the extension of the place value system. Model the task. Pedagogy: Math books
2. Students will work collaboratively with a partner to fill in the work Lesson
sheet. reflection
3. Extend year 5’s: Order decimals
4. Extend year 6’s: Find equivalent fractions Observations
Conclude: (5 mins)
1. Students to complete self-assessment
FRACTION and questionnaire exist slip
FASCINATION Anecdotal
Pedagogy:notes
Learning Intention: Students will use their reasonings and problem solving Lesson
skills to solve the fraction fascination task. reflection
Explain & Elaborate7

Introduce: (10 mins)

Equivalent fraction wall game Observations
Develop: (30 mins)
1. Students will be given the ‘Fraction Fascination’ task. They will be Anecdotal notes
required to find the fraction of each triangle in relation to the whole,
which is the square.
2. Extend: Provide students with the second fraction fascination task.
Conclude: (5 mins)
1. Summarise what was learnt in the lesson.
YEAR 5’S AND 6’S Students’
Introduce: (5 mins) learning:
Evaluate8

1. Teacher and students to discuss test conditions. Post test

Develop: (25 mins)
1. Students to completes summative test.
Conclude: (5 mins)
1. Pack-up.
How will you know what the students have learnt?
MATHEMATICS
What will you asses? How will you When will How will you What forms of
Concept(s) asses? you assess? & record your feedback will
Thinking and Working Scientifically Who leads the assessments? you provide?
assessment?

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 S ANDFRACTION
A fraction is a number that expresses equal Fraction sheet Student led Checklist & Immediate
parts of a whole object or a collection. (L1); ¼ cross (Exit slip in Anecdotal notes feedback
Communicating their understandings about the activity (L2) and L6)
fractions of a Written notes
part-whole meaning of fractions by justifying a
collection (L3); in their books
specific fraction of a whole.

Links with the ACARA Framework

YEAR 5
Strand Sub Descriptor Achievement standards Proficiencies General
strand
Capabilities
Compare and order Students order decimals and unit Understanding Critical and
common unit fractions and fractions and locate them on number Fluency creating thinking
locate and represent them lines. They add and subtract Reasoning
NUMBER AND ALGEBRA

on a number fractions with the same Numeracy

FRACTIONS AND

line (ACMNA102) denominator. Students continue

DECIMALS

patterns by adding and subtracting Personal and

Recognise that the place fractions and decimals. social capability
value system can be
extended beyond
hundredths (ACMNA104)

Compare, order and

represent decimals
(ACMNA105)

YEAR 6
Strand Sub Descriptor Achievement standards Proficiencies General
strand
Capabilities
Compare fractions with Students connect fractions, decimals Understanding Critical and
related denominators and and percentages as different Fluency creative thinking
locate and represent them representations of the same number. Reasoning
on a number line They solve problems involving the Numeracy
NUMBER AND ALGEBRA

(ACMNA125) addition and subtraction of related

FRACTIONS AND

fractions. Students make Personal and

DECIMALS

Find a simple fraction of a connections between the powers of social capability

quantity where the result is
a whole number, with and
without digital technologies
(ACMNA127)
Make connections between
equivalent fractions,
decimals and percentages
(ACMNA131)
10 and the multiplication and
division of decimals. They describe
rules used in sequences involving
whole numbers, fractions and
decimals. Students locate fractions
and integers on a number line.

CROSS CURRICULUM LEARNING AREAS

Learning Area Descriptor

MOMENTS FOR EVIDENCE COLLECTION

Type of data When it involves
Pre-test Students will demonstrate their current conceptual understandings of fractions by complete a pre-
test. The pre-test will include questions that tests their conceptual understandings of fractions rather
than procedural knowledge.
Exit Slip Students will reflect on their learnings on fractions. They will also reflect on the impact of the games
and the lessons on their learnings of fractions.
Post test Students will complete a post-test on fractions which includes questions that align to the specific
year level content descriptors.

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 TEACHER RESOURCES
ACARA Links:
 Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, F-10 Curriculum Mathematics v.8.4,
Australian Curriculum, Assessment and Reporting Authority, viewed 1 Aug 2020, < https://australiancurriculum.edu.au/f-
10-curriculum/mathematics/>
Informed concepts:
 Van De Walle J, Karp K & Bay-Williams, J 2014, Elementary and Middle School Mathematics, Pearson Education, NSW.
 Reys, RE, Rogers, A, Bennett, S, Cooke, A, Robson, K & Ewing, B 2017, Helping children learn mathematics, Second
edition., John Wiley & Sons Ltd, Milton, Qld
Planning structure
 Ewing, R, Kervin, L, Glass, C, Gobby, B, Le Cornu, R & Groundwater-Smith, S 2019, Teaching : dilemmas, challenges
and opportunities / Robyn Ewing, Lisa Kervin, Christine Glass, Brad Gobby, Rosie Le Cornu, Susan Groundwater-Smith,
6th edition., Cengage Learning Australia, South Melbourne, Victoria
 Cormack, S & Nichols, P 2017, Impactful practitioner inquiry: the ripple effect on classrooms, schools, and teacher
professionalism, Teachers College Press, US.
 Shaftel, Julia, Pass, Lisa & Schnabel, Shawn 2005, ‘Math Games for Adolescents’, TEACHING Exceptional Children,
vol. 37, no. 3, pp. 25–30.

STUDENT RESOURCES
Lesson 1: Pre test

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 Lesson 1:
Fraction game 1: Roll it, find it, divide it game

(to be printed double sided)

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 Lesson 1: Lesson 2:
Learning all about fraction sheet ¼ cross handout
(this will be filled out throughout all 6 lessons)

Lesson 3:
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 Finding fractions of a collection task card per year level
Students will be required to use manipulatives to complete this task

Year 5 task card:

Would you Rather (example)

Year 6 task card:

Lesson 4:
Fraction game 2: Fraction wall game

Students have two six-sided dice that together create fractions up to twelfths, and a fraction wall. They colour in sections
of the wall that correspond to the fractions that they roll with the dice.
 One die is labelled 1,2,2,3,3,4 in one colour (numerator)
 Another die is labelled */2, */3, */4, */6, */8, */12 (denominator)
Players takes turn to throw both dice. They then colour the fraction or its equivalent fraction. For example, if they throw
2 and */4, then they can colour in 2/4 of one line, or 4/8 of one line, or ¼ of online and 2/8 of another etc. The player
who colours in most of the wall wins.

Recording set up in books:

What I rolled What I coloured in

Lesson 5:
What fraction is coloured?
Partitioning and numeral line
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 Lesson 6:
Fractions, decimals and percentages

Year 5:

Year 6:

Lesson 7: Elaborate
(in week 10 if time permits)

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 Exit Slip: Evidence of students’ engagement and conceptual understandings of fractions

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