Topic: Decimal Fractions

Year Level: 5/6

Term: 4

Week:

Date:

Key mathematical understandings

Key AusVELS Focus / Standard (taken directly from AusVELS documents):

Fraction language is important in

Content strand(s):

Number and Algebra Measurement and Geometry Statistics and Probability

Sub-strand(s):

Decimal Fractions

developing decimal understanding

Decimal place value knowledge is crucial
in understanding decimal fractions
Exploring concrete materials helps to

Level descriptions:
Make connections between equivalent fractions, decimals and percentages (ACMNA131)

develop conceptual understanding of

Add and subtract decimals, with and without digital technologies, and use estimation and rounding to check

decimals.

the reasonableness of answers (ACMNA128)

Compare, order and represent decimals (ACMNA105)
Recognise that the place value system can be extended beyond hundredths (ACMNA104)
Proficiency strand(s):Understanding

Fluency

Problem Solving

Reasoning

Understanding

involves making connections between related concepts and apply the familiar to develop new ideas.

develop an understanding between the how and why of mathematics

students build understanding when they represent concepts in different ways and when they describe
their mathematical thinking

Problem Solving

Students develop the ability to communicate solutions effectively

Students solve problems when they apply their existing strategies to seek solutions

Reasoning

Students justify their answers and reason mathematically when they explain their thinking, when
they adapt the known to the unknown, compare and contrast related ideas and transfer learning from
one context to the other

(AusVELS, 2014)
Key skills to develop and practise (including
Key equipment / resources:

Key vocabulary

strategies, ways of working mathematically,

Decimal- containing ten parts

Decimal fraction- A fraction written as a

Decimat activity sheet

Puzzle template

referring to decimal fractions

Adding Up Decimals Game activity sheet

Making connections between decimals,

Three in a row number line activity sheet

language goals, etc.) (4-5 key skills only):

Using correct fractional language when

fractions and percentages

Using different representations to explore

decimals

Comparing and ordering decimals on a

Dice- 6 sided, 10 sided

String

Rope

decimal.

Thousandths- the ordinal number of one

thousand in counting order.

Hundredths- the ordinal number of one

hundred in counting order.

Decimal Place value- A numeration system

with ten as a base for grouping. Aka. Base ten
system

number line

Decipipes

LAB (linear arithmetic blocks)

MAB (Multibase Arithmetic Blocks)

points are marked. The points correspond, in

Cuisenaire rods

order, to the numbers shown.

Grid paper

Decimal Point- a point that separates a

decimal fraction from the whole number

Number line- A line on which equally spaced

Position- Describes the place where

something is.

Decimat- proportional model for representing

the size of decimal fractions

Representation- a way of showing an idea

which may include a symbol, words,
materials, image.

Possible misconceptions

Gap Thinking
Benchmarking
Longer is larger
Shorter is larger
Multiplication always makes the number

Key probing questions

Can you use materials to prove this?

What other possible answers are there?
Can you do it another way?
Have you seen one like this before?
Show me how you did this.

reference blue dictioary

Links to other contexts

Decimal fractions can link to discipline based

learning Humanities- Economics, exploring
how businesses and markets operate,
including statistics that may use decimal
fractions.

bigger
Whole number thinking
Decimal point as a place value

(AusVELS, 2014)

strategies/Learning

(Roche, 2005) and (Moody, 2008)

Analysing
Estimating
Checking
Explaining
Classifying
Generalising
Co-operating
Hypothesising
Considering TUNINGInferring
MATHEMATICAL
IN
FOCUS
(WHOLE CLASS
FOCUS)
(what you want the
(a short, sharp task
children to come to
relating to the focus of
understand as a result
the lesson; sets the
of this lesson short, scene/ context for what
succinct statement)
students do in the
independent aspect.
e.g., It may be a
problem posed, spider
diagram, an openended question, game,
or reading a story)

Listening
Locating
information
Making choices
Note taking
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)

Performing
Reading
Seeing patterns
Testing
Persuading
Recognising bias
Selecting
Viewing
Planning
Reflecting
information
Visually
Predicting
Reporting
Self-assessing
representing
Presenting
Sharing ideas
Working
REFLECTION
& Responding
ADAPTATIONS
ASSESSMENT
MAKING
STRATEGIES
CONNECTIONS
- Enabling prompt
SESSION
(to allow those
(should relate to
(WHOLE CLASS
experiencing difficulty
objective. Includes
FOCUS)
to engage in active
what the teacher will
(focused teacher
experiences related to listen for, observe, note
questions and summary
the initial goal task)
or analyse; what
to draw out the
- Extending prompt
evidence of learning
mathematics and assist
(questions that extend
will be collected and
children to make links.
students thinking on
what criteria will be
NB. This may occur at
the initial task)
used to analyse the
particular points during
evidence)
a lesson. Use of
spotlight, strategy,
gallery walk)

Session 1
Make connections
between equivalent
fractions, decimal and
percentages and
considering different
representations.
(Thompson et al.,
1996)

Students each receive a

puzzle piece that either
has a fraction, decimal
or percentage
represented on the
piece. In silence
students walk around
the classroom and find
their matching puzzle
pieces. Once students
have grouped
encourage discussion
between groups
justifying why their
puzzle piece fits in the
group.

Students are presented

with a puzzle template
(Appendix 1)
containing numerous
puzzle pieces. Students
are to roll a dice and
represent the decimal
number rolled in as
many ways possible.
Students can write,
draw or visually
represent the decimal
number using materials
on the puzzle template.
Various materials will
be offered for students
to explore such as
Linear Arithmetic
Blocks, Decimat,
decipipes, cuisenaire
rods, grid paper, string.
Students are not limited
to the materials
provided. Teachers
role is to observe and
prompt exploration by
suggesting, what if
E.g. what if we make
the green length rod
represent one quarter?

Students are to conduct Enabling Prompt:

a gallery walk to
If this is half,
observe the different
what would be
representations of
one whole?
decimal numbers.
If one whole is
Students regroup as a
10cms what
whole class and
would half be?
identify the differing
Can you
representations that
represent this
students have observed.
numerical
Discuss interesting
representation
representations that few
using MAB
students used or other
blocks and a
ways to represent the
place value
decimal number that
table?
had not been
How can this
considered. In pairs
decimal be
students justify why
read? What is
they believe all
another way
representations are an
this decimal can
accurate representation
be read?- This
of the decimal number.
provides
Students can compare
different
their puzzle pieces in
representations
pairs and identify true
statements between the
two representations e.g. Extending Prompt:
0.5 is smaller than 0.7,
How many
this is evident from the
representations
two representations

Use picture chat to

record students
representations using
materials. Encourage
discussion on why and
how the representation
shows the decimal
number.
Conduct a picture chat
I hear:
Correct use of
mathematical
terminology
Ability to
justify how the
different
representations
show the same
decimal
number.
I see:
Use of various
material for
representation
Connections
between
equivalent
fractions,

using LABs.

Session 2
Students create their
own material to
represent place value.

Present decipipes on
the table for students to
explore through play.
Ask students to select
two numbers and
represent these two
numbers as a decimal.
Use the decipipes to
represent the decimal
number.

Students are to build

off the key
understandings from
the previous lesson and
create their own place
value material.
Students have to
identify what will be
used to represent the
tenths, hundredths and
thousandths and the
relative size of each.
Students will then be
instructed to create the

Teacher prompts
discussion through
questioning
What are the
different
materials used
to represent
place value?
What other
materials could
be used?
How did you
consider
relative size to

are possible if
you use three
dice?
Can you
represent the
decimal in more
then seven
ways?
What two ways
can you
represent the
decimal number
to show which
is larger?

Enabling Prompts:
Provide a
benchmark for
the material
How can you
use the
decipipes to
assist you
creating a
different
representation?
Extending Prompts:

decimals and
percentages
Fluency in
using
representational
models

Roving Conferences
I see:
Materials that
represent place
value
Representation
of decimal
number using
decipipes
Representation
of decimal
number using
different

decimal number
explored with decipipes
with their new material.
Students are then asked
to record their decimal
number on a piece of
paper and order
themselves as a class
from smallest to
largest. Once students
believe they are in the
correct order from
smallest to largest, each
student reads out their
number in order.

create your
material?
How is your
material an
accurate
representation?
How can you
prove that?

What is another
way of saying
your decimal?
Can you
represent your
decimal in a
different way?
How would you
represent the
number 0.482?

representations
Ordering
decimal
numbers from
smallest to
largest

I Hear:
Students using
correct
terminology to
read their
decimal number
Terminology
related to
comparing
decimals
Students
justifying how
their decimal
number is
represented by
material

Session 3
Develop an
understanding of
place value by
exploring tenths,
hundredths and
thousandths.
(Roche, 2010)

Introduce the decimat

game. Show a decimat
containing tenths and
one tenth shaded.
Discuss how much of the
whole is shaded and
what ten-tenths means.
Show a decimat
containing hundredths
and one hundredth
shaded. Discuss how
much of the whole is
shaded and what the tenhundredths means. Show
a decimat containing
thousandths and one
thousandth shaded.
Discuss how much of the
whole is shaded and
identify the relationship
between tenths,
hundredths and
thousandths.

Students play the

decimat game (Appendix
2) in pairs. The teacher
role during the
independent learning
activity is to observe the
different ways students
represent their decimal
fraction verbally and
through visual
representation of
shading.

Teacher begins
Enabling Prompts:
Collect decimat
Die one remains
sheets to assess
discussion by
as
tenths,
Die
2
is
understanding
asking the class
the only die to be
of proportional
to raise their
rolled. Explore
model
hands if they
one place value
Running record
have shaded
at a time
more then fiveI hear:
Using a four
tenths on their
Correct use of
sided die that
place value
decimat, less then
only explores
terminology
tenths and
five-tenths, more
Students
hundredths
then eight-tenths.
justifying
Encourage
State that there is
responses
students to check
more than one

Students
the number that
way of reading a
making
is rolled matches
decimal number.
connections
with the shaded
Ask student to
between
representation- Is
read the last
decimals and
there another
fractions
way to work that
decimal number
out?
rolled. Ask if any
I see:
other students
Student shading
rolled this
Extending Prompts:
in their
number and how
Can you say that
decimats
decimal in more
they read the
according to the
than three ways?
decimal or ask
decimal number
How many ways
what is another
rolled
can you say that
way that the

decimal can be
said, and a
different way,
and a different
way. What makes
you confident
that you are
correct?

decimal?
Introduce a third
and fourth die to
explore the tens
of thousandths
and hundreds of
thousandths.
How many ways
can you shade
(decimal
number)?

Session 4
Students compare
and order
fractions and
decimals on a
number line.

Use one student to

model with the teacher
the activity Three in a
Row Number Line
(Appendix 3). Role a
dice and create a fraction
on the first role and
decimal on the next role.
Identify the aim of the

Students play the Three

in a Row Number Line
in pairs. The first person
to get three numbers on
the number link without
being blocked from their
partner wins.

Discuss the strategies Enabling Prompt:

Have some
students used to
numbers already
convert fraction
presented on the
to a decimal/
number line to
decimal to a
assist students in
fraction.
determining
Students take on
where the place
the teachers role
the fraction or

Students
shading in
tenths,
hundredth and
thousandths on
decimat sheets
Students
partitioning
decimats to
create
hundredths and
thousandths.
Students
recording the
decimal number
using correct
terminology

Roving Conferences
I see:
Three in a Row
Number Line
sheets can be
collected
Have students
placed decimals

game- to get three

numbers on the number
line without being
blocked from your
partner.

and explain their

thinking to the
class as they
justify their
placement of
decimals on a
number line.

decimal
Use materials to
identify where
the fraction or
decimal belongs
on the number
line
Use a six sided
die

Extending Prompt:
How can you
prove that ___ is
smaller or larger?
Can you say that
in another way?
Use a ten sided
die
Add an extra die
Session 5
Students explore
adding decimal
numbers to
address whole
number thinking
to decimal
thinking.

Present students with

decimal grid cards with
different decimal values
shaded. In pairs, students
name the value in
fraction representation,
decimal representation
and in words e.g. 0.30=
thirty hundredths=

Students play the game,

Adding Up Decimals
(Appendix 4) in pairs.
The aim of the game is
to use the numbers
presented on the card to
create two decimal
numbers that when
added together have a

Prompt discussion
regarding the
generalisations
that can be
formed from the
Adding Up
Decimals game
ie. the value of

Enabling Prompts:
Select three
decimal grid
cards, can you
find two decimal
numbers that
have a sum close
to zero?

and fractions
correctly on the
number line?
Have students
made a
connection
between
fractions and
decimals?
I Hear:
Correct
terminology of
naming
fractions and
decimals E.g.
twenty-one
hundredths or
one half.
Teacher will collect
Adding Up
Decimals
worksheet for
assessment
I see:
Students can
identify the
relationship

(Suh, Johnston,
Jamieson &
Mills, 2008)

30/100. Students are not

limited to the three
representations.
Individually, students are
asked to find two
decimal grid cards that
have a sum close to one.

sum close to one. The

aim is to get as close to
one as possible. Students
randomly select five
number cards and use
the numbers on the cards
to create two decimal
numbers. Students
record their working out
on the adding up
decimals sheet. Students
record their decimals and
shade in the value on the
sheet. After each round
students draw a new set
of cards with different
numbers.

the digits is
Extending Prompts:
Can you find two
determined by its
decimal grid card
place value (Suh
numbers that
et al., 2008, p.
have a sum close
49)./ had to
to zero?
choose the digit
Can you find two
of the tenths
decimal grid card
place more
numbers that
carefully than the
have a sum close
to 2 but greater
hundredths as the
than 1.7?
tenths place has a
greater impact on
the sum being
generated closer
to 1.

between the
decimal sum
and the decimal
grid.
Students using
the decimal grid
to assist with
calculating the
sum of decimals
Students
identifying an
importance of
carefully
selecting the
number in the
tenths place.
I hear
Correct use of
terminology
Students
making
connections
between
fraction
representations
and decimal
representations