Rationale

The following unit of work was developed based on the Stage 4 Syllabus for Mathematics. In this unit of work, the focus is on Number

and Algebra. More specifically, the topic is fractions, decimals, and percentages. Students will spend approximately 4 to 5 weeks (6 lessons

each week) to complete this topic. The objective of this unit of work is to help students recognise the connection between fractions, decimals

and percentages using appropriate terminology, and diagrams. The unit of work also builds a concrete fundamental core in solving a variety of

problems involving fractions, decimals and percentages.

Research has shown that fractions, decimals and percentages is a challenging topic for students and teacher (Lortie-Forgues, Tian &

Siegler 2015). One of the aspects that causes this topic more difficult than others is the notation used to express fractions, decimals and

percentages. For instance, students perceive fractions as two distinct whole numbers; or the misconception of the length of decimals is related

to its magnitude; or the misinterpret of percentages used in media. Students tend to draw on prior knowledge when learning new material,

however, this knowledge can impede their learning. By assessing this prior knowledge, the teacher can have a valuable insight into how

students perform in the future (Hailikari, Nevgi, & Komulainen 2008). Activities such as brainstorming, and discussion at the start of the lesson

are used to assess and highlight misconception the class might have.

Another reason why fractions, decimals and percentages is often painful to teach and learning is because there are so many rules, and

techniques that students have to memorise. The traditional teaching of this topic is mainly focused on procedural knowledge and provides

minimal opportunities for children to conceptualise the meaning (Gabriel, Coche, Szucs, Carette, Rey, & Content 2012). The program
emphasizes the importance of conceptual understanding and student-centred learning. Most lessons include discussion, hands-on activities or

visual illustration to make thing easier to understand. All of these are implemented to provide students the opportunity to build conceptual

understanding. Only after these activities, students are then taught the procedures; the procedures become more meaningful to the student.

Thereby, students appreciate the usefulness and effectiveness of what they normally regard as "rules" in maths, and understand that these

"rules" are there for the purpose of computation. As Rittle-Johnson, Fyfe, and Loehr (2016) suggested that conceptual understanding, in

conjunction with procedural skill, is much more meaningful than procedural skill alone.

Last but not least, the sequence of the program is also essential. May(1997) suggested that the meaning of fractions should be taught

before the meaning of decimals. The first few lessons focus on fractions, then move on decimals and lastly percentages. Fractions are taught

first because students are already introduced to this concept at an earlier stage. This will help to boost students confidence and link what they

already know with what they are about to learn. Furthermore, decimals and percentages are just special fractions whose denominators are the

power of 10's (May 1997). Once students have a strong understanding of fractions, especially equivalent fractions, it will be easier to clear up

common confusion in fractions, decimals and percentages.

By the end of this unit, students should have a strong conceptual understanding of the relationship between fractions, decimals and

percentages, and be able to apply numerous methods to solve problems involving fractions, decimals and percentages.
 REFERENCES

Lortie-Forgues, Tian, & Siegler. (2015). Why is learning fraction and decimal arithmetic so difficult? Developmental Review, 38(C), 201-221.

Rittle-Johnson, B., Fyfe, E., & Loehr, A. (2016). Improving conceptual and procedural knowledge: The impact of instructional content within a

mathematics lesson. British Journal of Educational Psychology,86(4), 576-591.

Gabriel, F., Coche, F., Szucs, D., Carette, V., Rey, B., & Content, A. (2012). Developing Children's Understanding of Fractions: An Intervention

Study. Mind, Brain, and Education, 6(3), 137-146.

May, L. (1997). Playing the percentages. Teaching Pre K - 8, 27(6), 17.

Unit of work
Stage 4 Mathematics Syllabus

Topic: Fractions, Decimals and Percentages (5 weeks in duration)

Syllabus Outcomes:
A student:
- communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols MA4-1WM

- applies appropriate mathematical techniques to solve problems MA4-2WM

- recognises and explains mathematical relationships using reasoning MA4-3WM

- operates with fractions, decimals and percentages MA4-5NA

Related Life Skills outcomes: MALS-8NA, MALS-9NA

Lesson Syllabus Content Teaching and Learning Strategies including assessment for learning.

1 Compare fractions using Teaching Strategies

equivalence (ACMNA152) - Brainstorm what the students already know about fractions
- Discuss:
 Why are fractions so important?
 Where can we find fractions in everyday life?
- Model how to create fraction kit using fraction strips
Learning Strategies
- Use fraction strips to determine equivalent fraction
- Recognise equivalent fractions can be made by multiplying or dividing the numerator and denominator by the same
number

Activity: Fraction kit, and matching equivalent fractions

2 Locate and represent Teaching Strategies
positive and negative - Demonstrate the relationship between mixed numerals, proper and improper fractions using number line
fractions and mixed - Explain how to convert from improper fractions to mixed numerals and vice versa using number line and written
numerals on a number line methods.
(ACMNA152) Learning Strategies
- Choose appropriate scale to display fractional values on a number line
- Place positive and negative fractions, mixed numerals and decimals on a number line
- Compare their relative values

Activity: Number line, and worksheet

3 Solve problems involving Teaching Strategies
addition and subtraction of - Recognise incorrect operations with fractions, e.g. why
fractions with the same and
unrelated denominators - Explicitly explain why it is incorrect to add/subtract the denominators, e.g. is bigger than , and the sum must be bigger
(ACMNA153) than either addend
- Model the correct steps to add/subtract fractions
Learning Strategies
- Recognise equivalences and explain the students' answer using diagram, written and calculator methods.
Activity: Fraction Bingo
4 Solve problems involving Teaching Strategies
addition and subtraction of - Explain when add or subtract mixed numerals, add or subtract the whole numbers first and then add or subtract the
fractions, including mixed fractions,
numerals and whole number e.g.
using mental, written and - Discuss how the whole number can be converted into fractions
calculator methods
(ACMNA153) e.g.
Learning Strategies
- Discuss different ways to do adding and subtracting mixed numerals, e.g. converting mixed numerals into improper
fractions, then convert to equivalent fractions with the same denominator. (Using fraction kit)
- Complete worksheet

Activity: Worksheet

5 Multiply and divide fractions Teaching Strategies

using written and calculator - Use diagram to illustrate the process of multiplying/dividing of fractions and mixed numerals.
methods (ACMNA154) e.g.

- Explain that multiplication is easier if simplification occurs first.

- Model the processes for calculating with fractions
 multiplying fractions by multiplying across top and bottom
 dividing fractions by using "keep change flip" method
Learning Strategies
- Discuss why division by a fraction is equivalent to multiplication by its reciprocal
- Work in groups of 3 or 4 using diagram to answer given questions.
- Complete worksheet.

Activity: Fraction kit and worksheet

6 Multiply and divide decimals Teaching Strategies
using written and calculator - Revise on the notations that used to express decimals
methods (ACMNA154) - Explicitly remind or explain that:
e.g. adding a zero to the right end of a whole number changes its value ( , but adding a zero to the right end of a
decimal does not change is value (
- Discuss opposite the effects of multiplying and dividing fractions and decimals below and above one
- Model the processes of:
 multiplying decimals
 dividing decimals
Learning Strategies
- Follow the procedures to solve the questions.
- Use calculator to check answer.

Activity: Decimal maze

7 Round decimals to a Teaching Strategies

specified number of decimal - Introduce the use of symbol " "
places (ACMNA156) - Explain when rounding decimals to a specific decimal place, look at the number to the right of that number and decide
whether to round up or down.
Investigate terminating and - Introduce terminating and recurring decimals:
recurring decimals  Some non-recurring decimals are not always terminating decimals.
(ACMNA184) Learning Strategies
- Use symbols for approximation
- Use the notation for recurring decimal
Activity: Up or down.

8 Express one quantity as a Teaching Strategies

fraction of another, with and - Check for units of both quantities
without the use of digital - Write the given quantity as a fraction of the total
technologies (ACMNA155) Learning Strategies
- Determine and explain which numbers are the numerator and denominator.
- Recognise the equivalent fractions and equivalent decimals
Activity: Worksheet
9 Connect fractions, decimals Teaching Strategies
and percentages and carry - Explain:
out simple conversions  when converting fractions and decimals to percentages, multiply by
(ACMNA157)  when converting percentages to fractions/decimals, divide by 100%
- Explain the word "percentage" means "over 100"
Learning Strategies
- Recall commonly used equivalent fractions, decimals and percentages,
e.g. 1/2 = 0.5=50%
- Use mental strategies to do simple conversions.
- Discuss the reasonableness of data and statistics
- Recognise the link between fractions, decimals and percentages
e.g. "the number of cars in the average family is 2.4"
Activity: Tarsia puzzle and Pixel Art.

10 Investigate the concept of Teaching Strategies

irrational numbers, including - Introduce irrational number as part of a real number
(ACMNA186) - Explicitly state: an irrational number cannot be written as a fraction, e.g. (Pi) or
Learning Strategies
- Note down what irrational numbers are.
- Investigate the properties of irrational numbers.
- Research and share what they have discovered with the class.
Websites:
https://www.mathsisfun.com/numbers/irrational-finding.html
http://www.amsi.org.au/ESA_middle_years/Year8/Year8_md/Year8_1c.html#stucon-3
Activity: Running dictation

11 Find percentages of Teaching Strategies

quantities and express one - The teacher model models how to find a percentage of an amount and how to express one quantity as a percentage of
quantity as a percentage of another
another, with and without - Choose an appropriate equivalent form for mental calculation
the use of digital e.g. 10% of 50 is equivalent to 1/10×$50, which is equivalent to $50÷10
technologies (ACMNA158) - When expressing one quantity as a percentage of another, make sure both quantities are expressed in the same units.
Learning Strategies
- The students should develop mental strategies, recognise equivalences and use simple percentage/fraction to explain
their answer.
- Be aware of the words "out of" "of"
- Complete a worksheet (using mental, written and calculator methods)
Activity: Worksheet.
12 Increasing and decreasing by Teaching Strategies
a percentage (ACMNA187) - Explain using diagrams to illustrate:
 Percentage increase means to increase a quantity by a percentage
 Percentage decrease means to decrease a quantity by a percentage
- Model the steps to find the increase/decrease of an amount by a certain percentage (method 1 and method 2)
e.g. Method 1: find an increase/decrease, then find the final amount
Method 2: find the final amount by multiplying the amount by the new total percentage
Learning Strategies
- Recognise that
 increase an amount by x% means the original 100% + an extra x%
 decrease an amount by x% means the original 100% - x%
- Interpret some examples on the media using the percentage increase or decrease.
e.g. Temperature was 5% above average compared last year, employment rate show a 2% decline.

Activity: Spreadsheet
13 Interpret and calculate Teaching Strategies
percentage change (Increase - Model the steps to calculate the percentage increase/decrease:
and decrease) (ACMNA187)  Step 1: Difference = New number - Original Number
 Step 2: % Increase/Decrease = Difference/Original 100%
Learning Strategies
- Investigate what it means when the answer is negative %
- Recognise:
 positive values indicate increase whereas negative values indicate percentage decrease.
 without data percentage change figures can be misleading
e.g. A 100% increase in dropping out of school rate was reported in school A, in 2017. This is a shocking number,
however when the data is examined and it shows that last year, one student dropped out. So an increase of 100%
this year meant that two students dropped out this year.

Activity: Spreadsheet
14 Finding a number given a Teaching Strategies
percentage (unitary method) - Introduce the unitary method:
(ACMNA187)  Find 1% of the amount by division
 Find 100% of the amount (whole lot) by multiplying by 100
Learning Strategies
- Apply the method to solve problems involving percentages
- Acknowledge that sometimes it is easier to break down to 5%, 10% or 20% and then multiply by 20, 10, or 5 to get 100%
Activity: Worksheet
15 Project based learning Teaching Strategies
(Fractions, Decimals and - Clearly state what are the expectations of this task
Percentages) - Explain what the students need to submit
Learning Strategies
- Ask questions
Resource