PLAN PREPARED BY: Lucy Anderson s4486525

Lesson number: 4
Date of lesson: 6 May 2015
Unit of work (title): Common Fractions, Decimals and Percentages
Topic of this lesson: Multiplicative Thinking
Brief, combined evaluation of the previous lesson, made by comparing and discussing your individual evaluations:
Objectives: Last week we aimed our lesson (lesson plan 3) at Decimals and Fractions to a Grade 5 level. We aimed for the students to have
the knowledge and capabilities in naming the place values in decimals up to the thousandths, to have the ability to compute equivalent
decimals, to partition Decimats on order to suit their needs, to show their thinking and workings out, and also to identify mathematical problems
within a set text.

Student Learning: All three students showed very similar levels when it came to understanding and comprehending. The main area in which
the three students had difficulty was in the final activity which involved throwing dice and completing shading of a Decimats handout to the
equivalent of what dice was thrown. All students excelled in identifying the mathematical problems within the set text.

Evidence: Throughout the areas of difficultly the students asked multiple questions to clarify the task at hand, and asked the instructions to be
repeated. As teachers, we broke the task down and simplified the language in a way in which the students could understand. To cater to the
visual learning we presented a mock example for them to see and gain the correct understandings to continue their activity.

In this picture we see the final task and this students difficulty in shading in appropriate answers. Clarification was made and the task was then
completed appropriately.

Evaluate: The activity used was one we felt was for grade 5 to 6 as it was on the harder end of the scale, which isnt necessarily a bad thing.
The materials were laminated which shows a professional standard and each participant had their own. The one thing that could be changed is
on the Decimats sheet titled Activity Sheet: Colour in Decimals. Once the dice is rolled, the correct area needs to be shaded. Then, below is a
chart where you need to write the equation as a fraction, a decimal, and then a decimal of how much area you shaded. This caused some
confusion as there was two decimal areas to fill in. The second decimal column could be re worded to write the equation in words, for example:
Instead of writing .6 the participant would write six tenths. This simply creates another element of learning and increasing knowledge and
understandings.

This lessons specific mathematical learning objectives for the students:

- For the students to come up with mathematical strategies for a solution of the problem (Reys et al 2012)
- To actively participate in similar problems but in a range of different ways
- Using concrete materials to find strategies and solutions
- To increase their knowledge and understandings in number line
- To become confident in common fractions and placing them on a number line in a time frame
The data collections here are a great stepping stone to introduce the students to the next level (Level 5) in Data Representation and
Interpretation (Ausvels 2015). In level 5 the students need to collect and interpret data in different ways without the use of digital technologies
so this activity will be a good introduction.

Your other teaching objectives for this lesson:

1 To provide the students with a chance to firstly discuss the problem and to brainstorm ways in which they can potentially solve the problem
2 To get the students actively participating
3 To get the students doing the problem. First they will discuss it, then act it out, and here supplying them with concrete materials to do it
4 To get the students to work collaboratively to find a solution
5 If students find this too challenging or too easy, this lesson can be adapted to cater for the range of abailities (please see appendix)

AusVELS:
Year Level: 5
Mathematics Strand and Content Description:
Fractions and Decimals
1. Compare and order common unit fractions and locate and represent them on a number line(ACMNA102)
2. Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator (ACMNA103)

(Ausvels 2015)

Key vocabulary to be developed:

Order Fractions
Decimals
Percentages

Materials, resources and equipment to be used:

The problem on paper (POP)
Printed copies of the different colored cards (lamination optional)
Matchbox cars (or small colored playing blocks as a substitute)
Car spaces on paper (can be drawn)
Pen
Paper
Sticky tape

References/sources used in planning, and a brief description of how they have influenced your lesson plan:
I got the idea of this activity from the Maths300 website, and this particular activity really influenced my choice as it involved active participation
from the students which involves them to stand up and move around. It also requires the students to use three different approaches which I
believe will help aid their mathematical understanding and knowledge.

REFERENCES

- Ausvels, 2015, Level 5, Mathematics, viewed 17 April 2015 http://ausvels.vcaa.vic.edu.au/Level5

- Ausvels, 2015, Level 4, Mathematics, viewed 17 April 2015 http://ausvels.vcaa.vic.edu.au/Level4

- Maths300, 2010, Supporting Excellence in Mathematics Teaching, Cars in a Garage, viewed 17 April 2015
http://www.maths300.esa.edu.au/index.php/component/content/article/259.html#01

- Reys, R, Lindquist, M, Lambdin, D, Smith, N, Rogers, A, Falle, J, Fris, S & Bennett, B 2012, Helping Children Learn Mathematics, John Wiley
and Sons Australia, Milton, Queensland.
.
Part 1: INTRODUCTION Warm up Activity CARS IN A GARAGE

Students need to be in groups of 3 or 4 (depending on how many students works evenly. If it works with 3 students to a group then you
only need to use 3 cars for the activity. For the purpose of this lesson plan I have used 3 students per group).
Have the students sitting in their group. Hand each group the Problem on Paper (POP) and then read the whole class the problem. Ensure
they understand their task.
Ask Question 1
Allow the students 5 minutes in their groups to discuss where they would start.
After the 5 minutes, gather the groups attention and now seek from the groups their ways of thinking. Groups may have different strategies
which is great. If theyre strategy does not work, facilitate the discussion of why not?

QUESTIONS:
Q1 - As a group, you need to come up with a way you would start to find the answer. We dont need to find the answer just yet, but we
need to come up with a way we can start to figure it out. Does that make sense? Does anyone have any questions?

Part 2: MAIN BODY Student learning Activities CARS IN A GARAGE

The main activity consists of 2 parts. The first is the Act Out and the second is Using Concrete Materials
ACTING CARS running time approx. 10-20minutes (depending on how they record their data)
Each group will need a pencils and 4 pieces of paper. Each group needs to label their chairs the same colour as their cars. On the 4th
paper they need to write at the top Data Recording. Seek examples of different ways of data recording from the students and briefly draw
these on the board so the students can see how they might do it. Ask question 1
Each group will need to get 3 chairs, find their own space and put them next to each other (tables may need to be moved to create space).
Each students then gets a laminated coloured car and stands in front of their garage (the chair that matches their colour).
You will then be the traffic lights and when you say GO the students will drive their cars around their groups chairs until you say STOP.
When you say STOP each car needs to go to a garage (each student needs to sit on a chair). The cars need to be in a different configuration
each time. Before you say GO again, each group needs to record the configuration the cars are in. Ask question 2
Continue with STOP and GO allowing the students to record their data in between each round.
They need to have them in a different configuration each time.
**Remember, each group only need to go around their groups chairs, otherwise students will be going all over the classroom! This task may be
noisy**
ACTING CARS QUESTIONS:
Q1 - Before we start, what are some examples of recording our data after each car park? Q2 - Which garage will you go to next? Dont
forget to communicate with your partners!

PARKING CARS
Use matchbox cars and the garages on paper. Now in their groups of 3, having just acted out the scenario now the students will physically
do it, again record the data and get the visual understanding. **The ANSWER is there are 6 different ways the cars can be parked in the
garage. ** Ask question 3
This time their data collection is to be done in the form of branches (see appendix for example) and they are to use mathematical strategies
to find the answers
Draw up an example of the branches data collection table, this is how the students are to record their findings again. This should take a few
minutes, ensure the students are clear on the table before they commence
Allow them now to go back to their groups and begin the task, and explaining that this is a group activity. You could have one person
writing, one person moving cars and one person directing the cars. Ask question 4. Ask question 5

PARKING CAR QUESTIONS:

Q3 - What method/s can we use to find the solution? Q4 - Is there more ways than one? Q5 - How do we know when we have explored all
the answers?
PROMPTS:
What if we start with making the red car in the middle garage at all times?
Can we potentially repeat the process do you think? Lets give that a go and see if it works.**If many are struggling with it gather the class
together**
Part 3: CONCLUSION Sharing, Reflecting, Assessing
Once the task is finished, gather the group on the floor in a circle sitting next to their partners with their documentation. Go around the circle
and one group at a time will:
- share their first method of data collection and explain what strategies they used to collect it
- share what difficulties that came across, if any
- share what their solution was. Also see if they enjoyed the activity.