FD - Stage 2 - Plan 11 - Glenmore Park Learning Alliance

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MATHEMATICS
STAGE 2
TEACHING AND LEARNING OVERVIEW
TERM:
WEEK: 11
OUTCOMES: MA2-7NA
CONTENT:
STRAND:
SUB-STRAND:
Number and Algebra
Fraction and Decimals
Represents, models and compares commonly used fractions and decimals.
Recognise that the place value systems can be extended to tenths and hundredths, and make connections between fractions
and decimal notation.
 Use place value to partition decimals of up to two decimal places, eg 5.37 = 5 + 3 tenths + 7 hundredths
 Partition decimals up to two decimal places in non-standard forms, eg 5.37 = 5 + 37 hundredths
 Display decimal cards from Week 10 decimal lessons. Ask students to identify place value and write onto place value
chart on the board.
ASSESSMENT FOR
LEARNING
(PRE-ASSESSMENT)
WARM UP / DRILL
 IWB Activity: Ordering Decimals
http://www.softschools.com/math/ordering_numbers/ordering_decimals/
 Newman’s Problem Investigation: Five swimmers are entered into a competition. Four of the swimmers have their
turns. Their times are 9.8s, 9.75s, 9.79s and 9.81s. What score must the last swimmer get to win the competition?
TENS ACTIVITY
NEWMAN’S PROBLEM
INVESTIGATION
QUALITY TEACHING
ELEMENTS
RESOURCES
WORKING MATHEMATICALLY:
MA2-1WM; MA2-3WM
INTELLECTUAL QUALITY
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Deep knowledge
Deep understanding
Problematic knowledge
Higher-order thinking
Metalanguage
Substantive communication
QUALITY LEARNING ENVIRONMENT
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Explicit quality criteria
Engagement
High expectations
Social support
Students’ self-regulation
Student direction
SIGNIFICANCE
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Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative
Masking tape, beach ball, 3 sets of A4 0-9 number cards, decimal place value recording chart, decimal place value display chart,
large display numeral expander (made of A4 cardboard), decimal numeral expander blackline master, decimal jigsaw
TEACHING AND LEARNING EXPERIENCES
WHOLE CLASS INSTRUCTION
MODELLED ACTIVITIES
 Class place value chart – create a
human sized place value chart for ones,
tenths and hundredths using masking
tape on the floor. Use a beach ball to
represent the decimal point. Provide 3
sets of A4 sized numbers 0 to 9. Choose
3 students to pick a card and stand on
the chart. Discuss the number made.
Repeat with other decimal numbers.
Discuss the place value eg. 5.37 = 5
ones, 3 tenths and 7 hundredths.
 Decimal Place Value Chart – introduce a
decimal place chart to students and
note the names of the columns to the
right of the decimal are tenths and then
hundredths. Display a chart in the
classroom for further reference.
 Decimal Place Value Chart:
http://www.sparklebox.co.uk/maths/nu
mbers/place-value.html#.VA1tefmSySr
 Numeral Expanders – create a large
decimal numeral expander for ones,
tenths and hundredths. Use A4 0-9
cards to stick onto parts of the numeral
expander. Model expanding out to show
how 5.37 is equal to 537 hundredths; 53
tenths and 7 hundredths; 5 ones, 3
tenths and 7 hundredths. Create a
number using base 10 materials and
represent on the large numeral
expander. Record different ways to
partition the same number.
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GUIDED & INDEPENDENT ACTIVITIES
LEARNING SEQUENCE
Remediation
S1 or Early S2
LEARNING
SEQUENCE
LEARNING
SEQUENCE
S2
S2
LEARNING SEQUENCE
Extension
Late S2 or Early S3
EVALUATION &
REFLECTION
 Use a decimal place value chart to record decimal numbers to 2 decimal places. Ask questions such
as “How many tenths?”
 Use a place value chart to record decimal numbers to 2 decimal places that have digits up to the
hundreds eg. 103.75. Have students find numbers that are smaller and greater than each other.
 Investigation: Decimal Numeral Expanders: Students create their own decimal numeral expander
to 2 decimal places and use a small piece of blue tack for the decimal point (so it is easily removed
when expanding the expander). Students roll a dice three times and record the numbers onto their
numeral expander. Then use the expander to record ones, tenths and hundredths. Explore nonstandard forms as well such as 537 hundredths, 5 ones and 37 hundredths. Share expanders
around the class and repeat. Ask questions such as Anyone who has more than 65 hundredths
stand up. Anyone with 5 tenths stand up. Anyone with more than 400 hundredths stand up.
 Decimal Numeral Expanders Blackline Master:
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/numexp
d2.pdf
 Decimal Jigsaw (Counting On level 4) Provide students with a cut out jigsaw of the numbers from
0.1 to 10.0. Students use their knowledge of place value to put the jigsaw back together.
 http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/pdf/countin
g_on/co_supp/co_210.pdf
 Decimal partitioning online game: Students use a variety of standard and non-standard
partitioning to find 5 different ways to make a decimal number to 2 decimal places.
 http://mathsframe.co.uk/en/resources/resource/16/partitioning_3
Student Engagement:
Resources:
Achievement of Outcomes:
Follow-up:
All assessment tasks should be written in red and planning should be based around developing the skills to complete that task.
Assessment rubrics or marking scale should be considered.
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