GRADE: 3
Mathematics Program-Focus: Decimals:
Week: 1 Term 4
PoLT Principle to be focused on:
PoLT Principle 5-Assessment practises are an integral part of teaching and learning
Particularly concentrating on:
 5.1 - Assessment practices reflect the full range of learning program objectives
 5.2 - The teacher ensures that students receive frequent constructive feedback that supports further learning
 5.5 - The teacher uses evidence from assessment to inform planning and teaching
Aim to fulfil these recommendations through implementing both summative and formative assessment. Immediate feedback will be provided where possible. Skills and concepts that
are not understood by the majority of students will be easily identified in the anecdotal log and these concepts will be retaught.
OUTCOMES
Links to VELS
Knowledge-concepts and understanding
Standards and progression points come under discipline-based learning,
mathematics domain, number dimension
 Concept of a decimal-what it is, how a decimal is written
 Understand tenths, hundredths and their relationship to each other and 1
Progression Point 2.75 (progressing towards achieving Level 3 standard)
 Ordering decimals based on their knowledge of place value
 use of place value (as the idea that ‘ten of these is one of those’) to
Skills /behaviours:
determine the size and order of decimals to hundredths
-Sharing materials
-Co-operative skills in working with a partner
this progression point is the focus for this week. Students will be using
-Good listening skills
-Turn-taking skills when working with others
LAB as their concrete material in order to achieve this focus.
-Communication skills
-Skills in reflecting on their own learning
Day
Mon
Outcomes
-Introduce
students to the
concept of a
decimal
(Number
Between
Game)
Lesson
Play the ‘Number Between Game’
Materials
-LAB
Bring out the LAB that represent one and discuss cutting into 10 pieces as an
introduction to tenths.
-Wooden
Organiser
Using the LAB, construct decimals with the ones and tenths pieces on a wooden
organiser. Children to say which decimals have been constructed. Link this with
written notation.
-Decimal
cards
-Allow students
to explore the
Place children in mixed ability pairs and give them cards with written decimals
-Attached
Sheet
Assessment
Diagnostic Assessment
A pre-assessment task completed
revealed that students do not have
a strong understanding of
decimals, so this lesson focuses on
introducing decimals.
Mimi
Mimi performed well in the
diagnostic assessment task, and
Teaching strategies
-Questioning (to
encourage students to
construct own
knowledge)-Positive
reinforcement
-Catering for a range
of different learning
concept of a
tenth through
LAB
-Link the use of
LAB to written
notation
on them (up to the tenths place). Pairs construct these decimals out of LAB and
complete the corresponding sheet
mentioned doing similar maths at
her previous school. The
vocabulary being introduced in this
unit is new to all students, so Mimi
will be treated the same in regard
to learning new vocabulary.
Reflection
Each pair create a decimal for the class. Students in the class can say the
decimal that has been created. Write these decimals on the board
Formative Assessment
Rove, observe and complete
anecdotal log (attached) for all
students.
styles (kinaesthetic
learners-constructing
decimals out of LAB,
visual learnersdecimal sheet)
These three strategies
will be implemented
each lesson
Feedback
Ensure feedback is immediate and
specific. This may involve the
teacher sitting down with the
student and
explaining/demonstrating a
concept if the student does not
seem to be grasping it.
Tues
-Consolidate
tenths
Reflect on last lesson-tenths. Using the LAB and wooden organiser, introduce
hundredths.
-Introduce
hundredths
Place children in mixed ability pairs and repeat activity that was done on
Monday with decimal cards, however include cards that go up to hundredths.
Complete corresponding sheet
-Develop skills
-LAB
-Wooden
Organiser
-Decimal
cards
Formative Assessment
Rove, observe and complete
anecdotal log for all students.
(Additional teaching
strategies)
-Think Pair Share
Feedback
Provide immediate, specific
feedback
-Group discussions
in creating
decimals out of
LAB
Mimi’s parnter
Partner Mimi with a child who may need support in maths, however who has
good language skills
-Peer teaching
-Attached
sheet
Reflection
Pairs create a decimal that goes up to the hundredths place for the class.
Students in the class can say the decimal. Write these decimals on the board.
Wed
-Consolidate
understandings
of tenths and
hundredths
-Develop skills
in matching a
constructed
decimal with
written
notation
-Develop the
skill of ordering
decimal
numbers based
on place value
knowledge
Review ideas discussed in the previous lesson.
-LAB
Play “guess the decimal”.
-Decimal
cards
Mixed ability pairs given cards with decimals written on them. One child picks up
a card and constructs the decimal shown. The other child to fill in the sheet –
swap roles.
-Attached
sheet
Formative Assessment
Rove, observe and complete
anecdotal log for all students.
-Peer teaching
-Group discussions
Feedback
Provide immediate, specific
feedback
Mimi’s partner
If Mimi’s communication with her partner was successful, and if the partnership
seems to be working well keep this the same.
Reflection
Discuss strategies used to determine what decimal has been constructed.
Piece of string with 0 on one end and 1 on the other- each child has decimal in
between these numbers to place on the number line.
In groups of 3, students order a set of 10 decimals (using LAB).
Complete the ordering decimals sheet
Extension Group
Play the hidden number game
-String
-LAB
Formative Assessment
Observe where individual children
place their decimal on the number
line. Question children and
encourage them to explain choice.
Take notes in anecdotal log.
-Ordering
Feedback
-Decimal
cards
-Constructive
feedback
-Whole class teaching
-Linking mathematics
with real life scenarios
Reflection
Show students the long jump results of the previous athletics carnival. As a class,
order these jumps from smallest to largest.
Fri
-Address likely THIS LESSON WILL ADDRESS ANY MISCONCEPTIONS STUDENTS MAY HAVE-(ways
misconceptions to correct likely misconceptions with zero outlined below).
-Through LAB,
recognise the
difference
between
decimals such
as 1.5 and
1.05, 1.6 and
1.06 etc
-Develop skills
of ordering
decimals with a
zero in them
Construct a decimal with a zero in the tenths place. Model filling in the decimal
sheet that was introduced in lesson 1. Create 1. 05 and 1.5 and point out the
differences between these decimals.
Students to determine the largest decimal from a pair of decimals.
Complete the attached sheet
decimals
sheet
-Long
jump
results
-LAB
-Attached
sheet
`
Provide immediate, specific
feedback as the students place
their number on the number line.
Identify misconceptions as soon as
they occur and determine effective
ways to address these
misconceptions.
Formative Assessment
Observe and complete anecdotal
log for support students
Formative Assessment
Collect the sheet students in the
class completed. Mark this sheet
and provide students with
feedback in the following lesson.
Support group
Given the same decimals as those on the sheet, however work in pairs using LAB
to determine which of these is largest.
Reflection
Share strategies used in order to determine the largest decimals.
Paterson, A. (2006). Dr Edward de Bono's six thinking hats and numeracy. Australian Primary Mathematics Classroom , 26 (1), 1.
-Six thinking hats
during reflection time.
Sequence of
introducing hats:
1).Blue hat-what did
we learn?
2).Green hat-are there
any other different
ways we could have
solved the problem?
3). Yellow and Black
hat-benefits and
weaknesses of green
hat ideas
4). Red hat-examine
attitudes before and
after learning
(Paterson, 2006)