MATHEMATICS STAGE 2 TEACHING AND LEARNING OVERVIEW TERM: WSTRAND: SUB-STRAND: WORKING MATHEMATICALLY: Number and Algebra Fraction and MA2-1WM; MA2-3WM OUTCOMES: MA2-7NA Represents, models and compares commonly used fractions andDecimals decimals. CONTENT: 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

ASSESSMENT FOR LEARNING  Display decimal cards from Week 10 decimal lessons. Ask students to identify place value and write onto place value (PRE-ASSESSMENT) chart on the board.

WARM UP / DRILL  IWB Activity: Ordering Decimals http://www.softschools.com/math/ordering_numbers/ordering_decimals/

TENS ACTIVITY  Newman’s Problem Investigation: Five swimmers are entered into a competition. Four of the swimmers have their NEWMAN’S PROBLEM turns. Their times are 9.8s, 9.75s, 9.79s and 9.81s. What score must the last swimmer get to win the competition? INVESTIGATION

QUALITY TEACHING INTELLECTUAL QUALITY QUALITY SIGNIFICANCE ELEMENTS LEARNING ENVIRONMENT  Deep knowledge  Explicit  Background knowledge  Deep understanding quality  Cultural knowledge criteria  Problematic knowledge  Knowledge integration  Engagem  Higher-order thinking  Inclusivity ent  Metalanguage  Connectedness  High RESOURCES MaskingSubstanti tape,v beache communication 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 GUIDED & INDEPENDENT ACTIVITIES ACTIVITIES  Class place value chart – create a human sized place LEARNI  Use a decimal place value chart to record decimal numbers to 2 decimal places. Ask value chart for ones, tenths and hundredths using N questions such as “How many tenths?” masking tape on the floor. Use a beach ball to represent G the decimal point. Provide 3 sets of A4 sized numbers 0 to 9. Choose 3 students to pick a card and stand on the S chart. Discuss the number made. Repeat with other E decimal numbers. Discuss the place value eg. 5.37 = 5 Q ones, 3 tenths and 7 hundredths. U  Decimal Place Value Chart – introduce a decimal E place chart to students and note the names of the N columns to the right of the decimal are tenths and then C hundredths. Display a chart in the classroom for further E reference.  Decimal Place Value Chart: Remed http://www.sparklebox.co.uk/maths/numbers/place- i value.html#.VA1tefmSySr a  Numeral Expanders – create a large decimal t numeral expander for ones, tenths and hundredths. Use i A4 0-9 cards to stick onto parts of the numeral o expander. Model expanding out to show how 5.37 is n equal to 537 hundredths; 53 tenths and 7 hundredths; 5 S1 or ones, 3 tenths and 7 hundredths. Create a number using E base 10 materials and represent on the large numeral a expander. Record different ways to partition the same r number. l y

S 2 LEAR  Use a place value chart to record decimal numbers to 2 decimal places that have digits N up to the hundreds eg. 103.75. Have students find numbers that are smaller and greater than each I other. N  G 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 S onto their numeral expander. Then use the expander to record ones, tenths and hundredths. E Explore non-standard forms as well such as 537 hundredths, 5 ones and 37 hundredths. Share Q expanders around the class and repeat. Ask questions such as Anyone who has more than 65 U hundredths stand up. Anyone with 5 tenths stand up. Anyone with more than 400 hundredths E stand up. N  Decimal Numeral Expanders Blackline Master: C https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/mathscontinuum/numexp d2.pdf E

S2 LEARNI  Decimal Jigsaw (Counting On level 4) Provide students with a cut out jigsaw of the N numbers from 0.1 to 10.0. Students use their knowledge of place value to put the jigsaw back G together.  http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/assets/p S df/counting_on/co_supp/co_210.pdf E  Q Decimal partitioning online game: Students use a variety of standard and non-standard U partitioning to find 5 different ways to make a decimal number to 2 decimal places. E  http://mathsframe.co.uk/en/resources/resource/16/partitioning_3 N C E

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S 3 EVALU Student Engagement: Resources: ATION & REFLEC TION 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.