Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015

Term 3

Weeks 1 - 4

AusVELS

Level 3
Model and represent unit
fractions including 1/2, 1/4,
1/3, 1/5 and
their multiples to a complete
whole

Vocabulary:
part
vulgar fraction
half
hundredth

Level 4
Investigate equivalent fractions
used in contexts
Count by quarters halves and
thirds, including with mixed
numerals. Locate and represent
these fractions on a number line
Recognise that the place value
system can be extended to
tenths and hundredths. Make
connections between fractions
and decimal notation

whole
numerator
quarter
thousandth

Assessment FOR
Common learning task (pretest)

From my pre test students BEGINNING in

this topic area are:
Seble, Blake H, Jade, Ethan, Jake, Cole,
Georgia, Jordan, Junior, Ben Anderson,
Olti, Scott, Camron, Sarah, Kiana.

Level 5
Understand that fraction have equal
parts.
Know that the numerator is the top
number of a fraction and represents
the identified as part of the fraction.
Know that the denominator is the
bottom number and represents the
total number of parts. Recognise
that fractions can be parts of a
whole object or a collection.
Understand that fractions are
another way of representing
division. Recognise the connection
between the order of unit fractions
(, , , , , ) and their
denominators.

whole number
denominator
eighth
decimal fraction

fraction
common denominator
third
decimal point

Assessment AS
Assessment grids
Clinics
Small focus groups
Student reflections

Level 6
Consolidate understanding of
fractions having equal parts.
Consolidate knowledge of
numerator and denominator and
what each represents.
Understand that fractions can be
parts of a whole object or a
collection. Understand that
fractions are another representation
of division. Understand that
fractions can be represented in
different ways (equivalent fractions,
mixed numbers). Understand that
the place value system can be
extended beyond hundredths.
Understand the connection between
place value and division or
multiplication by 10. Recognise the
equivalence of fractional and
decimal notation.

mixed number
equivalent fraction
sixth
decimal place

Level 7
Fractions can be expressed as
decimals and percentages and vice
versa. Understand that fractions are
another representation of division.
Understand the conventions for
rounding.
Understand the representation of
proper fractions, mixed numbers
and improper fractions.

proper fraction
reduce to
fifth
recurring

improper fraction
cancel
tenth

Assessment OF
Rich tasks
Conferences
Student reflections
Post-test

From my pre test students

CONSOLIDATING A in this topic
area are:

From my pre test students

CONSOLIDATING B in this topic area
are:

Evyn, Emmanuel, Mun, Galuack,

Xena, Kaysha, Rochelle, Beatrice,
Ana, Alex, Dommie, Blake M,
Yousef, Nicole, Paige

Kayte, Riley, Dharma, Jemma,

Stevie, James, Charlotte, Lachlan,
Ethan, Mary, Chloe, Jack, Liam, Amy,
Belinda, Madison, Kirrilee, Abbey,

From my pre test students

EXTENSION in this topic area are:
Tamika, Meghann, Zoe, Ben*, Aaron*,
Fiama, Trish, Olivia, Charlotte*,
Guari, Andrei, Zakota, Tarkyn, Daniel,
chace

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3

Weeks 1 - 4

Continuation from week 1 Beginning of fractions unit.

Numeracy Decimals and Percentages
Week 2: 27th 31st of July, 15

Tuesday

Whole Class teaching

Independent
Activity

Students complete the Fractions post-test.

I now know
how to

Learning Focus
We are learning to demonstrate our
understanding of fractions.

Reflection

**** FIND VIDEOS FOR ALL LESSONS

Success Criteria

Warm Up Activity

Wednesday
Learning Focus
We are learning to revise decimal
place value to tenths.

Success Criteria
1. I can identify tenths in (vulgar)
fraction form.
2.I can identify tenths in decimal
(fraction) form.
3.I can identify hundredths in
(vulgar) fraction form.
4.I can identify hundredths in
decimal (fraction) form.
5. I understand that tenths are
larger than hundredths.

1. Draw a bar divided into ten equal parts on the board. Ask students
to identify the fraction each equal part represents in the bar,
i.e. tenths.
2. Colour in one tenth. Ask students how they would write one
tenth as a fraction,
i.e. 1/10. Remind students that this is one out of ten. Record this
under the bar. Share with students that in decimal form, one
tenth is written as 0.1.
3. Draw a place value chart as follows:
T | O | . | Tths
T | O | . | Tths
4. Share that the first column after a decimal point is known as the
tenths column. Repeat similar examples to reinforce the concept of
tenths.

Students record the

following as a
fraction, sentence
and decimal,
i.e. 4 tenths = 4/10
= 4 out of 10 = 0.4
1. 0.5
2. 0.3
3. 0.9
4. 0.07
5. 0.02
6. 0.08
7. 0.14
8. 0.36
9. 0.51
10. 0.98
Extending

What is the
difference
between
tenths and
hundredths?

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3
Warm Up Activity
Reflection on post test?
Or what they know about
decimals?

2/10 colour in 2 tenths

5. Here is the number "forty-five and six-tenths" written as a decimal

number:

The decimal point goes between units and tenths

As we move left, each position is 10 times bigger!
As we move right, each position is 10 times smaller
45.6 has 4 tens, 5 units and 6 tenths, like this:

Decimal means based on ten!

6. Draw a 10 x 10 grid on the board. Ask students to identify the

Weeks 1 - 4
Students explore
the app Virtual
Manipulatives.

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3

Weeks 1 - 4

fraction each equal part represents in the grid, i.e. hundredths.

(Get student to do this)
7. Colour in one hundredth. Ask students how they would write one
hundredth as a fraction, i.e. 1/100. Remind students that this is
one out of one hundred. Record this under the grid. Share with
students that in decimal form, one hundredth is written as 0.01.
8. Extend the place value chart to now include hundredths. Share that
hundredths are smaller than tenths, just like ones are smaller than
tens.
T | O | . | Tths | Hths
T | O | . | Tths | Hths
9. Now ask students how they would record 10 hundredths as a fraction,
sentence and decimal. How could they draw it? See if anyone can see
that 10 hundredths = 1 tenth. Repeat similar 2-digit examples to
reinforce the concept of hundredths.
i.e. 25 hundredths = 25/100 = 25 out of 100 = 0.25. This is also the
same as 2 tenths and 5 hundredths. 50

https://www.youtube.com/watch?v=qQ4YaNkA7_4
Thursday 1
Learning Focus

Figure me out!

My shoe size 4 x 2
My birth month 70 divided by 7
My age (7x3) + 2
Success Criteria
My birth date 64 divided by 32
1.I understand that decimals are
The number of people in my family 25 divided by 5
part of a whole number.
The number of pets in my family 80 divided by 8
2.I can make connections between The spot my AFL team is on on the ladder at the moment 500 divided by
tenths in decimal and fraction
100
form.
The countries I have been to 39-26
3.I can make connections
Now its your turn to create a quick one for me 3 things and be
between hundredths in decimal
We are learning to apply decimal
place value to real life situations.

Extending
In pairs or small
groups, students
complete the
attached decimal
place value /
worded problems
(pasted at the end
of this unit).
Students dont have
to complete all
problems.

Today I
discovered
I am
confused
about
I have a
question
about
Write it in
your book!
Title
Reflection

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3
and fraction form.
Warm Up Activity
Place Value Game
Students draw a place value chart
from ones to thousandths. In
pairs, students take it in turns to
deal a card or roll a die. Students
record their number in a column,
with the aim to create the biggest
number possible. The student with
the biggest number scores one.
The winner is the first student to
score 5 points.

Thursday 2
Learning Focus
We are learning to apply decimal
place value to real life situations.

Success Criteria

Weeks 1 - 4

creative!
Whole Class
Revise decimal place value tenths, hundredths. Revise the link between
fractions and decimals, i.e. /10, /100.
Ask students where we use / where they see decimals in real
life. List these.

Ask students
towards the end of
the lesson to think
of something that
they have
discovered/ are
confused with or
have a question
about.

Select a few examples and ask students what the values tell
them,
i.e. 1.25L soft drink tells us the bottle is more than 1L;
$4.50 tells us that we need 4 whole dollars and 50 cents, which is half of
one dollar;
9.52 seconds tells us that the activity took someone more than 9
seconds, but less than 10 seconds, to complete.

Ask students to reflect on their warm-up activity. Was there something

they found challenging that theyd like clarified?
Pose the following question:
In a school the difference between the tallest and the shortest teacher
is 0.35 metres what might the heights of the tallest and shortest
teachers be?
Prior to beginning the activity, ask students to identify the math facts
contained in the question. Also ask students to explain what 0.35 metres
means.

1.I can make connections

between tenths in decimal and
fraction form.
2.I can make connections between In pairs or small groups of 3, students investigate reasonable solutions to
hundredths in decimal and fraction the problems.
form.
Students share their solutions and the process they used to solve the
3.I can represent my height in

In pairs or small
groups, students
complete the
attached decimal
puzzles (pasted at
the end of this unit).
Students make up
their own puzzles
to share with a
partner.

Write down
out of 5 (1
being you
would really
like some
more
assistance)
how
confident
you are
feeling in
regards to
understandi
ng decimals
so far? You
need to be

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3
decimal form.
4.I can represent a decimal value
in at least 3 different ways.

Weeks 1 - 4

problem.

able to
explain why!
Show me
your
understandi
ng if you
choose 5.

Warm Up Activity
Fraction and Decimal Match up
Write the following values up on
the board. Ask students to find the
matching pairs. Ask students to
see if they can record these
values in other ways.

Assessment

FOR:
AS:
OF:

Pre-test (Common Learning Task)

Student reflections, anecdotal grids and small focus groups.
Conferences, student reflections and post-tests.

Numeracy Decimals and Percentages

Week 4: 3rd 7th of August, 15

Monday
Learning Focus

Whole Class teaching

Write the following numbers on the board and ask students what number

Independent
Activity
Students expand the

Reflection

When

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3

Weeks 1 - 4

We are learning to expand decimals. they think is the biggest? smallest? Ask students to explain their
reasons.
We are learning to order decimals.
http://www.virtualnerd.com/middlemath/decimals/comparingordering/decimals

0.2, 0.03, 0.23, 0.32, 0.3, 0.02

Success Criteria

following numbers
and place them in
order from smallest
to largest.

0.45, 0.8, 2.3, 1.95,

1.05, 0.11, 1.0, 2.03,
0.85, 0.05

Look for correct terminology, i.e. tenths, hundredths

1.I understand that zero can be
place holders.
2.I can expand decimals.
3.I can order decimals.
4.I understand that when ordering
and comparing decimals, its best to
have the same number of decimal
places.

Draw a place-value chart on the board showing tens to hundredths.

Ask students to come up and write one of the numbers used above correctly
in the chart, i.e. digits in the correct columns.

Once all the numbers have been filled in, revise the place value of each
decimal place. Also revise that tths = /10, hths = /100. Fill in the blank
spaces with a zero. Share that the zeros are place holders.

Warm Up Activity
Students pose as many questions
that they can where the answer is
36.
Or watch video!!

Expand each number.

0.2 = 2 tths
0.03 = 0 tths + 3 hths = 3 hths
0.23 = 2 tths + 3 hths = 23 hths
0.32 = 3 tths + 2 hths = 32 hths

In pairs or small
groups, students
complete the
attached rounding
decimals problems
(pasted at the end of
this unit). Students
dont have to
complete all
problems.

**Anecdotal grids

ordering
decimals, I
need to
remember to
because

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3

Weeks 1 - 4

0.3 = 3 tths
0.02 = 0 tths + 2 hths = 2 hths

Ask students to take a moment to order these numbers from

smallest to largest. What do they notice? How did the zeros (place
holders) help?

Emphasise the rule that when ordering decimals, you need to have
the same number of decimal places.

Ask students how they think you expand the following numbers:
2.35 = 2 ones + 3 tths + 5 hths
1.09 = 1 one + 0 tths + 9 hths

Tuesday
Learning Focus
We are learning to add and subtract
decimals.

Model to students how to correctly add decimals by aligning

decimal points:

1.2 + 3.4

Students complete
the following task:
Its your birthday!
You have really

Explain how
you met the
success
criteria
today.

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3

Weeks 1 - 4

Success Criteria

1.I can add decimals.

4.51 + 2.87

2.I can subtract decimals.

3.I can correctly align my numbers.
4.I insert a zero as a placeholder to
make adding and subtracting
decimals easier.
http://www.virtualnerd.com/middlemath/decimals/addingsubtracting/decimal-additionmethod
http://www.virtualnerd.com/middlemath/decimals/addingsubtracting/decimal-subtractionmethod

Ask students how to add 2.7 and 3.94.

Reinforce using a zero as a placeholder, i.e. 2.70+ 3.94.

Model a few more addition examples, if required.

7.3 2.4

9.61 3.52

Warm Up Activity

0.206,

2.06, 0.026, 0.26

1.305, 1.35, 1.053, 1.53
Draw a number line from 0 to 2.
Place the following numbers on it:

1.1, 0.3, 1.6, 0.25, 0.1, 1.95, 0.15,

1.45
Ask students to share the strategies

$25 from an
auntie

$9.25 from
your cousins

$35 from an
uncle

$24.50 from
your friends

$100 from
your parents

Repeat to model how to correctly subtract decimals:

videos
Order these decimals -

cashed up this year!

Woo hoo! You
received:

You have $235 in

the bank and $32.15
in your moneybox.

Ask students how to subtract 1.92 from 3. Again, reinforce adding zeros as
placeholders.

Model a few more subtraction examples, if required.

How much money

do you have
altogether?
Search the internet
for items to
purchase. Spend as
close to your total
as possible.
Show your working
out in your math

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3
they used to complete this task.

Weeks 1 - 4
books.
Break this question
into steps!
Rounding decimals

Wednesday

Extending

Learning Focus
We are learning to multiply
decimals.

Success Criteria

Finish off the independent activity from the previous lesson.

Share what students spent and what they learnt. Do they have any
questions?
-

Five minutes to finish the task

1..I can multiply a decimal (1

decimal place) by a whole number.
2.I can multiply a decimal (2
decimal places) by a whole number.
3.I can multiply a decimal (1
decimal place) by a decimal (1
decimal place)

1. Revise with students fractional parts of whole numbers:

eg. 1/2 of 100 = 50
2. What is the decimal equivalent for 1/2 (0.5)?

5. I can multiply a decimal (2

decimal places) by a decimal (2
decimal places)

http://www.virtualnerd.com/middlemath/decimals/multiplying/decimalmultiplication-method

> 0.5 of 100 = 50

4. What of means in mathematics (multiplication). Rewrite:
> 0.5 x 100 = 50
Ask students if they can see a pattern / connection between the equation
and answer.

3, 2, 1
3 recalls or
facts from
the lesson

1. 0.5 x 5
2. 1.2 x 3
3. 0.15 x 2

3. Rewrite the equation in steps as follows:

4.I can multiply a decimal (1
decimal place) by a decimal (2
decimal places)

Students complete
the following
questions.

4. 1.25 x 4
5. 0.4 x 0.6
6. 0.4 x 0.6
7. 1.5 x 0.5
8. 1.2 x 0.11
9. 2.3 x 0.15
10. 0.35 x 0.28

Rounding decimals
(Anecdotal grids)

2 ideas from
the lesson
1 question
you have
from the
lesson

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3

Weeks 1 - 4

http://www.virtualnerd.com/middlemath/decimals/multiplying/example- Ask students what 1.2 + 1.2 equals (2.4). Share that this is the same as 1.2
multiply-decimal-wholenumber
x 2.
Ask students if they can see a connection.

Warm Up Activity
Place Value Game
Students draw a place value chart
from ones to thousandths. In
pairs, students take it in turns to
deal a card or roll a die. Students
record their number in a column,
with the aim to create the biggest
number possible. The student with
the biggest number scores one. The
winner is the first student to score 5
points.
- I do it and they have to
beat me. Turn the board
around.

Share with students that when you multiply by decimals, you are
multiplying by parts of whole numbers, so the answers sometimes
dont look right.

Also share there is a trick when multiplying decimals to count how many
decimals places there are in the actual question. This will tell you how many
decimal places there will be in the answer. Then, remove the decimal point
from the equation; multiply the equation as normal, then put the decimal
point in the equation.

eg. 1.2 x 2 (1 decimal place)

> 12 x 2 = 24
So, 1.2 x 2 = 2.4 (1 decimal place)

Repeat with a few examples to reinforce students understandings.

eg. 0.6 x 0.8 (2 decimal places)

> 6 x 8 = 48

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3

Weeks 1 - 4

So, 0.6 x 0.8 = 0.48

Repeat with a few examples to reinforce students understandings.

COLLECT BOOKS AT END OF LESSON ANECDOTAL NOTES watch

videos at home

Thursday 1
Learning Focus
We are learning to apply my
knowledge of fractions and decimals
to percentages.
http://www.virtualnerd.com/middlemath/ratios-proportionspercent/percents-decimalsfractions/decimal-to-percentconversion
http://www.virtualnerd.com/middlemath/ratios-proportionspercent/percents-decimalsfractions/fraction-to-percentconversion

Success Criteria
1.I can convert fractions into
decimals.
2.I can convert decimals in fractions.
3.I can convert fractions into
percentages.
4.I can convert decimals into
percentages.
5.I can add fractions, decimals and

Ask students what percentages are. A percentage shows a number as a

proportion of 100. It is another term for a hundredth.
Share with students that percentages are just like hundredths, they are out
of 100.
The percentage sign is just like the number 100, where the diagonal line
represents 1 and the two dots represent zeros.

WRITE IN BOOKS!!
To convert a fraction into a decimal divide the denominator into the
numerator.
3/4 = 3 ./. by 4 = 0.75
To convert a decimal into a fraction make the fractions denominator
10, 100, 1000 depending on how many digits there are after the decimal
point. Then simplify.
0.75 = 75/100 = 3/4
To convert a fraction into a percentage change it to a decimal and
multiply by 100.
3/4 = 3 ./. 4 = 0.75 = 0.75x100 = 75%
To convert a decimal into a percentage multiply by 100. (Move the
decimal point two places to the right)
0.75 x 100 = 75%

eg.
1/2 = 5/10 = 0.5 = 50%

1. 0.875 to a
percentage
2. 3.025 to a
percentage
3. 3/5 to a
decimal
4. 5/8 to a
percentage
5. 0..6 to a
fraction
6. 0.875 to a
percentage
- Rounding
decimals.
- Email that
jess sent
out!

I now know
how to
I still need to
work on

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3

Weeks 1 - 4

percentages to equal one.

1/4 = 25/100 = 0.25 = 25%

Warm Up Activity
Watch videos!!

3/4 = 75/100 = 0.75 = 75%

Students draw a place value chart 1/10 = 0.1 = 10%

from ones to thousandths. The
3/5 = 6/10 = 0.6 = 60%
students roll their dice to place
numbers in their place value
Remind students that all of these values, individually, are less than one
chart. They then add two lots of
whole.
numbers together or subtract
them. (Make sure youre taking
away the smaller number from the All three ways of writing the same number look different but they all
represent the same proportion of an amount.
bigger number!)
Back up questions 2.58 + 5.08 + 0.65 + 4.88 =
3.675 + 2.96 + 3.067 =
0.704 0.5 =
6.032 4.83 =
1.75 0.586 =

Thursday 2 (next week)

Learning Focus
We are revising our understanding
of decimals.
Decimal, percentage match up or
bingo?
Success Criteria
Warm Up Activity

Assessment

FOR:
AS:
OF:

Pre-test (Common Learning Task)

Student reflections, anecdotal grids and small focus groups.
Conferences, student reflections and post-tests.

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3

Weeks 1 - 4

Numeracy Decimals and Percentages

Week 4: 10th 14th of August,
15

Whole Class teaching

Monday
Learning Focus

Ask students what percentages are. A percentage shows a number as a

proportion of 100. It is another term for a hundredth.

We are learning to apply my

knowledge of fractions and decimals The percentage sign is just like the number 100, where the diagonal line
represents 1 and the two dots represent zeros.
to percentages.
http://www.virtualnerd.com/middlemath/ratios-proportionspercent/percents-decimalsWRITE IN BOOKS!!
fractions/decimal-to-percentTo convert a fraction into a decimal divide the numerator by the
conversion
denominator.
3/4 = 3 ./. by 4 = 0.75
http://www.virtualnerd.com/middle- To convert a decimal into a fraction make the fractions denominator
math/ratios-proportions10, 100, 1000 depending on how many digits there are after the decimal
percent/percents-decimalspoint. Then simplify.
fractions/fraction-to-percent0.75 = 75/100 = 3/4
conversion
To convert a fraction into a percentage change it to a decimal and
multiply by 100.
3/4 = 3 ./. 4 = 0.75 = 0.75x100 = 75%
Success Criteria
To convert a decimal into a percentage multiply by 100. (Move the
decimal point two places to the right)
0.75 x 100 = 75%
1.I can convert fractions into
decimals.
2.I can convert decimals in fractions. eg.
3.I can convert fractions into
percentages.

1/2 = 5/10 = 0.5 = 50%

1/4 = 25/100 = 0.25 = 25%

4.I can convert decimals into

Independent
Activity

7. 0.87 to a
percentage
8. 3.02 to a
percentage
9. 3/5 to a
decimal
10.5/8 to a
percentage
11. 0.6 to a
fraction
12.0.875 to a
percentage

**Anecdotal grids

Reflection

I now know
how to
I still need to
work on

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3
percentages.

3/4 = 75/100 = 0.75 = 75%

5.I can add fractions, decimals and

percentages to equal one.

1/10 = 0.1 = 10%

3/5 = 6/10 = 0.6 = 60%

Warm Up Activity
Multiplication questions
0.04 x 1.2
0.05 x 1.3
0.035 x 1.2
0.215 x 4.4
26 x 0.007

Remind students that all of these values, individually, are less than one
whole.
All three ways of writing the same number look different but they all
represent the same proportion of an amount.

Tuesday
Learning Focus
We are revising our understanding
of decimals.

Students revise the work theyve covered about decimals.

Brainstorm with the class what theyve covered.
Students refer to their bookwork and tutorials to create a cheat sheet.

Success Criteria

Model how to create a cheat sheet.

- What needs to go on there?
- What is relevant? What is irrelevant?
- A4
- Can take the cheat sheet into the post test fractions,
decimals, percentages!
- When or if finished watch videos revise, practice
-

Cheat sheet

Go over multiplication

Weeks 1 - 4

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3
Warm Up Activity

Brainstorm
- What were some tricky
concepts?
- What do we need to revise?
- What do we need to go over?
- Show me books!

Weeks 1 - 4

- The rules when adding and subtracting

- Percentages the rules
- Place value
- Watch videos
STUDY LADDER

Brainstorm everything that we

have covered so far in this unit
fractions decimals
percentages!

Wednesday

I now know
how to

Learning Focus
We are demonstrating our
understanding of decimals.

Success Criteria

Post test?!

Unit Focus: Fractions, Decimals, Percentages

NUMERACY UNIT PLANNER Year 2015
Term 3

Weeks 1 - 4

Warm Up Activity

Thursday 1

Common learning task

Learning Focus
Success Criteria
Warm Up Activity

Next week

Interpreting data/graphing?

Learning Focus
Success Criteria
Warm Up Activity

Assessment

FOR:
AS:
OF:

Pre-test (Common Learning Task)

Student reflections, anecdotal grids and small focus groups.
Conferences, student reflections and post-tests.