Unit Overview

Unit title:
Exploring Fractions Comparing and Ordering
Content maths area:
Number
Grade/year level:
Grade 5 students; AusVELS level 5
Learning Focus (from AusVELS):
Content strand: Number and Algebra
Sub-strand: Fractions
Proficiency strand: Understanding and Reasoning
Rationale:
As explained by Van de Walle, Karp and Bay-Williams (2010) fractions are a critical content area
for students to understand as they are an important foundation for other content areas, including;
measurement, algebra, decimals and percentage. Fractions are also seen as important in
everyday life and in the world of work, as well as for mathematics in high school (Teaching and
Learning Research Programme, 2006, p.3).
Assumed prior knowledge of students:
-

Students should understand the notion of a fraction being an equal part of one whole/collection
Students should understand what is meant by a fractions multiple
Students will have an understanding of how to model and represent unit fractions, and their
multiples, in numerous ways
Students should be able to count by quarters, halves and thirds
Students should understand the idea of equivalent
2.1 & 2.5
fractions
This section demonstrates my knowledge of different
grouping approaches and their appropriate application
within the mathematics classroom.

Grouping strategies to support learning:

This unit of work deliberately uses a range of grouping strategies to allow students maximum
learning opportunity in different settings. The groupings used are as follows;
-

Individual: allows the students opportunity to demonstrate their own knowledge and understanding,
also assisting to highlight any misconceptions or lack of understanding to assist the teachers future
action.
Pairs (similar levels of understanding and ability) chosen to allow the students opportunity to
bounce ideas and understands off one another. It was also an opportunity for students to explain,
justify and persuade one another using thinking strategies and fraction models.
Whole class allows the teacher time to pose questions and activate high order mathematical
thinking to help students gain better knowledge of the conceptual understandings and main ideas
for the lesson.
Focus group allows the teacher to be able to work closely with a select group of students who
are at the same level and need immediate assistance or extending. It can help with challenging
high achievers, developing basic understandings for struggling students and eliminating
misconceptions.

Overview of assessment:
Types of assessment used within this unit of work include:
-

Formative assessment: observation, anecdotal notes and checklists

Summative assessment: work samples

References:
Clarke, D., Roche, A. & Mitchell, A. (2008). 10 practical tips for making fractions come alive
and make sense. Mathematics teaching in the middle school, 13(7), 373-379.
Sexton, M., Brown, J. & Downton, A. (2010). Understanding fractions. Prime Number, 25(4), 37.
Teaching and Learning Research Programme [TLRP]. (2006). Fractions: Difficult but Crucial in
Mathematics Learning [Research Briefing]. (13), United Kingdom. Retrieved from
http://www.tlrp.org/pub/documents/no13_nunes.pdf
Van De Walle, J. A., Karp, K. S. & Bay-Williams, J. M. (2010). Elementary and middle school
mathematics: Teaching developmentally (7th ed.). USA: Person Education Inc.

MATHEMATICS UNIT PLANNER

2.2 This unit planner as a whole demonstrates my ability to sequence and organise content for effective teaching and
learning. Evidently, consideration has been given to the organisation of content delivery within individual lessons (tuning
in, investigation and making/reflection sections) as well as to the overall sequence of the entire unit.

Topic: Fractions (comparing and ordering)

Key mathematical understandings

(2-4 understandings only; written as statements believed to be
true about the mathematical idea/topic):

Year Level: 5

Key AusVELS Focus / Standard

Content strand(s):

Term: 1

Week: 5

Date: 04/03/2013

(taken directly from AusVELS documents):

Number and Algebra

Measurement and Geometry

Statistics and Probability

There is a connection between the order of

unit fractions and their fractional size
(denominator).

Sub-strand(s): Fractions and Decimals

Benchmarking can give us a lot of

information about the relative size of
fractions.

Compare and order common unit fractions and locate and represent them on a number line

Investigate strategies to solve problems involving addition and subtraction of fractions with the same denominator

Fraction problems can be solved using a

range of constructs and models.

Proficiency strand(s):

Number lines can be used to determine and

demonstrate the size order of fractions.

2.1 These sections demonstrate my deep knowledge and

understanding of the concepts and substance of this
mathematics content area.

Possible misconceptions

Level descriptions:

Understanding

Fluency

Problem Solving

Reasoning

Understanding: Includes making connections between representations of numbers, using fractions to represent
probabilitites, comparing and ordering fractions and decimals and representing them in various ways, describing tra
nsformations and identifying line and rotational symmetry (AusVELS, 2013, p.11).

Reasoning: Includes investigating strategies to perform calculations effectively, continuing patterns involving
fractions and decimals, interpreting results of chance experiments, posing appropriate questions for data
investigations and interpreting data sets (AusVELS, 2013, p.11).

(list of misconceptions related to

Key skills to develop and practise (including strategies, ways

the mathematical idea/topic that students might develop):

of working mathematically, language goals, etc.) (4-5 key skills only):

That larger numbers means more. This could

translate to; sevenths are bigger than fourths.

Estimation

Benchmarking

That you need only consider either the numerator

or denominator when ordering fractions; as a pose
to looking at the numerator and the denominator
together as a new number

Using number lines

Using a range of fractional models

Key equipment / resources:

2.3 This section
Manipulative fraction circle
highlights my
Circular pie pieces
ability to use
Rectangular regions
curriculum to
Grid paper
design a
Paper strips
mathematics
learning sequence
Cuisenaire rods
and implement
Counters
effective and
Empty number lines
appropriate
String/rope
learning
Fraction cards
experiences.
Sticky notes
Assessment checklist template

Key probing questions (focus questions that will be used to

Links to other contexts (if applicable, e.g., inquiry unit focus,

develop understanding to be used during the sequence of lessons; 3 5

probing questions):

current events, literature, etc.):

Learning
strategies/ skills

What is your reason for estimating this?

How do you know this fraction is larger/smaller?
Can you show me your thinking using a different
model?
Why did you represent the fraction here on the number
line?
Can you persuade me that your ordered numbers are
correct?

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

MATHEMATICAL
FOCUS
(what you want the children
to come to understand as a
result of this lesson short,
succinct statement)

Session 1
Exploring
effective thinking
strategies and
ways of working
when estimating
the relative size
of fractions.

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TUNING IN
(WHOLE CLASS FOCUS)
(a short, sharp task relating to the
focus of the lesson; sets the scene/
context for what students do in the
independent aspect. e.g., It may be a
problem posed, spider diagram, an
open-ended question, game, or
reading a story)

Estimating with the

manipulative concrete
circle model.
Refer to Appendix 1
*Whole class.
Present visual fractions to
students on the circle
model. They need to
estimate what fractions is
being displayed.
After discussion, show
what the fraction was
(other side of circle) and
allow students to determine
how close they were with
their estimations.

2.1, 2.2 & 2.5 These columns include a range of

deliberately chosen teaching and learning strategies that
cater for diverse learning needs and levels of capability
amongst students (also demonstrating standard ones focus
areas 1.2, 1.3 & 1.5). They demonstrate my knowledge of
appropriate teaching strategies for implementation within
the mathematics classroom. Having the lessons content
divided amongst three parts highlights my ability to
appropriately organise and present the content.
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Key vocabulary:
Fraction proper/improper/mixed
Benchmarking zero/half/whole
Numerator
Denominator
Number line order/larger/smaller
Partitioned
Divided
Equal

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

INVESTIGATIONS
SESSION

REFLECTION & MAKING

CONNECTIONS SESSION

(INDEPENDENT LEARNING)
(extended opportunity for students to
work in pairs, small groups or
individually. Time for teacher to probe
childrens thinking or work with a small
group for part of the time and to also
conduct roving conferences)

(WHOLE CLASS FOCUS)

(focused teacher questions and summary
to draw out the mathematics and assist
children to make links. NB. This may occur
at particular points during a lesson. Use of
spotlight, strategy, gallery walk, etc.)

About how much

Refer to Appendix 2a & 2b

Questioning - tuning in
discussion:

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to
the initial goal task)
- Extending prompt
(questions that extend students
thinking on the initial task)

- What could the name of this

fractions be?
- How did you come to that
*Individually.
estimation?
Students estimate the
- Is there another name for that
fractions being represented
fraction?

Enabling Students:
*Focus Group
(those who have difficulty)
Model to the students
benchmarking and residual
thinking strategies.
Work as a group to make
estimates about the area
model fractions.

on the area model fraction

sheet.
They write their estimation
next to the fraction.
Give students time to
compare estimations,
whilst explaining and
justifying their decision.
(reminder: there is no
correct answer, estimates

Extending Students:
(For advanced students
and those who complete
the task early and easily)
Estimating fractions
represented as a different
model. They use the
number line estimating
fraction sheet.

(Sourced from: Van de

Walle et al. 2010, p.299)

Highlight the different

strategies being used.
Benchmarking and residual
thinking should be discussed.

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ASSESSMENT
STRATEGIES
(should relate to objective. Includes
what the teacher will listen for,
observe, note or analyse; what
evidence of learning will be collected
and what criteria will be used to
analyse the evidence)

Looking for:
- Can they make
appropriate estimations?
- Did they successfully
justify their estimation?
- Could they recognise the
strategies they used?
Evidence from:
- Work sample
- Observation:
Checklist (of above
skills)
Anecdotal notes (taking
during whole class
discussion and during

should just be in the

ballpark)
Session 2
Exploring
effective thinking
strategies and
ways of working
(using varying
models) to
compare the
relative size of
unit fractions.

Spin to win
Refer to Appendix 3a & 3b

Which is largest?
Refer to Appendix 4

(Sourced from: Sexton,

Brown & Downton, 2010,
p3-4)

*In pairs (by teacher

paired according to similar
ability and understanding).
Students work through a
list of paired fractions,
where they are to
determine which is larger.
They should be provided
with a range of resources
to assist them in
representing the fractions
to then compare.
Encourage students to
attempt using a large
range, if not all of the
provided models.

Students will play this

game in groups of four (2
on 2)
Have students write down
the pair of fractions and
spinner result they found
difficult to conclude (if any).
Discussion:
Explore the pairs of
fractions students found
difficult. Address why they
were difficult, what they
eventually concluded and
why.

Session 3
Exploring
effective thinking
strategies and
ways of working
to order unit
fractions from
smallest to
largest

Sticky Numbers
(Adapted from: Clarke,
Roche & Mitchell, 2008,
p122)
Each student has a
fraction, written on a sticky
note and stuck onto them.
The students work as a

Resources include:
- Circular pie pieces
- Rectangular regions
- Grid paper
- Paper strips
- Cuisenaire rods
- Counters
- Empty number lines
- String

From smallest to largest

Refer to appendix 5
(Adapted from: Van de
Walle et al., 2010, p.300)
*In pairs (by teacher
paired according to similar
ability and understanding).

peer comparing and

justifying)
Questioning - tuning in
discussion:
- Why did you find this
circumstance difficult?
- What strategies did you try?
- Why did they not work?
- How did you end up solving it?
- If they didnt solve it; Can
anyone else help them solve it?

Use this opportunity to recap

key strategies.
During investigation:
*Whilst roving
Assist students use a range
of the provided models (for
working out and justification)
Use probing questions;
- Can you show me why this one
is larger? (using a model)

- How about with a different

model?
- Can you explain your thinking?
(identify the strategy being
used)
- What ifthis numerator was __
or this denominator was __?
Would it change your answer?
Why/why not?

During tuning in:

*Teacher roving
listen to student conversation
and justifications to one
another.
Model strategies when
appropriate and use probing
questions to help guide
students placement of
themselves in order.

Enabling Students:
(pairs who have difficulty)
Provide them with a
different set of fraction
pairs according to their
capability
e.g. using fractions where
the denominators or
numerators are the same.
Extending students:
(pairs of advanced
students and those who
finish the task quickly and
easily)
Provide them with a
different set of fraction
pairs according to their
capability
e.g. including mixed and
improper fractions

Looking for:
- Are they able to use
benchmarks to compare
fractions?
- Were they able to
successfully compare
relative size of fractions?
- Were they able to
successfully use a range
of the provided
resources/models to
assist their working and
justify their outcome?
Evidence from:
- Work sample
- Observation:
Checklist (of above
skills)
Anecdotal notes (from
roving during tuning in
and investigation
activities, asking
probing questions and
during whole class
discussion)

Enabling Students:
Looking for:
*Focus Group
- Could the students
Students having difficulty
apply previously
work with the teachers as a
practised comparing
small group to order the
strategies to
fractions. If necessary,
successfully order
provide them with simpler
fractions?
fractions to begin with e.g.
Were they able to use a
unit fractions.
range of models to

Session 4
Using number
lines to compare
and order
fractions

whole class to physically

get themselves in order
from smallest to largest.
(Difficulty of fractions used
according to class general
ability)
Discuss any issues,
incorrect placements or
interesting observations
made. Have some students
justify their placement in
the line

Students are to order a set - Which end of the line do you

of fraction cards (5-6) from
think you will be closest to?
smallest to largest.
Why?
Level of difficulty according - Are you larger or smaller than
to class capability.
___s fraction? What does this
Challenge students to
tell us about where you should
defend their ordering of the
stand?
fractions both verbally and - How can we work out if you
through using models to
stand on the right or left of
one another.

Fraction Rope
Refer to Appendix 6a & 6b

Line them up
Refer to Appendix 7

(Sourced from: EDMA310

tutorial 4)

(Sourced from: Van de

Walle et al., 2010, p.301)

*Whole Class
Students estimate, explain
and persuade each other
about the placement of a
fraction on a manipulative,
life size number line.

*Individually
- What thinking strategies could
Give students 6 fractions
we use?
(difficulty according to
- How can we find the actual
students ability), and give
positioning of the fraction on the
them each an empty
rope?
number line (0-1).
Students show where each
During investigation:
fraction would be on the
*Teacher roving
one number line, therefore
Have students justify their
presenting them in order of
placement of the fractions to
smallest to largest.
you.
Students will compare their
Guide students having
number lines with peers,
difficulty
explaining and justifying
Using probing questions to
their decisions when
assist struggling students and
differences are discovered.
challenge more capable ones.
- How do you know this fraction

someone?

- Why did you place yourself

here?

Questioning - during
tuning in:
- Which peg do you think is
closest? Explain?

- Can you justify why you placed

Extending Students:
explain and justify their
(pairs of advanced
ordering?
students and those who
finish the task quickly and
Evidence from:
easily)
- Work sample (including
Provide extra fractions for
written justification)
these students to include. If
- Observation:
appropriate, use more
- Checklist (of above
difficult fractions (mixed
skills)
and improper numbers)
- Anecdotal notes (from
tuning in activity and
focus group discussion)
Enabling Students:
Guide struggling students
through modelling
examples and using
probing questions

the peg there?

0 AND 1 CARDS !!

belongs here?

- Why is this fraction before/after

that fraction?
- What would we do if we had a
fraction greater than one?

Extending Students:
Challenge competent
students by having them
also represent more
challenging fractions e.g.
mixed/improper fractions

Looking for:
- Did students understand
the concept of representing
fractions on a number line?
- Could the students mentally
estimate the position of a
fraction on the number line
(the rope)?
- Could students give valid
justifications to their
estimation?
- Did they successfully order
the given fraction on a
number line?
- Could they justify their
placement of the fractions?
- Did they use appropriate
thinking strategies and
mathematical working to
complete the tasks?

Evidence from:
- Work sample
- Observation:
Checklist (of above
skills)
Anecdotal notes (from
tuning in activity and
roving during students
justifications to one
another)