mag s2 128 · 2019. 11. 17. ·...
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![Page 1: MAG S2 128 · 2019. 11. 17. · Or!Learners.line!up!and!teacher!asks!individuals!to!es.mate!the!answer!of!adding!two!decimal!frac.ons! together.!!!! Quick!observaon!of!individual!success.!!!](https://reader035.vdocuments.site/reader035/viewer/2022081621/6120133549edb251d77209a9/html5/thumbnails/1.jpg)
Introductory Ac,vity Process-‐Revisit and Consolida,on Ac,vity Revisit the concept of es.ma.on and how to round decimal frac.ons to a whole number Learning inten,on: Learners can round decimal frac,ons to whole numbers (6.25 rounded to 6.00). Students work in small groups. Make It (Yellow and Red Fish): Learners work in small groups or pairs to sort a set of decimal frac.on cards between two whole numbers (to hundredths/thousandths) and determine whether the decimal frac.on should be rounded up or down to whole number, tenths, or hundredths. Learners have an allocated .me to sort as many cards as possible (either round up or down) and then .med to order the cards in ascending order. Groups/pairs rotate. Write It : Write the set of decimal frac.ons in ascending order or descending order. Explain It (Green Fish): Explain group findings by answering the following ques.ons: When do you round up? When do you round down? Which digit determines whether your round up or down? Why did one group decide to round 6.38 up to 7 instead of rounding down to 6? Forma=ve Assessment: (Checkout Strategy-‐ The Checkout Strategy is a transi.onal ac.vity that can be used for forma.ve assessment. It could be as students leaves the classroom or moves to another ac.vity. A quick, simple ques.on or task is given to them and the teacher observes their level of understanding on a given topic. As examples, students could show their answer on their whiteboards, write it on a s.cky note or orally explain on their way out.) Teacher displays a decimal frac.on (IWB or flashcard) and students iden.fy whether the number rounds up or down -‐ thumbs up = round up Leraners line up and teacher asks individuals to state what a given decimal frac.ons rounds to = exit slip Quick observa.on of individual success. .
Australian Curriculum Indicator YR 6 Add and subtract decimals, with and without digital technologies, and use es.ma.on and rounding to check the reasonableness of answers (ACMNA128). Key Ideas • Understand that the base 10 number system can be
extended to thousandths (to the right the units are decreasing in value in powers of 10-‐ 1).
• There are numbers between consecu.ve whole numbers (1.1., 1.2, 1.3).
• Understand that numbers are par..oned into smaller and smaller units when working with decimals and frac.ons.
• Understand how decimal numbers to thousandth can be added and subtracted.
• Use digital technologies to assist applica.on. • Explore es.ma.on and rounding to check for
reasonableness of answers. Resources FISH, paper, laminated decimal frac.on flash cards, laminated hundred grid (0.01-‐1), laminated number line, money problem solving tasks, calculators (to be used at the teacher’s discre.on) Vocabulary Decimal, place value, tenths, hundredths, thousandths, decimal point, whole numbers, rounding, es.ma.ng, comparing, ordering, reasonableness, ascending, descending, budget, economical, jus.fy.
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Write It: Learners complete money problem solving cards/tasks Learners es.mate a reasonable answer prior to solving the problem Explain It: Explain strategies used and the reasonableness of es.mates Repeat ac.vity using measurement -‐ length, area, mass, volume Extensions and Varia,ons (Differen,a,on) Budge.ng Inves.ga.on -‐ students are asked to budget for two different shopping scenarios (reference: Shopping Challenges -‐ adaped from Primary Resources site www.primaryresources.co.uk/maths/docs/shopping_challenges.doc Budge.ng Inves.ga.on -‐ MoneySmart Program Year 6 ‘FUN DAY OUT’ hgps://www.moneysmart.gov.au/teaching/teaching-‐resources/digital-‐ac.vity-‐fun-‐day-‐out Differen,a,on: Focus Group: Students who are iden.fied through forma.ve assessment (checkout points and observa.on) as not yet understanding the learning inten.on will go into a focus group. In that focus group, learning will be focused on the gaps iden.fied in class. Focus ac.vi.es simplify money problems, work in pairs, work with actual play money Assessment-‐Where in the learning cycle? • Forma.ve assessment-‐ checkouts, explana.on opportuni.es and group
tasks
• Summa.ve Assessment-‐ adding and subtrac.ng algorithms using es.ma.on strategies to check on the reasonableness of solu.ons and comple.ng individual tasks
• Higher Order Thinking opportuni.es through CHALLENGE tasks
Ac,vity Process-‐Rounding Learning inten,on: Learners can round decimal frac,ons to whole numbers to es,mate an approximate answer for addi,on and subtrac,on equa,ons. Learners work in small groups. Make It (Yellow and Red Fish): (reference decimal frac=on flash cards) Using the decimal frac.on cards, from the previous ac.vity, learners select two cards, es.mate the addi.on or subtrac.on, by rounding the decimal frac.on up or down to a whole number Write It : Write an algorithm to prove the reasonableness of the es.ma.on Explain It (Green Fish): Explain group findings by answering the following ques.ons: Explain why the es.ma.on was reasonable or not. Explain why an es.ma.on may be too high or too low (e.g. 6.49 + 6.95 = ) Repeat for different addi.on and subtrac.on equa.ons EXTENSION: Repeat above ac.vi.es with decimal frac.ons to thousandths. Forma=ve Assessment: (Checkout Strategy-‐, Learners could show an answer to a ques.on on their whiteboards, write it on a s.cky note or orally explain on their way out.) Or teacher displays a decimal frac.on (IWB or flashcard) and students iden.fy whether the number rounds up or down -‐ thumbs up = round up Or Learners.line up and teacher asks individuals to es.mate the answer of adding two decimal frac.ons together. Quick observa.on of individual success. Ac,vity Processes-‐ Working with Money (reference: Money Problems -‐ adapted from www.primaryresources.co.uk/maths/mathsD2.htm Learning inten=on: Learners can solve money problems using efficient addi.on and subtrac.on strategies when working with decimal frac.ons, having rounded and es.mated an approximate/reasonable answer first. BIG QUESTIONS: Do I have enough money? How much money would I need?