EDMA360: Assignment 3 Part 3: Sequential Unit of Work

Unit Overview
Unit Title: MY HALF IS BIGGER THAN YOURS!
Content maths area: Fractions
Learning Focus

Stage: Stage 1 Year 1

Timing: Term 2 Week 1 and 2

Content Strand: Number and Algebra - Sub-strand: Fractions and Decimals 1

Proficiency Strand/s:

Communicating
Rationale
Students first experiences of Fractions is developed from the early years, where the informal language i.e. sharing is utilised (Early
Childhood Australia, 2011). As they progress into primary school, the mathematical content increases and students need to be
able to apply and transfer knowledge and use appropriate mathematical reasoning processes in order to solve or interpret
problems and information (Siemon, Bleckly & Neal, 2012). It is important for students to learn about Fractions as they represent
quantities that cannot be represented by a single whole number (Nunes, Bryant & Watson, 2007, p. 6). Children need to be
making connections and deepen their understanding of numbers through fractions and the ways in which they can be represented
through the use of informal and formal language and symbols (Nunes et al, 2007).
Assumed prior knowledge of students

Grouping strategies to support learning

Students have previously experienced Fractions and Decimals in Early Stage

Careful consideration needs to be made for strategic

1. It is assumed that students have already established the concept of one-half

grouping and differentiation, as it must be remembered

(1/2) through describing how to make equal parts, explaining the reason for

that all students learn in multiple ways and paces (Board

dividing an object in a particular way and recognising when two parts are not

of Studies Teaching and Educational Standards NSW,

halves of one whole. In the sub-strand Whole Numbers, students experience

2015a). Mixed ability levels should be considered for small

group partitioning and rearrange collections of up to 1000 (Board of Studies

collaborative groups, as research findings from Sullivan,

NSW, 2012, p.70). Language used: Whole, part, equal parts, half and halves.

Clarke and Clark (2013) demonstrate that a vast majority

of students expressed a strong desire to work in groups.
This approach reflects that of Vygotksys Sociocultural

Theory where students learning can be scaffolded by other

peers to support the individual to understand the content
(Berk, 2012).
Differentiation Key

Support

Core

Extension

Overview of assessment: The assessment strategies that will be used with students in this unit of work will include a formative,
summative and self-assessment. At the Introduce stage of each lesson, the learning intentions and outcomes will be shared with
the students. Sharing the intentions enables the students to recognise what is expected and what will be assessed in the lesson,
which in turn can improve the students overall learning (Board of Studies Teaching and Educational Standards NSW, 2015b). A
formative assessment will be used in the first lesson as a brainstorm and recap discussion of what the students previous
experiences. . The formative assessment will continue through the series of lessons to recall what was previously taught.
Information will be collected through the observations of students discussions, written work and communicating the mathematical
situations using everyday and some mathematical language. In the final lesson, a series of station work will be conducted where
the use of iPads for photographic evidence and written work will be used as a collection of data to assess.
References
Berk, L. (2012). Infants, Children, and Adolescents. Pearson Education: Boston

Board of Studies NSW. (2012). K-10 Mathematics Syllabus: volume 1. Sydney, Australia: Board of Studies NSW.

Board of Studies Teaching and Educational Standards NSW. (2015). Differentiated programming. Retrieved from:
http://syllabus.bos.nsw.edu.au/support-materials/differentiated-programming/

Board of Studies Teaching and Educational Standards NSW. (2015). Sharing Learning and Assessment Intentions. Retrieved from:
http://syllabus.bos.nsw.edu.au/support-materials/sharing-intentions/

Early Childhood Australia (2011). The Early Years Learning Framework Professional Learning Program (EYLF PLP) Being numerate.
No.22. Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_ENewsletter_No22.pdf

Nunes, T., Bryant, P. & Watson, A. (2007). Key understandings in mathematics learning: introduction and summary of findings.
Retrieved from:
http://www.nuffieldfoundation.org/sites/default/files/Introduction%20and%20summary%20of%20findings.pdf
MATHEMATICS UNIT OF WORK
MY HALF IS BIGGER THAN YOURS!

Term Two (2)

Stage 1 Year 1

Weeks 1 2

Content strand(s):

Number and Algebra

Proficiency strand(s): Communicating

Sub-strand(s):

Fractions and Decimals 1

Outcomes:

Outcomes:

MA1-7NA - Represents and models halves, quarters and eighths

MA1-1WM Describes mathematical situations and methods using everyday

and some mathematical language, actions, materials, diagrams and symbols

Key mathematical understandings:

Key mathematical technical language

Key skills to develop and practise:

1.

Already know:

1.

One- half is one of two equal

parts of a whole

2.

An entire collection or number is

the whole and the resulting
groups are parts of a whole

Key probing questions:

Whole

Part A portion of the whole

Equal parts Each portion is the same size

Half and halves equal parts of an object,

Can I have a bigger half than

2.

you?
Are the parts all equal? How do
you know?

to model
2.

Describing parts of a whole shape

3.

Recording two equal parts of whole shapes and the

half is an equal part of a whole.

Students may perceive a part as the whole and

vice versa.

relationship of the parts to the whole, using pictures

and the fraction notation for half -
4.

half, or less than a half when describing parts.

Links to other contexts: Using the language in

daily routines i.e. For the first half of the day

Using the language: about a half, more than a

Learning about:

I will have the biggest half (Board of Studies,

NSW, 2012) Students do not recognise that a

equal parts of a whole in using concrete materials

shape or collection
1.

Recognising and describing one-half as one of two

Possible misconceptions

Integration (if applicable, with other substrands of KLAs.):

About a half

English: Mathematical language, written and

verbal

More than a half

Science: Experiments and Recipes

Less than a half

Key equipment / resources

Smart-board

Laminated shapes for white board

Counters

Coloured shapes

Shared Google drive for the class

iPads

Closed passage sentence

Youtube Story Give me Half! by Stuart

Murphy
https://www.youtube.com/watch?
v=hVaxiJB6Fls

Word wall

Paper plates

Whos

got

the

biggest

half?

http://splash.abc.net.au/home#!/media/29646/investigating-halves-offamiliar-objects

Learning
strategies/ skills
(highlight must be
evident in lessons)

MATHEMATICAL
FOCUS

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

LAUNCH

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

INTRODUCE

EXPLORE

Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

SUMMARISE/ REVIEW

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ASSESSMENT
STRATEGIES

Counting Bounces
Lesson 1

Sit in a circle and

1 hour

bounce a ball to each

Recognising and

other,

the

students

whom

the

ball

bounced too needs to

half as one of two

count the number of

equal parts of a

bounces

whole in using

makes.

that

learning about fractions, in particular one-half.

have

What do we already know about fractions?

What is the language we should already know:

Equal parts is when each portion/part is the
same size. (Words to be placed on Maths

Can we see halves in the classroom?

ideas)

Lesson 2

LAUNCH
Buzz

off

game. Ss stand in a

1 hour

circle

and

use

Describing parts

numbers from 1 20

of a whole shape

to add. T to ensure Ss

stay on track
Key

Question:

Are the parts all

equal?
you

How

do

know?

(Sharing ideas)

the brainstorm in

what

Introduce

they

enjoyed,
interesting

(Reflecting)

marked on their
understanding of
half as one of

Ss to use paper plates (pre cut in half / parts

whole

two equal parts

different sizes) T to roam the classroom and

collection

object

and

Consider Was the

Drawing own shapes in workbooks and

learning

the exploration in the

next lesson
SUMMARISE/ REVIEW
Ss and T discuss findings,

and discuss previous learning of halves. T to

smart-board where Ss participate in drawing

and use examples from

explain focus today on describing parts of

the half of a circle. Observing, Questioning,

whole class activity with

whole shape

Responding). T to imodel 2 parts that are

Ss to explore and review.

Learning intentions and learning outcomes to

different sizes. Using laminated shapes on

be shared on Smart-board: By the end of this

whiteboard- E.g. One part bigger than the

Ss provide feedback on

lesson, you should recognise and describe

other part. Is this an equal part? We can call

what

parts of a shape and counters

the bigger part more than a half and the small

disliked, found challenging

New language to use: about a half, more

part less than a half. Ss invited to explain and

and

than a half, and less than a half to describe

share ideas to why this is the case

(Reflecting)

intention

met? If not, continue

Whole class: T to recap learning of half using

parts - PLACE ON WORD WALL

Ss work will be

Ss Describing parts of a

Use of visual examples on desk to assist

Formative

Share the next lesson with

showing the half

EXPLORE

(Listening and Reflecting) T and Ss to reflect

and

take a photo of

and

(Working independently): Ss to fold different

Observe

Ss provide feedback on

both orally and written Visuals

INTRODUCE

addition

discuss their learning.

Ss to take photos on iPad of their findings.

(Sharing

MATHEMATICAL
FOCUS

Formative (diagnostic)

disliked, found challenging

colour the half (Visually representing)

Ss to sit in a circle and

T to model and reinforce the language through

shapes (square, circle and triangle) in half and

word wall)

bigger half than

you?

why (Observing, Questioning, Responding)

Whole, part, equal parts, half and halves.

Question:
I

emphasizing on parts that are not equal and

(Whiteboard brainstorm)

model

Can

white board and demonstrate two equal parts

Learning intentions and learning outcomes to

one-half of a whole

materials to

Key

Whole class: T to use different shapes on the

lesson, you should recognise and describe

ball

concrete

be shared on Smart-board: By the end of this

is

describing one-

(Listening) T to explain to Ss that we will be

ASSESSMENT
STRATEGIES
Formative:

Observations on
discussions and
group work

they

enjoyed,
interesting

Ss to work in pairs with coloured shapes (pre

made lines that arent in two equal parts) and

Share the next lesson with

discuss using the language of what each part

Ss Recording two equal

is (Cooperating and analysing).

parts of a whole using

Drawing own shapes in workbooks and draw a

language

line. Think-Pair-Share: Ss pair and swap their

notation

and

fraction

Marking

book

work

Consider Was the

learning
intention
met? If not, continue
the exploration in the
next lesson

shape, and share the findings

Ss to cut shapes in unequal parts and place

the parts onto a whole shape one at a time.
New language words will be left on smartboard. T to roam and talk Ss through the
process

MATHEMATICAL
FOCUS

LAUNCH
Halves

Lesson 3

and

INTRODUCE
more

Ss and T discuss findings,

and discuss previous learning of halves and

and that we say one half. Ss view youtube

and use examples from

parts of a whole shape. T to explain focus

clip story Give me Half! (Observing, Listening

whole class activity with

T draws a line through

today on how to record two equal parts of a

and Viewing)

Ss to explore and review.

a shape on the board

shape

1 hour

equal parts of

reason for why it is a half i.e. The circle is cut

what

language

correctly.. is it a half?

lesson, you should be able to recognise and

in half. It has 2 equal parts.

disliked, found challenging

Is this part more than

a half? Or less than a
half?

fraction notation
Stimulate

record two equal parts of a whole shape

Recap new language to use: about a half,

(Working independently): Ss use iPads to

and

locate the 5 images placed on the shared

(Reflecting)

enjoyed,
interesting

Collecting
on

data

where

Ss

could
struggling

be
and

drive. Ss are to draw the image in books,

describe parts

identify the half and use the close passage

Share the next lesson with

what to focus on

sentence to fill in the words half and two

Ss

next time

also writing the 1 and 2 for .

recording two equal parts

thinking

Key Questions:

(Sharing ideas)

Ss can use a drawing app on the iPad to

create their own shapes.

Ss to have access to number and word

bigger half than

laminated cards as a visual representation. T

you?

to roam and talk Ss through the process

the

parts all equal?

do

they

more than a half, and less than a half to

from previous lesson

How

and

be shared on Smart-board: By the end of this

whole, using

Are

Listening

answer

to

the parts to the

have

in work books

Ss and T discuss the story (Questioning,

Marking Ss work

Ss provide feedback on

compete

Responding). T to model and records a

the relationship of

Can

Formative:

Learning intentions and learning outcomes to

and 2 Ss at a time

for half -

(Listening and Reflecting) T and Ss to reflect

ASSESSMENT
STRATEGIES

observing to the

whole shape and

pictures and the

SUMMARISE/ REVIEW

Whole class: T to discuss fraction notation of

halves

Recording two

EXPLORE

you

know?

Continuing

with

of a whole and using the

Consider Was the

fraction notation

learning intention
met? If not, continue
the exploration in the
next lesson

MATHEMATICAL
FOCUS

LAUNCH

INTRODUCE

Race to 20

Whole class: Ss view the youtube clip story

Ss and T discuss findings,

Give me Half! again (Observing, Listening

and use examples from

Ss in groups use a

of a whole shape and recording two equal

and Viewing)

whole class activity with

dice and paper for

parts of a shape. T to explain that the focus

Ss and T discuss the story once more

Ss to explore and review.

scoring. Ss take turn

Recording two
equal parts of
whole shape and
the relationship of
the parts to the
whole, using
pictures and the
fraction notation

SUMMARISE/ REVIEW

and discuss previous learning of halves, parts

Lesson 4
1 hour

EXPLORE

(Listening and Reflecting) T and Ss to reflect

will continue from the previous lesson

(Questioning, Responding). T and Ss model

Learning intentions and learning outcomes to

and records a reason for why it is a half i.e.

Ss provide feedback on

the

be shared on Smart-board: By the end of this

The circle is cut in half. It has 2 equal parts.

what

paper. Each S has a

lesson, you should be able to recognise and

In pairs, students to locate halves around the

disliked, found challenging

turn, the next time

record two equal parts of a whole shape

classroom. E.g. Ss will prompted to look at

and

Recap new language to use: about a half,

circular and rectangle shapes i.e. window and

(Reflecting)

more than a half, and less than a half to

whiteboard. (Locating information)

to roll the die and write

their

score

on

they roll they add the

number

from

the

previous roll. First to

describe parts

20 wins.

Ss to use a recording sheet on the iPad. Ss

take turns recording and locating. Prompted to

for half -

use language.

they

ASSESSMENT
STRATEGIES
Formative

Students

Share the next lesson with

Ss Covering all learning
from the past week

talk

about

halves

when

locating

these around the

enjoyed,
interesting

Observe

classroom
Summative

Marking ss work
from

pair

task.

Pay attention to
the language and
their findings.

Ss to then present their findings to the class

Consider Was the
learning

intention

met? If not, continue

the exploration in the
MATHEMATICAL
FOCUS

LAUNCH

INTRODUCE

EXPLORE

SUMMARISE/ REVIEW

next lesson
ASSESSMENT
STRATEGIES

Bingo!
Lesson 5

and discuss previous learning of halves, parts

1 hour
Recap

(Listening and Reflecting) T and Ss to reflect

and

Whole class: Ss to view Whos got the

Ss to stand in two circles

Summative :

biggest half video. T to pause at appropriate

and discuss findings with a

evidence
notes

Ss will have a table

of a whole shape and recording two equal

moments to ask Ss questions (Observing,

partern across from them.

filled with 5 various

parts of a shape. T to explain that the focus

Listening, Viewing and Responding)

T to tell Ss to move after

addition

will look at all lessons

T to explain that Ss will complete a task that

10

Learning intentions and learning outcomes to

has 3 steps- Step 1: Ss to fold Paper in half

continue discussing.

and

secods,

and

they

Photographic
in

folding exercise

Summarising

subtraction

previous learning

(0-20). T is to call out

of half being one

be shared on Smart-board: By the end of this

(To show 2 equal parts) Step 2: Ss to write

numbers, ss are to

on each part the fraction notation of - Step

Ss provide feedback on

equal part of a

lesson, you should be able to recognise one

grasp

work out the answers

whole

and

half, equal parts and how to record two equal

3: Ss to write why it is a half - written work in

what

concepts

on their table. First S

two

books. Ss to leave a space, as they will take a

disliked, found challenging

recording

parts of a whole shape

to call BINGO when all

Recap the new language to use: about a half,

photo of their paper and it will be placed into

and

of

tiles are covered wins.

their book

(Reflecting)

T to encourage Ss to use the visuals and work

Share the next lesson with

around the room to assist thinking

Ss only if more work is

equal

parts

whole

shape

using the fraction

problems

more than a half, and less than a half to

describe parts

notation of

and
paper

Follow up with Ss
if they did not

needed..

they

enjoyed,
interesting

the

Consider Was the

learning intention met
over this series of
lessons?
continue

If

not,
the

exploration in the next

lesson

Key Question:
(Sharing ideas)
Can

have

bigger half than

you?
Are the parts all
equal?

How

do

you know?