Professional Documents
Culture Documents
Standard/s
Level 5- Students are working
towards level 6 standards.
Level 5
Students order decimals and
unit fractions.
Childrens Prior Learning (what do the children already know/what have they covered?)
- Previous lessons, identifying what fractions are bigger/smaller than others with the help of an anchor
chart/number line.
-The students will bring with them knowledge about fractions learnt from level 4 of the Victorian
Curriculum: Mathematics. Numbers & Algebra, Sub-strand: Fractions and Decimals.
Teaching Skill Development (What do you want to develop as a teacher?)
-For the students to work in groups effectively, by communicating each others point of view and coming to
a conclusion to get the correct answer as a group collectively.
-To show the knowledge gained in previous lessons to identify the correct ordering of the dominoes.
Lesson Planner
Session Structure
Lesson Phase
Orientation /Introduction
How best to motivate and
explain the importance of
this lesson? This should be
for about 5 minutes with
links to prior learning or
experiences.
10 mins
Teaching strategy/Learning
Activities
What will support the
students to learn the
concepts you are trying to
teach and to reach the
learning outcomes? How
will you cater for a diversity
of learning needs?
25 mins
-Once students are broken into groups of 3, one student from each group
will randomly select 7 dominoes out of the double-nine domino set
(contains 55 dominoes altogether).
-In their group of 3, students will place their dominoes on the table and sort
the dominoes so that the larger number in each domino becomes the
denominator (to avoid any confusion with fractions such as 9/6 etc).
-Once scattered on the table, one student in each group will briefly jot down
of key points being said by other group members so that they can share
these with the class at the completion of the task, as well as having their
own input into the task.
-Students in their groups will continue to discuss and order their dominoes
accordingly in ascending order (arranged from smallest to largest). They
will be allowed to use scrap paper to draw up the fractions to help them
with figuring out what order to put the dominoes in.
-Once the groups have come to a conclusion and ordered the dominoes in
the correct order, they will individually note and draw these into their
mathematics books to further enhance their understanding of ordering
fractions.
PLAN B-If the groups are struggling with ordering the fractions effectively, they can
use their fraction number line chart that was created in the previous lesson
as a reference point to aid them in the right direction.
Lesson Planner
Conclusion /Closure
How will you capture the
main ideas of the lesson?
Recap/revision etc.
10 mins
-Bring all the class together and get each group to explain the order that
they put their dominoes in to the whole class.
-When explaining these, ensure that all group members have input to the
reasoning behind putting these in the order they have
-The person in the group jotting down key points made during the ordering
phase will share these with the class to help identify key language used to
determine the order they put the domino fractions in.
Assessment Strategies
-Ordering the dominoes correctly.
What are the assessment
strategies used throughout
this lesson? These should be
closely aligned to your
lesson aims. How you will
you record student learning
outcomes?
Lesson Planner