Amy Herbert - S00147098 - EDMA310 Assessment Task 3

PART A: Literature review

Fractions are a crucial part of middle years mathematics, as it underpins the development of proportional

reasoning, which is important for mathematics understanding in classroom and every day contexts (Clarke &

Roche, 2009). Evidently, fractions are a topic, which teachers find difficult to understand and teach and many

students find difficult to learn (Clarke & Roche, 2009, p. 127). To construct rich understanding and learning in the

content area of fractions, it is critical that key ideas are presented, student knowledge and strategies are examined

and any misconceptions immediately addressed (Sharp, 2004). This can be achieved through the implementation

of effective teaching strategies, pedagogies and assessment (Reys, et al, 2012).

Kieren (1988) identifies the part whole construct as the relationship between a number of parts and the whole from

which it derives. Students conception of this relationship helps them to identify and compare fractions; however,

students find great difficulty in seeing the relationship between the two parts at the same time (Watanabe, 2002;

Chinnappan, 2005). This misconception arises when students do not recognise that the whole is divided into

fractional parts, rather they identify two separate whole numbers (Gould, 2013; Watanabe, 2002; Sharp, 2004).

Sharp (2004) and Behr & Bright (1984), label this the whole number dominance strategy, where beginning fraction

users perceive and work out fraction problems through the lens of whole number properties. This is due to the

heavy whole number focus in their mathematics learning up to year three and all informal fractional experiences in

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their childhood (Sharp, 2004; Victorian Curriculum and Assessment Authority, 2016).

Employing the whole number dominance strategy also causes difficulties when trying to solve equivalence tasks

(Sharp, 2004). Students have pre-existing knowledge that whole numbers get larger as they count on. However,

when dealing with fractions, as the denominators get larger the equal size pieces get smaller and this can cause

significant difficulties in understanding equivalence (Sharp, 2004; Kerslake, 1986; Behr & Bright, 1984). These

misunderstandings may have also arisen from an excessive reliance on symbolic representations when problem

solving and students need to develop conceptual understanding through the use of representations and models,

which demonstrate the part whole relationship (Clarke & Roche, 2010; Beyranevand, 2014).

Kieran (1988) identifies fractions as measures, as a construct with important implications on student learning and

interpretation of fractional concepts (Clarke & Roche, 2009). During tasks, the use of measures guide students to

identify points on a number line and assist with the learning of equivalence, partitioning and iterating, which are

critical understandings students need to develop (Kieran 1988; Wong; 2013; Gould, 2013). However,

misconceptions can arise when students working out and thinking is reliant on the whole number dominance

strategy, as students may perceive 2/3 as two whole numbers and place the fraction between 2 and 3 (Wong,

2013). To address this it is critical that students thinking and ways of working are challenged and extended through

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a range of effective teaching strategies and pedagogies (Sharp, 2004).

It is critical that misconceptions and conceptions are considered when utilising a range of teaching strategies.

Strategies such as appropriate and differentiated open tasks, which have a variety of ways to solve problems,

serve as a catalyst for fruitful discussion about mathematical concepts for students of all ability levels (Kieran,

1988; Sharp, 2004). These tasks, supported by critical discussions challenge and develop students interpretations,

dispel misconceptions and restructure their conceptual understandings (Clarke & Roche, 2009; Kieran, 1988).

Throughout the unit, the purpose of incorporating these tasks with the assistance of manipulatives,

representations, linear models and paper folding to complete a fraction wall allows for differentiation through

hands on experiences and students are extended from initial material dependence to imagery and eventually to

number properties (Pirie & Kieran, 1994). It also ensures concepts such as equivalence, part whole, partitioning

and iteration are understood and explained using fractional language, which is further developed (Pearn, 2007;

Beyranevand, 2014).

Throughout the unit I have incorporated the linear model with connections to number lines and paper folding as it

is concerned with length rather than area and students have a more robust conceptions of length at their level

(Gould, 2014; Beyranevand, 2014). The Linear model is also effective at representing and contextualising unit

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fractions and students find it easier to partition, compared to a circle (Sharp, 2004). It can be folded allowing for

deeper conception of partitioning and iteration, which work simultaneously to show the relationship between

part/whole, thus being an important concept students must understand (Gould, 2014; Wong, 2014). As children use

these materials, representations and open discussions they are required to defend their solution, which allows their

fractional concepts to become more abstract and complex, whilst extending their ability to proportionally reason,

rationalise and problem solve (Clarke & Roche, 2009, Sharp, 2004; Pearn, 2007).

Assessment

An amalgamation of informal, diagnostic, formative and summative assessments have been included through

observations, interviews and collection of work samples (Reys, et al, 2012). Assessment strategies such as

interviews monitor student progress, accommodate the needs of all learners and provide a way for teachers to

adapt their lessons and strategies in the future (Schoenfeld, 2002). Class discussions allow the teacher to scaffold

and facilitate whilst students connect mathematical concepts through problem solving, reasoning and justification

(Schoenfeld 2002; Suurtamm, Koch & Arden, 2010).

Curriculum

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Students early mathematics experiences have a substantial focus on whole number learning, with minimal

fractional focus, thus creating misconception and adoption of strategies such as the whole number dominance

strategy (Sharp, 2004; VCAA, 2016). The issue is not whether there are misconceptions, but rather whether they

are adequately addressed, dispelled and correct knowledge is constructed (Kieren, 1988). However, upon

scrutinising the curriculum, it is evident that students are only exposed to part-whole understandings through area

models in years one and two with no fractional focus in foundation years (VCAA, 2016). The curriculum does not

establish students informal experiences from early childhood and it is evident that students in early years do not

have concept of area, so when using area models to teach fractions it allows for various misconceptions. These

misconceptions can arise from incorrect partitioning of a whole circle, which may not allow for identification of

equal parts, something many students have difficulty with early on (Gould, 2014; Watanabe, 2002; VCAA, 2016).

Although neglected by the Victorian curriculum, linear models and number lines should be the first model students

are exposed to (Gould, 2014; Beyranevand, 2014; Wong, 2013). This is because the linear model shows

relationships between the numerator and denominator, it can be easily partitioned and it can be extended beyond

0 and 1, which helps when identifying and locating mixed number/improper fractions. It also promotes proportional

reasoning, which students need to develop to see correlation between mathematical concepts all throughout their

school years (Watanabe, 2002; Chinnappan, 2005; Beyranevand, 2014).

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Although it is evident throughout the curriculum that fractional concepts are scaffolded, in grade six many learning

experiences are crammed, particularly when exploring operations on the rational numbers; ratios, fractions, rates,

decimals and percentages (Beyranevand, 2014; VCAA, 2016). Students also need greater fractional experiences in

the early and middle years as it underpins the development of proportional reasoning, which is critical for

understanding various mathematical topics such as algebra and probability (Clarke & Roche, 2009). It is critical

that fractional learning is not practiced in isolation, nor confined to the scope and sequence for that particular

year; rather various fractional concepts are interwoven between lessons (Clarke & Roche, 2009; Sharp, 2004)

MATHEMATICS UNIT PLANNER Teacher/Team: Amy Herbert

Topic: Fishing for Fractions Year Level: 3 Term: Two Week: Date: 10/10/2016

Three
Intended Learning Focus

Model and represent multiples of unit fractions up to a whole, using arrays on a number line.

Students model and represent unit fractions for halves, thirds, quarters, fifths and eighths and multiples of these up to one.

Content strand(s):

Number and Algebra

Sub-strand(s):

Fractions and decimals

Level content descriptions:

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Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole (VCMNA136)

Compare and order common unit fractions and locate and represent them on a number line (VCMNA187)

Count by quarters, halves and thirds. Locate and represent these fractions on a number line (VCMNA158)

Proficiency strand(s): Fractional numbers are needed when wholes (ones) are inadequate for a situation.
Understandings Reasoning
Fractions represent a whole/group of objects that is partitioned into equal sized Justify the choice of solution methods.
parts
Treat fractional numbers as numbers (rather than as two
Fractions can be represented in various forms (words, symbols, models with
separate whole numbers) or as operators (e.g. Three-quarters of
particular focus on the linear model)
Unit fractions can be modeled and represented in a variety of forms and their 16) appropriate to the context.

multiples form a whole.

Problem Solving
Fractions can be renamed yet still remain the same quantity/size (equivalence).
Formulate number problems in context, recognising when
fractional numbers are needed.
Represent solutions using materials, equations, diagrams, and
symbols.

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Common misconceptions Key skills to develop and practise Equipment / resources:

Interactive whiteboard
Students do not see the fraction as one individual number but Counting by halves, quarters, thirds and fifths using
(IWB)
made up of two whole numbers (whole number dominance concrete materials (paper strips, fraction walls,
Fraction Fiddle:
strategy). Example: 2/3 is made up of the whole numbers 2 number lines, Cuisenaire rods).
http://splash.abc.net.au/
and 3; therefore, the fraction 2/3 is between 2 and 3 on the Using concrete materials to compare a variety of unit

number line (Wong, 2013). home#!/media/149876

fraction parts and sizes, including equivalent
9/fraction-fiddle-tool
fractions.
When introducing fractions it is critical that it is not seen only
Paper strips
Locating and expressing unit fractions (1/2, 1/4, 1/5,
as a symbol. Misconceptions arise when fractions are
etc) on a number line with the assistance of Fraction walls
depicted as one number above and below the vinculum and
benchmarking. Appendices
not as a part-whole relationship (Beyranevand, 2014; Gould,

2013; Wong, 2013). Represents the unit fractions halves, quarters, thirds Cuisenaire rods

and fifths of the whole and groups of objects.

Mislabeling the number line is a common misconception. This
Communicating, justifying and reasoning strategies,
is due to limited understanding of partitioning or that fractions
outcomes and learning.
are parts of a whole between 0-1 (Mitchell & Horne, 2011) Key vocabulary:

Fractions, part, whole, equivalent, partitioning, halves,

thirds, quarters, fifths, numerator, denominator,

compare, size, number line, amount, larger, smaller,

fraction wall, paper strips, Cuisenaire rods.

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 Amy Herbert - S00147098 - EDMA310 Assessment Task 3

MATHEMATICAL TUNING IN INVESTIGATIONS REFLECTION & ADAPTATIONS ASSESSMENT

FOCUS (The Hook) SESSION MAKING - Enabling prompts STRATEGIES
A task is presented that is Scaffolding strategies to support
(As individuals or co-operative CONNECTIONS This section should include the
relevant to the focus of the students who are having difficulty
What do you want groups) source of data (e.g. work
students to understand lesson; sets the scene/ context An extended opportunity for SESSION making progress on the task. This
samples, individual conferences,
for what students do in the (As a whole class) must include key questions.
and/or be able to do by students to work on a rich, open- test scripts, physical models,
independent individual or co- The whole class shares - Extending prompts
the end of the lesson? ended task. Time for teacher to interviews, self-assessments)
operative group part, e.g., the approaches to the task. The Scaffolding strategies to support
Note that the same focus observe childrens thinking, to and the focus of the assessment
hook may be a problem, an teacher selects students or groups student who make substantial
may be used over several manage task behaviour, rove and as a Students can statement
open-ended question, a game, a to share, poses questions and progress on the task and need to
linked lessons. interact with students, or work (aligns to focus).
picture of artefact, a film or summarise ideas to draw out the advance their thinking further.
with a small group for part of the Note: Sessions need not have
YouTube clip a story, etc. mathematics and assist children This must include changes to the
time. different assessments; one
to make connections. NB. This task and key questions.
strategy may operate for the
may occur at several points whole unit.
during a lesson followed by more
investigation
Session 1 If I wanted to Individually, students Select children to share Enabling prompt Observation of class
Students will demonstrate how use paper folding to their paper strip walls How can we use paper discussion
understand that much half the class is, partition number strips (correct and incorrect). folding to make a half? (Reys, et al, 2012)
fractions are how could I do this? up to tenths to create Explore their folding If you fold it in half
identified by the Have students move their own fraction wall. processes and any again, what fraction do Collection of work
relationship themselves and difficulties/misconceptio you have? samples as diagnostic
between the discuss whole Students pair and ns they had assessment: Collect
whole (denominator) and compare their paper (particularly thirds, Can you show me the students fraction strip
(denominator) fractional part strips paying attention sixths and ninths). numbers that represent walls and observe
and fraction part (numerator). Repeat to similarities and Compare strips to your fraction? What do class discussion to
(numerator). for quarters, thirds differences. identify larger and the numerator and identify what students
Students will and fifths. smaller parts use this denominator mean? already know and can
create paper to introduce Extending prompt do.
strips of unit *Ensure teacher equivalence. Can two fractions be
fractions and models using the same size? (1/2,
begin using fractional language. Are the strips with more 2/4, etc)
fractional parts smaller or larger
language. fractions? How do we

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 Amy Herbert - S00147098 - EDMA310 Assessment Task 3

know?

Session 2 Play Fraction Fiddle on With the assistance of Students share their Enabling Prompt Collection of work
Using already the IWB with students their fraction walls, responses during the What similarities do we samples: collect
made paper strips comparing their paper students are to open task and partners notice between paper number line work
of fractions/wall, strips with the unit complete the number share their colour in strips and number sheets (appendix 1)
students will fraction represented line open task and fraction game (showing lines? and colour in fraction
locate these on the number line. challenge themselves correct and incorrect game board (appendix
fractions on a Press the build by attempting all working to generate What does 0 and 1 2) to see student
number line button to see if questions - Appendix 1. discussion) mean? learning of equivalent
between 0 1. students comparison Why are these fractions, as well as
is correct. Students play Colour in important? ability to identify and
Students will Fractions Appendix 2. (Discuss part/whole) label unit fractions.
begin to Clarke, Roche &
investigate Mitchell, 2008). Extending prompt Interview: selected
equivalent How many fraction can students who are
fractions as same If you roll a 4 and a 6, you find that are having difficulty and
size with a what other fraction equivalent to 1/2, 1/3, interview to identify
different name could you colour in? 2/5, etc? strategies and thinking
and use fractional What do you notice (Reys, et al, 2012).
language. about these fractions? Where would a fraction
like five tenths go, close
to zero, half or 1? Why?
Session 3 Play I have Who Has - I have a chocolate bar Discuss and recap on Enabling prompts Students maths
Students will Appendix 3. and I need to share it ideas presented If we partition this journal of conceptual
explore part/whole with three of my throughout task about number line, how many understanding,

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 Amy Herbert - S00147098 - EDMA310 Assessment Task 3

by partitioning This game requires friends. How could I partitioning and quarters, halves, etc do questions and
linear models students to partition share this chocolate part/whole. Encourage we have? concerns (Reys, et al,
(Cuisenaire rods, the number line to equally amongst us all? the use of fractional 2012).
number lines and identify the fraction What about if the language. Extending prompt
paper strips if and communicate the chocolate amount Which fraction is Collect work samples
necessary). symbolic doubles or triples? bigger? How do you of students open task
representation of the What about sharing know? strategies formative
fraction. between four friends? assessment.
What equal size pieces Are there any other
would give everyone ways to show you are
the most chocolate? sharing half?
(Use materials to work
out as necessary). If you split the
Record strategies used. chocolate in 1/2 or 2/4
(Clarke, Roche & do you receive the
Mitchell, 2008) same amount?

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Session 4 Teacher models my Using one favourite As a class find the most Enabling prompts Observation of class
Students will favourite fraction is fraction from each common favourite How many (halves, discussion about
identify three of on a number line partner, students solve fraction and brainstorm quarters, thirds, fifths, favourite fraction.
their favourite and uses a fraction this open task. Two Everything About [this] etc) does it take to Listen for fractional
fractions and wall on the IWB to friends (favourite Fraction including: make one whole? language through
equivalent identify equivalent fractions i.e. 1/4 & symbols, words, words, symbols,
fractions to these. fractions. 1/3) are swimming in a models, pictures, etc What do we notice pictures, models, etc.
Students will use one-mile race. Using (Downton, et al, 2006). about our favourite
these to complete Students identify the number line, figure fractions? Work samples of
the open task of three of their favourite out who will finish first? students strategies on
iterating and fractions and place Why do you think this Extending prompts the open task.
looking at them on a number might be? Record Using your favourite
multiples to line. Students can use responses and repeat fraction, how many will
complete a whole. the fraction wall on for other favourite be needed to create
the IWB (if needed) to fractions. Can this be one whole?
find an equivalent done without using a
fraction for each of linear model?
their favourite (Visualise) (Kentucky
fractions. Record. Department of
Education Mathematics
Specialists, 2012).
Session 5 Students receive a Complete open task Six Conduct a class Enabling prompt Collection of work
Students will fraction and need to Friends Swimming discussion using talk How many of these samples for
complete the order themselves in a Appendix 5 moves to challenge and fractions make one summative
open task by linear model. Extension: Write your extend students whole? assessment.
iterating and own story problem understanding of
looking at Discuss why students using the number line, concepts explored How do we make one For differentiation:

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 Amy Herbert - S00147098 - EDMA310 Assessment Task 3

multiples to placed themselves fractions, and the Six throughout the week. whole? Conduct an interview
complete a whole. where they did. Friends Swimming Ensure students to probe and challenge
characters. rationalise and justify Extending prompts students thinking and
their thinking to How many times would learning as well as
Differentiation: develop new knowledge we need to iterate your understand what
Complete the basic Six and address any fraction to complete the students know.
Friends Swimming task misconceptions. whole?
Appendix 4.
(Kentucky Department
of Education
Mathematics
Specialists, 2012).

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Appendix 1 Number lines (two pages)

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Kentucky Department of Education Mathematics Specialists, 2012

Appendix 2 Two pages

Colour in fractions

The aim of this game is to roll dice to create fractions up to twelfths. Colour in sections of the fraction wall (fraction strips) below that
correspond to the fractions found after two rolls.

The dice

Die A has sides labelled 1, 2, 2, 3, 3, 4 in one colour; its roll is the numerator.
Die b has sides labelled /2; /3; /4; /6; /8; /12; its roll is the denominator.

Rules of the game

1. Players take turns rolling both dice. Each player will make a fraction. Each row on the wall represents one whole.

2. Each player colours the fraction equivalent on the wall. For example, if a player throws 2 and /4, then he or she can colour

2/4 of one line,

4/8 of one line,
1/4 of one line and 2/8 of another,

Or any other combination equalling 2/4

3. If players are unable to use their turn, they must pass. The first player who is able to colour the entire wall is the winner.

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Clarke, Roche & Mitchell, 2008

Appendix 3 I have Who Has.

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Appendix 4 - Differentiated Six Friends Swimming task Two pages

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Appendix 5 - Six Friends Swimming task three pages

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References

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Behr, M. & Bright, G. (1984). Identifying fractions on number lines. Paper presented at the Annual Meeting of the American Educational Research

Association, New Orleans, LA.

Beyranevand, M. (2014). The Different Representations of Rational Numbers. Mathematics Teaching in the Middle School, 19(6), pp. 382-385

Chinnappan, M. (2005). Childrens mappings of part-whole construct of fractions, Building connections: Theory, research and practice.

Mathematics Education Research Group of Australasia, 1, 241-248.

Clarke, D., Roche, A., Mitchell, A. (2008) 10 Practical tips for making fractions come alive. Mathematics Teaching in the Middle School. 13(7), pp.

378-380.

Clarke, D and Roche, A. (2010). The power of a single game to address a range of important ideas in fraction learning. The Australian Primary

Mathematics Classroom. 15(3) p. 18-24.

Clarke, D. & Roche, A. (2009). Students fraction comparison strategies as a window into robust understanding and possible pointers for instruction. Educational

Studies in Mathematics, 2(1), p.127-138.

Downton, A., Knight, R., Clarke, D., & Lewis, G. (2006). Mathematics assessment for learning: Rich tasks & work samples. Melbourne, Australia:

Mathematics Teaching and Learning Centre, Australian Catholic University.

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Gould, P. (2013). Australias Next Top Fraction Model, Australian Primary Mathematics Classroom, 18(3), pp. 5-12.

Kerslake, D. (1986). Fractions: Children's strategies and errors. A report of the strategies and errors in secondary mathematics project. Windsor,

England: NFRS

Kentucky Department of Education Mathematics Specialists. (2012). Representing Fractions on a number line: Grade 3. Retrieved from:

https://ccgpsmathematicsk-5.wikispaces.com/file/view/Fractions+on+a+Number+Line+Formative+Assessment+Lesson.pdf

Kieren, T. (1988). Personal knowledge of rational numbers. In J. Hiebert & M. Behr (Eds.), Number concepts and operations in the middle grades.

(Vol.2, pp. 162-180). Reston, VA: NCTM Lawrence Erlbaum Associates.

Mitchell, A. & Horne, M. (2011) Measurement matters: Fractions, Number Lines and Length Concepts are related. The Australian Association of

Mathematics Teaching (AAMT) Inc. Fractions: Teaching for Understanding.

Pearn, C. A. (2007). Using Paper Folding, fraction walls, and number lines to develop understanding of fractions for students from years 5-8. pp.

31-36.

Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2012). Helping Children Learn Mathematics (1st

Australian Edition ed.). Milton, Australia John Wiley & Sons Australia.

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Sharp, B. (2004). Childrens Knowledge of Fractions. Proquest Dissertations Publications. Retrieved from:

http://search.proquest.com.ezproxy2.acu.edu.au/docview/305104580

Schoenfeld, A. H. (2002). Making mathematics work for all children: Issues of standards, testing, and equity. Educational Researcher, 31(1), pp. 3-

15.

Suurtamm, C., Koch, M., & Arden, A. (2010). Teachers assessment practices in mathematics: classrooms in the context of reform. Assessment in

Education: Principles, Policy & Practice, 17(4), pp. 399-417, DOI: 10.1080/0969594X.2010.497469

Victorian Curriculum and Assessment Authority (VCAA). (2016). Mathematics .Retrieved from:

http://victoriancurriculum.vcaa.vic.edu.au/mathematics/introduction/scope-and-sequence

Watanabe, T. (2002). Representations in teaching and learning fractions. Teaching Children Mathematics, 8(8), p.457-455).

Wong, M. (2013) Locating Fractions on a number line. Australian Primary Mathematics Classroom, 18(4), pp. 22

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