EDMA310 Mathematics unit planner Heribert Herrera · Heribert Herrera s00129248 Decimal Fraction...

Heribert Herrera s00129248 Decimal Fraction Unit Planner EDMA310

EDMA310 Mathematics unit planner Heribert Herrera

Unit Overview

Unit title: Swimming Decimals Content maths area: Decimals fraction Grade/year level: Year 5 Level 5 Learning Focus (ideas extrapolated from AusVELS): Number and Algebra, Fraction and decimals, Elaboration: Compare, order and represent decimals and locate decimal on number line. Rationale: During first sessions teacher will use the times from a swimming and running event to introduce decimals fractions, Grade 5 students will learn how to compare, order and represent decimals as documented by (AusVELS, 2014). Using Way & Bobis, (2011) suggests using number lines, to teach decimal notations to students and it provides a deeper engagement but also students see the density decimal fractions (p.108), scaffolding sessions in logical sequences and using a number of activities and strategies to support and teach students, this will done by focusing on three modes tier representation word, symbol and picture as suggested by (D'Ambrosio & Kastberg, 2012, p. 560). Assumed prior knowledge of students: Students are required to have prior knowledge and “understanding of whole number, place value and fraction but also multiplicative thinking is an essential for students to make sense of decimals” suggested by, (Wright, 2004, p. 558). Students should have the language, visual and symbols knowledge of decimals. Thought the use open-ended questions, instructional strategies, modelling, correct use of fractional terminology and graphic organisers to help students fully appreciate decimals density.

Heribert Herrera s00129248 Decimal Fraction Unit Planner EDMA310 Grouping strategies to support learning: pairs and individual and groups: Through out this decimal unit, students will work individually, in pairs and groups. As describe by Woolfolk & Margetts (2010) that social interaction as adapted from Vygotsky theory that social interaction is important for learning because higher mental functions such as reasoning, comprehension, and critical thinking happens, (p. 365), during group or pair discussion I want students to justify and develop appropriate reasoning about how they came to that conclusion. Developing flexible grouping allows students to collaborate on tasks challenges their thinking, while developing new mathematical knowledge (Van, Karp, & Bay-Williams, 2013, p.67). Overview of assessment: Using anecdotal records notes will assist the teacher to diagnose any misconceptions that student’s might have and the student progression from session to session is going. This works with formative assessment approach as discussed by Van, Karp, & Bay-Williams (2013) that formative assessment allows teacher evaluate and monitor the students progression through anecdotal notes (p.67), this will assist the teacher see which individual students is understanding the content and which students is struggling. As described by Van, Karp & Bay-Williams (2013) having journal entry diary engages students to reflect on their thinking and idea it helps them self-evaluate themselves, what strengths and weaknesses they might have (p.84).

References: AusVELS. (2014). Victorian Curriculum and Assessment Authority. Retrieved from http://ausvels.vcaa.vic.edu.au/ D'Ambrosio, B., & Kastberg, S. E. (2012). Building Understanding of Decimal Fractions. Teaching Children Mathematics, 18(9), 558-564. Retrieved from

http://www.jstor.org/stable/10.5951/teacchilmath.18.9.0558 Downton, A., Knight, R., Clarke, D., Lewis, G., & Australian Catholic University. (2013). Mathematics assessment for learning: Rich tasks and work samples. Melbourne:

Mathematics Teaching and Learning Research Centre. Van W., Karp, K., & Bay-Williams, J. M. (2013). Elementary and middle school mathematics: Teaching developmentally (8th ed.). Boston: Pearson. Way, J., & Bobis, J. (2011). Fractions: Teaching for understanding. Adelaide: Australian Association of Mathematics Teachers. Wright, V. (2004). Decimal Getting the Point, 558-607 Retrieved from http://leo.acu.edu.au/mod/folder/view.php?id=780164 Woolfolk, A. W., & Margetts, K. (2010). Educational psychology (2nd Ed.). Frenchs Forest, N.S.W: Pearson.


MATHEMATICS UNIT PLANNER Topic: Decimal Year Level: 5 Term: 4 Week: 1-3 Date: 6/10/14

Key mathematical understandings (2-4 understandings only; written as statements believed to be true about

the mathematical idea/topic):

• Use their prior knowledge of fraction, rational number,

and place value to understand decimal numbers. (Equivalence)

• Students understand how to order, compare and

represent decimals using variety materials.

• Students understand how represent a decimal

through picture, name and symbols, to understand the

destiny decimal fractions.

• Diagnose any student misconception and help

alleviate by explicitly explain these misconception

through use appropriate concrete materials and

language.

Key AusVELS Focus / Standard (taken directly from AusVELS documents): Content strand(s): Number and Algebra Measurement and Geometry Statistics and Probability

Sub-strand(s): Fraction and Decimals

Level descriptions: Level 5

• Compare, order and represent decimals (ACMNA105)

Elaborations:

• Locating decimal on number lines

Proficiency strand(s): Understanding Fluency Problem Solving Reasoning

Year 5

• Understanding includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering

fractions and decimals and representing them in various ways, describing transformations and identifying line and rotational symmetry

• Reasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals, interpreting

results of chance experiments, posing appropriate questions for data investigations and interpreting data sets

Possible misconceptions (list of misconceptions related to the mathematical

idea/topic that students might develop):

• Longer is larger (select the number with more digits as largest) (e.g. 0.375 is greater than 0.97).

• Shorter is larger (digit far to right represent very small

number) (e.g. 0.4 as larger then 0.97) because tenth is larger

then hundredths.

• Internal zero (zero confuses them, e.g. 0.58 as less then

Key skills to develop and practise (including strategies, ways of working

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

• Modelling the correct language terminology, using fractional language (e.g. 2 and 75 hundredths). Seeing the students

learn how spell and say the tenths, hundredths and

thousandths words.

• Teacher diagnoses misconceptions and explicitly helping them through modelling and representation of materials to

Key equipment / resources: ADD ANY RESOURCES AFTER THE SESSIONS:

• Play-Dough, place value, number lines, graphic organiser, IWB,

Sheppard software online site, deci-pipes, Sheppard software site http://www.sheppardsoftware.com/

• Decimal fraction cards

• Fraction cards for (equivalence), pegs, string, graphic organiser, number


0.078 thinking zero has no impact).

• Less than zero (students compare 0.36 to 0 they choose as

larger) Due to them thinking 0 has value in ones column. 0 is

on left of the point.

• Reciprocal thinking: Teacher ask to compare (e.g. 0.4 and 0.6) some incorrectly select 0.4 they connect fraction ¼ is

bigger chocolate piece then 1/6, so ¼ is 0.4 is larger.

• Equinity: (Students don’t integer, that is when they don’t see that 4tenths equals to 40hundreths or 400tousandths) they

think that 0.4 in the group above is not close to 0.375 and/or

that 0.3 is smaller than 0.30.

(Van, Karp, & Bay-Williams, 2013, p. 347).

break their misconception ideas.

• Using a variety concrete material to represent decimal

fractions, so students can learn how to use them and see

how tenths, hundredths and thousandths look like by using

different representations materials. (Picture, name and symbols)

• By using number lines to help students see pass all

misconceptions and see density of decimal, that 0.83 is not larger than 0.8 and that between 0.2 and 0.4 there many

decimal numbers.

• Explicitly present and model using picture, name and symbols, so students can connect all three together, be able

write 2 and 75 hundredths, represent with deci-pipes and

write the number.

expanders, number slides

• Khan academy https://www.khanacademy.org/

• Math is fun http://www.mathsisfun.com/index.htm

• I pad’s

• Computer or Laptops

• Larger paper

• Math Journals

Key probing questions (focus questions that will be used to develop

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

questions): • Write decimal numbers comes between 0.14 and 0.18?

• Can you please order this decimal numbers on number line provided from smallest to largest? (0.5, 1.7, 0.55, 2.75, 1.70,

2, 0.00902, 0.10)

• I am thinking of some decimal numbers between 1 and 2. What might they be? Give me 10 answers.

• Which decimal number is larger 0.8 or 0.25?

• Which decimal is smaller 0.025 or 0.0250?

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

literature, etc.):

• Numeracy: Decimal notation prepares them for proportional reasoning

• Literacy: comprehend text, navigate, read and view learning

area texts and interpret and analyse learning area texts. Understanding learning area vocabulary.

Key vocabulary:

• Hundredths, thousandths, tenths, ten-hundredths, decimal point (.),

equivalences, comparing, benchmarking, decimats, decipipes, density,

whole number thinking, rational numbers, ragged numbers, zero, ordering, comparing, interpreting, representing, between, larger, smaller,

number lines, pictures, symbols, and name, locating, multiplicative

thinking, understanding, patterns, division, equals and reasoning.


Lear

ning s

trateg

ies/

skills

Analysing Checking

Classifying Co-operating

Considering options Designing

Elaborating

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

Reading

Recognising bias Reflecting Reporting

Responding Restating Revising

Seeing patterns

Selecting information Self-assessing Sharing ideas Summarising Synthesising

Testing Viewing

Visually representing Working independently Working to a timetable

MATHEMATICAL FOCUS

(What you want the children to

come to understand as a result of this lesson – short, succinct

statement)

‘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)

‘INVESTIGATIONS SESSION’ (INDEPENDENT LEARNING)

(Extended opportunity for students to work in pairs, small groups or individually. Time for

teacher to probe children’s thinking or work with a small group for part of the time and to also

conduct roving conferences)

‘REFLECTION & MAKING CONNECTIONS SESSION’

(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.)

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)

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)

Session 1 • We are learning to

understand the tenths and hundredths decimal number through our prior knowledge of fractions.

See Appendix 1 for resources and video links.

Time 10 mins Play the YouTube Video of Michael Phelps 100 meter freestyle win at London 2012 Olympics. https://www.youtube.com/watch?v=X7bj_LUIY7Y Forward the video till 3.16 time when race starts, till they show the swimmers times. Place on IWB place value chart with the extension columns for the decimal to the right. Focus Questions: Which columns would you place Michael Phelps time? Why would you place it there? Explain your reasoning? Teacher Observing: Which students have good solid grasp and which students don’t have any knowledge about decimal domain?

Time 15 mins Using the split times that we saw in YouTube video (0.23 and 0.24). Teacher places students into pair. Using number line worksheet, the number line has the following number marked on it: 0---0.5---1. Students are ask to place the two split times on number line. Why have you placed them there? What is your reasoning for placing the number there? Can you write the number in words using appropriate decimal language? Did you partner have another idea about placing them in different spot on number line?

Brainstorm: Time 12 mins

Students come back to the floor and sit in circle, bring their number line sheet as well. With a masking tap, create a big number line and pop up on IWB decimal value mat with decimal point, tenths, and hundredths columns. Ask a few pairs to show the class where they would place the (0.23 and 0.24) on number line. Why did you place the decimal number on that spot on number line? What your argument behind it? How would you write that in words on IWB and where would place on decimal value mat. Teacher Observing: Are students using the appropriate fractional language? Can some students interpret the decimal with words and symbols smoothly?

Enabling prompt: Time: 20 mins

http://www.mathsisfun.com/numbers/number-line-zoom.html Math is Fun Using the interactive number line on IWB. The aim of prompting mini sessions is to teach them to understand that 0.2 is bigger the 0.23, break misconception about longer is larger and shorter is larger. Extending prompt: Students work on ordering 10 different decimal numbers on number line from smallest to largest and then are asked to write the 10 more decimal that fall with this number line.

Teacher starts to write anecdotal records notes for individual students using poster notes; these notes record will assist the teacher to see the progress of students over the sessions. (Wing Jan, 2009, p 83). See Appendix 6 Teacher collect pairs works and adaptions mini sessions work, to help evaluate the child work and if they understood the key mathematical learning intention. Did they struggle with it and how can the teacher scaffold appropriate activities to help them develop decimal density knowledge. During this decimal unit, students will be using journal to keep all their work and write mini reflection what they have learnt so far and what they’re having difficulties with. Teacher will use this when writing reports and assessing the students’ progress.



understand the tenths and hundredths decimal number through our prior knowledge of fractions.

See Appendix 2 resources:

TUNING IN’ (WHOLE CLASS FOCUS)

Time 10 mins Spider Diagram: LIT RESOURCE On IWB post up spider diagram with word Decimals numbers in middle. Teacher and students discussion Focus Questions: What did you learn about decimal in first sessions? How would you say the following numbers 0.20, 0.10, 0.123, 0.234? How would you write these numbers? What prior knowledge do you have to have to understanding decimals number? Developing fractional language and decimal language.

‘INVESTIGATIONS SESSION’ (INDEPENDENT LEARNING)

Time 15 mins Think Board Chart

On their tables there will be 10 different decimal to pick from: They pick a decimal that they feel comfortable discussing about. Use the Think board graph. They can interpret and represent a decimal number in pictures, symbols, words and use concrete materials. (Provide the students with a variety of materials to use during this sessions.

REFLECTION & MAKING CONNECTIONS SESSION’ (WHOLE CLASS FOCUS) Discussion: Brainstorm

Time 10 mins Students come back to the floor and sit in circle, bring their think board sheets with them. During independent learning, teacher observes which students are building decimal knowledge. Teacher asks them to share their ideas in front of the class maximum 4 students to present. Focus questions What materials did you use to represent your decimal? How would you say that decimal orally? How would you write decimal symbolically?

ADAPTATIONS Time: 20 mins Enabling prompt Struggling students, teacher use place value mat with decimal point and tenths and hundreds columns to help see how decimal number differ from whole number such as place value numbers. Extending prompt Get the students to use non-proportional materials to model tenths and hundredths on a place and decimal value mat. See Appendix 2

Teacher continues to write anecdotal records notes for individual students using poster notes; these notes record will assist the teacher to see the progress of students over the sessions. (Wing Jan, 2009, p 83). See Appendix 6 Teacher collects all students think board graphs and evaluates their progress so far in unit, observing what they getting and what they still struggling with? During this decimal unit, students will be using journal to keep all their work and write mini reflection what they have learnt so far and what they’re having difficulties with. Teacher will use this when writing reports and assessing the students’ progress.


extend and understand the hundredths and thousandths decimal column.

See Appendix 3 for resources and video links.


Time 10 mins Play the Usian Bolt Wins Olympic 100m Gold London Olympic YouTube: https://www.youtube.com/watch?v=2O7K-8G2nwU I will divide them into groups of 3 (mixed ability groups) and they need work out the splits between the times so example first time was 9.63 to second: 9.73 that would be difference of 0.10. These split times will help assist them for the next

INVESTIGATIONS SESSION’ (INDEPENDENT LEARNING)

Time 15 mins Using these split times, they work out within their groups, where to place the split times on number line chart that teacher will provide. See Appendix 3 for resources and video links. Teacher asks groups to come up with 10 different thousandths decimal number, and place them between the different times, and justify their placement with reasoning using

REFLECTION & MAKING CONNECTIONS SESSION’ (WHOLE CLASS FOCUS)

Time 10 mins Bring back the students to the floor make circle. Each group get 2mins to discussion their number line, students provide cool and warm feedback about their number line. Teacher observes the students using the correct fractional language and explicitly explaining their strategy to place the split times on a particular

ADAPTATIONS Time: 20 mins - Enabling prompt http://www.sheppardsoftware.com/mathgames/decimals/DecimalModels10.htm Using the Sheppard software website teacher will use their decimal tenths and hundredths games to help build the students decimal knowledge looking at how it’s represented in symbols and MAB blocks. - Extending prompt Students work on developing

Teacher continues to write anecdotal records notes for individual students using poster notes; these notes record will assist the teacher to see the progress of students over the sessions. (Wing Jan, 2009, p 83). See Appendix 6 Teacher collects the group’s work and mini adaptions session work from the students. Check to see which lower struggling students are starting to build understanding of decimal and which students are still struggling with decimal notation. During this decimal unit, students will be using journal to keep all their work and write mini reflection what they have learnt so far and what they’re having difficulties with.


task.

materials to help them with reasoning. (Provide the students with a variety of materials to use during this sessions.

point on the line. thousandths knowledge, using number line, to write at least 20 different thousandths decimal number in order from smallest to largest.

Teacher will use this when writing reports and assessing the students’ progress.


order and compare and represent tenths and hundredths and thousandths decimal numbers.

(See appendix 2)


Time 10 mins http://www.sheppardsoftware.com/mathgames/decimals/CompareDecimals.htm Students in pairs play the decimal compare game online, while playing this game, they need write in there math journals their strategy for working out which one is bigger, smaller or equivalent.


Time 15 mins In pairs (mixed ability pairs) students create a 6 different decimal number for their partner, they need to compare them and orders them, write the decimals in words e.g. (0.1 tenths, 0.01 hundredths, 0.001 thousandths) and use any materials available to create representations for two decimal. Teacher wants the higher students to help those students who struggling with decimal notations.

‘REFLECTION & MAKING CONNECTIONS SESSION’ (WHOLE CLASS FOCUS)

Time 10 mins Teacher asks four students to share their partner’s decimals and their strategies to work out their partner’s decimal numbers. How did you know that the decimal was larger or smaller? Did you visually create image in your mind? What was it? How do you write the decimal in words? Can you represent one of the decimal number your partner gave you with deci-pipes?

ADAPTATIONS Time: 20 mins Enabling prompt: Using place value chart (See appendix 2) Teacher uses MAB blocks to compare decimal and order decimals. This adaptions is focused on particular (EAL) students, so they can visually see and use concrete material to understand decimal density. Extending prompt: Students will play Decimats game (Roche, 2010, p. 5). Students will be provided with instruction sheets and decimats and dices.

Teacher continues to write anecdotal records notes for individual students using poster notes; these notes record will assist the teacher to see the progress of students over the sessions. (Wing Jan, 2009, p 83). See Appendix 6 Teacher collects the pair’s worksheet, the student’s decimats score sheets. Teacher to look over and see if the struggling students are starting to get solid understanding of decimal notations and starting to develop their fractional language. With the higher students are they extending themselves by thinking multiplicative and having sound reasoning for their work? During this decimal unit, students will be using journal to keep all their work and write mini reflection what they have learnt so far and what they’re having difficulties with. Teacher will use this when writing reports and assessing the students’ progress.



order and compare and represent tenths and hundredths and thousandths decimal numbers

• During PE class I will ask teacher to time the students running over 50metres and 100metres and record onto time sheet.

See Appendix 5 Decimal Match cards


Time 10 mins Teacher creates an Excel sheet with all students’ times. Teacher explain again that they need to find split times between each person running time for both runs (50m and 100m). Teacher models what they will do in the investigation session.


Time 15 mins Teacher pops up on IWB example of Tim’s time: 15.43 and John time: 14.56 times what’s the difference? You need to represent split times using deci pipes and other concrete materials? You are to order the splits on a number line? You are to compare the splits? Smallest to largest. And write up your strategy in words? Teacher to provide larger poster paper for this sessions.

REFLECTION & MAKING CONNECTIONS SESSION’ (WHOLE CLASS FOCUS)

Time 10 mins Students to bring there number line poster and strategy examples to the floor. Prompt the students about number line why did you place that split in there? Reasoning behind it? Teacher prompts the students with incorrect examples of comparing number and number line, are these examples correct? Explain your answers please?

ADAPTATIONS Time: 20 mins - Enabling prompt Students to compare their poster with each other’s, and discussion what they did to order and compare the split times. - Extending prompt Decimal card match (Downton, 2014). Students are to play in pairs and work out which decimal goes with which word, symbol and picture to help them see the connection between all three domains. Students are to write out their mental thinking in their decimal journal.

Teacher continues to write anecdotal records notes for individual students using poster notes; these notes record will assist the teacher to see the progress of students over the sessions. (Wing Jan, 2009, p 83). See Appendix 6 Teacher collects the poster number lines, the student’s decimal match card notes. Teacher to look over the work and see which students are still struggling and which students who were struggling are not anymore and how to help them to continue to build on their new found decimal knowledge. Throughout the decimal unit sessions, teacher will to create display wall with students decimal work, this wall will help student’s that struggling see the higher students work and help understand decimal fractions. During this decimal unit, students will be using journal to keep all their work and write mini reflection what they have learnt so far and what they’re having difficulties with. Teacher will use this when writing reports and assessing the students’ progress.


References List for Sessions:

BBC. (2014). Retrieved from http://www.bbc.co.uk/staticarchive/6a475f7256eeb218cbe7f7d37ab9152b3839f90a.gif

Downton, A. (2014). Tutorial 8, Exploring Decimal Fractions. Retrieved from http://leo.acu.edu.au/course/view.php?id=13132

Falcon Hill School resources. (2014). Retrieved from http://www.mpsaz.org/falconhill/staff/kaczekanski/math_tutorials_and_websites/images/decimal_pv_chart_pic.png

London Olympic Broadcasting Organisation. (2012). Usain Bolt Wins Olympic 100m Gold - London 2012 Olympics [Video file]. Retrieved from https://www.youtube.com/watch?v=2O7K-8G2nwU

London Olympic Broadcasting Organisations. (2012). Michael Phelps Wins Gold - Men's 100m Butterfly Full Event | London 2012 Olympics [Video file]. Retrieved from

https://www.youtube.com/watch?v=X7bj_LUIY7Y

Math is Fun. (2014). Zoomable Number Line [Video file]. Retrieved from http://www.mathsisfun.com/numbers/number-line-zoom.html

Think Board. (2014). Top Notch Teaching. Retrieved from http://topnotchteaching.com/wp-content/uploads/2012/04/Number-sense-activities1.png Roche, A. (2010). Decimats: Helping students To Make Sense of Decimal Place Value. Australian Primary Mathematics Classroom, 15 (2), p, 4-11. Retrieved from

http://leo.acu.edu.au/course/view.php?id=13132 Wing, J. L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Vic: Oxford University Press.

Appendix: Session 1 Appendix 1 Number line. (1—2—3—4—5) Number cards: (0.5, 0, .10, 0.10, 1.70, 1.7, 0.0233, 0.24, 0.455, 4.5) Play the YouTube Video of Michael Phelps 100 meter freestyle win at London 2012 Olympics. https://www.youtube.com/watch?v=X7bj_LUIY7Y Math is Fun: http://www.mathsisfun.com/numbers/number-line-zoom.html Session 2 Appendix 2


Retrieved on16/10/14 from: http://topnotchteaching.com/wp-content/uploads/2012/04/Number-sense-activities1.png

Retrieved on16/10/14 from: http://www.mpsaz.org/falconhill/staff/kaczekanski/math_tutorials_and_websites/images/decimal_pv_chart_pic.png Session 3 Appendix 3 Play the Usian Bolt Wins Olympic 100m Gold London Olympic YouTube: https://www.youtube.com/watch?v=2O7K-8G2nwU


Retrieved on16/10/14 from: http://www.bbc.co.uk/staticarchive/6a475f7256eeb218cbe7f7d37ab9152b3839f90a.gif Sessions 4 Appendix 4

Roche, A. (2010). Decimats: Helping students To Make Sense of Decimal Place Value. Australian Primary Mathematics Classroom, 15 (2), p, 4-11. Retrieved from

http://leo.acu.edu.au/course/view.php?id=13132

Heribert Herrera s00129248 Decimal Fraction Unit Planner EDMA310 Session 5 Appendix 5

An Adapted version by Heribert Herrera (Ann Downton, 2014) Tutorial 8: Exploring decimal fraction. Table 5.5(p.83) p Appendix 6:

Sample Anecdotal record notes: Name: Tim Year 5 DATE Stage Topic: Decimal Comments 10th Oct 2014 Introduction to decimal Decimal Not able to use prior knowledge of

fraction to interpret decimals. 28th Oct 2014 An Adapted version by Heribert Herrera (Wing Jan, L. (2009). Chapter 5: Assessment procedures and record keeping. Table 5.5(p.83) p 83).

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