Beruflich Dokumente
Kultur Dokumente
MINI
UNIT
ASSIGNMENT
Grade
6
Mathematics
(Fractions-
Mixed
Numbers
and
Improper
Fractions)
Mikayla
Kwan
November
9,
2015
Table
of
Contents
Curriculum
and
Instruction
............................................................................................................................
3
Rationale
................................................................................................................................................................
3
Lesson
Overview
................................................................................................................................................
3
Teaching
Strategies
...........................................................................................................................................
5
Classroom
Climate
and
Student
Engagement
..................................................................................................
6
Teaching
Resources
Rationale
...........................................................................................................................
7
Lesson
Plan
1
..........................................................................................................................................................
9
Lesson
Plan
2
........................................................................................................................................................
13
Lesson
Plan
3
........................................................................................................................................................
17
Evaluation
and
Assessment
.........................................................................................................................
20
Rationales
.............................................................................................................................................................
20
Performance
Task
.................................................................................................................................................
26
Handout
............................................................................................................................................................
27
Rubric
...............................................................................................................................................................
29
Communications
Technology
.......................................................................................................................
30
Rationale
..............................................................................................................................................................
30
Education
Psychology
..................................................................................................................................
32
Rationale
..............................................................................................................................................................
32
Rationale
Lesson
Overview
Overarching
Question:
Approach
to
Lessons
Math
Passport.
Please
see
the
Student
Engagement
rationale
for
more
on
the
Math
Passport.
The
second
lesson
applies
the
students
knowledge
of
mixed
numbers
and
improper
fractions
and
how
they
relate
to
each
other.
The
objective
of
this
lesson
is
for
the
students
to
develop
skills
to
convert
improper
fractions
and
mixed
numbers
concretely
(without
pictures
or
manipulatives).
The
introduction
of
the
lesson
is
engaging
and
will
cement
the
students
understanding
on
how
mixed
numbers
and
improper
fractions
can
represent
the
same
thing.
This
lesson
includes
direct
instruction
heavily
as
I
believe
it
is
the
best
way
to
familiarize
students
with
the
mathematical
procedure.
During
the
direct
instruction
though,
the
students
are
engaged
through
check
points
and
following
along
on
their
whiteboards
(following
the
steps
as
I
instruct
them,
completing
practice
problems
during
instruction).
The
students
will
also
use
the
Index
Card
form
of
practice
to
further
their
understanding.
The
closure
of
this
lesson
includes
the
Exit
Pass
as
well
as
a
whole
class
review
of
the
steps
involved
in
conversion.
The
final
lesson
of
the
series
centers
around
ordering
mixed
numbers
and
improper
fractions
using
the
strategies
of
conversion
developed.
The
ordering
of
the
numbers
relies
on
the
students
knowledge
of
greater
than/less
than
when
working
with
fractions
and
the
students
ability
to
identify
strategies
that
make
this
easier.
The
lesson
utilizes
a
small
group
activity
in
which
they
are
asked
to
order
different
mixed
numbers
and
improper
fractions.
By
doing
this
as
a
group
activity,
there
are
multiple
students
that
may
have
different
strategies.
I
will
provide
a
brief
demonstration
before
they
complete
the
activity.
They
will
also
complete
an
individual
worksheet
for
me
to
formatively
assess.
Once
again,
they
will
complete
Index
Card
practice
to
demonstrate
their
learning.
After
the
completion
of
these
lessons,
the
students
would
be
tasked
with
their
performance
task
of
planning
food
for
a
party
to
further
demonstrate
their
understanding.
This
would
draw
on
extensive
skills
learned
in
Lessons
1
and
2
and
the
application
in
Lesson
3.
My
approach
to
these
lessons
as
a
whole
was
to
ensure
that
learning
is
connected
and
a
variety
of
strategies
were
used.
In
mathematics,
I
believe
it
is
important
to
allow
students
to
discover
while
also
providing
direct
instruction
for
skills
that
must
be
developed
concretely.
I
also
provide
ample
space
for
students
to
choose
their
practice
while
ensuring
they
do
complete
enough
practice
to
cement
their
understanding.
Goals
of
Student
Learning
In
the
sequence
of
these
lessons,
student
will
expand
their
understanding
of
fractions
to
include
mixed
numbers
and
improper
fractions.
They
will
demonstrate
an
ability
to
recognize
mixed
numbers
and
improper
fractions
concretely
and
pictorially
and
be
able
to
convert
them
in
a
systematic
manner.
They
will
apply
this
skill
in
order
to
organize
mixed
numbers
and
improper
fractions
along
a
number
line
as
well
as
in
comparison
with
each
other.
At
the
conclusion,
the
students
will
possess
the
ability
to
apply
these
skills
to
further
understandings
such
as
multiplication
and
division
of
fractions.
Teaching
Strategies
Strategies
Rationale
Direct
Instruction
body.
I
used
direct
instruction
when
I
felt
that
important
skills
and
processes
were
being
investigated.
During
my
direct
instruction
I
planned
to
keep
the
students
engaged
by
following
along
with
my
instruction
on
their
whiteboards
and
continually
questioning
the
students.
My
way
of
direct
instruction
utilizes
a
Notebook
file
that
frames
my
direction
and
lessens
time
of
writing.
Group Activity
I
used
small
group
learning
in
my
third
lesson
for
students
to
discover
different
strategies
to
solve
the
problem
(ordering
mixed
numbers
and
improper
fractions).
By
having
students
work
together
and
discover
together,
they
take
responsibility
for
their
own
learning.
I
used
the
group
activity
for
individual
formative
assessment
and
in
conjunction
with
individual
work,
I
would
be
able
to
gather
evidence
to
see
where
each
student
is
at.
The
group
activity
encourages
all
students
to
express
their
own
strategies
and
teach
their
peers.
Partner
I
use
partner
work
for
pre-assessment.
This
ensures
that
all
students
are
involved
in
the
process
and
are
able
to
express
their
knowledge
however
they
are
able
to
draw
on
their
peers
to
assist
them.
This
can
help
with
students
confidence
in
math,
which
is
essential.
Individual
Practice
(Index
lessons
because
I
believe
that
students
should
try
to
practice
in
class
and
augment
that
Cards)
For
each
of
my
lessons
I
have
selected
three
teaching
strategies
to
present
the
concept
to
the
students.
These
strategies
work
together
to
provide
a
well-rounded
instruction
but
bring
with
them
a
host
of
classroom
climate
considerations.
When
using
direct
instruction,
it
is
easy
for
students
to
become
disengaged
and
board.
To
deal
with
this,
I
have
built
in
student
engagement
by
having
them
follow
along
with
whiteboards
and
complete
practice
questions
along
the
way.
I
would
also
continually
question
the
students
to
reinforce
concepts
as
well
as
probe
for
further
understanding.
In
order
to
do
the
group
activity,
well
defined
expectations
for
the
groups
would
have
to
be
expressed.
Also,
the
classroom
climate
of
cooperation
and
respect
would
need
to
exist
in
order
for
the
students
to
benefit
from
the
activity.
For
the
partner
activity
it
would
be
important
to
ensure
the
pairs
are
created
equitably
and
the
students
are
comfortable
working
with
their
partners.
The
biggest
potential
for
engagement
issues
could
be
in
the
Index
Card
Activity.
Individual
work
can
be
discouraging
however
to
motivate
the
students
in
many
different
situations
I
plan
on
employing
a
Math
Passport.
For
different
types
of
achievements,
the
students
will
be
awarded
a
sticker
in
their
passport.
The
passport
would
have
different
categories
that
correspond
to
lessons
as
well
as
additional
opportunities.
The
additional
opportunities
would
come
in
the
form
of
sponge
activities
(Math
books:
relating
mathematics
to
literacy,
additional
worksheets)
and
completing
additional
textbook
or
worksheet
practice
at
home.
Once
the
passport
is
completed,
the
students
would
be
allowed
to
choose
an
award
that
would
not
be
detrimental
to
their
learning
but
reward
them
for
their
hard
work.
My
use
of
differing
teaching
strategies
as
well
as
providing
the
students
with
consistency
I
believe
would
engage
the
students
in
their
learning
and
light
a
passion
for
mathematics
within
them.
Teaching
Resources
Rationale
Resource
Location
Math Focus 6
Math Focus 6
Teacher
Teacher
Resource
Resource
(Chapter 7)
Justification
This
resource
provided
direction
on
activities
to
complete
with
Binder
found
at
learning.
The
teacher
resource
also
provided
goals
for
the
the
Curriculum
lessons
provided
that
assisted
in
the
creation
of
my
learner
Lab.
Referenced
Lessons
1,
2,
3,
this
resource
to
the
degree
of
Math
Makes
Sense
as
the
lesson
4,
5,
6.
Math Makes
Math Makes
Sense 6
Sense 6
Teacher
Teacher
Resource
Resource
(Unit 5)
Lab.
Referenced
Located
on
Alberta
Education.
Lesson
Plan
1
Lesson
Title/Focus
Date
Subject/Grade
Level
Grade 6 Mathematics
Time
Duration
45 minutes
Unit
Teacher
Miss M. Kwan
Specific
Learning
Outcomes:
Students
will:
- Demonstrate
using
models
that
a
given
improper
fraction
represents
a
number
greater
than
1
- Represent
how
mixed
numbers
are
another
way
to
show
improper
fractions.
ASSESSMENTS
Observations:
Manipulatives activity
Key Questions:
PROCEDURE
Prior
to
lesson
Create
pattern
block
buckets
with
hexagons,
trapezoids
and
triangles.
Collect
other
supplies.
Introduction
Attention
Grabber
Time
(10)
2
minutes
9
Assessment
of
Prior
- Notebook file showing proper fraction images (pizza, cake, etc.)
with accompanying fractions. What does this fraction represent?
Knowledge
What does the top of the fraction represent? What is this called?
What does the bottom of the fraction represent? What is this
Notebook
file
called?
- Notebook file showing improper fraction images (wholes +
fractions). Do you think we can represent these images as
fractions? How would we do that?
- Today we are going to look at how to represent more then a whole
as a fraction. To do this, we are going to use some pattern blocks
and work in partners.
Expectations
for
Learning
and
Behavior
Advance
Organizer/Agenda
Transition to Body
SMART Board
Working with Pattern Blocks (partners)
Index Card Practice
Exit Pass
2 minutes
6 minutes
Time
(30)
Student
Action
Slide
#
15
minutes
Partners:
Using
the
blocks,
see
how
many
hexagons
you
can
create.
Record
the
shapes
on
your
grid
paper
and
name
the
amount
covered
in
different
ways.
10 minutes
10
Assessments/
Differentiation:
5 minutes
Please
return
you
bucket
of
blocks
and
collect
an
index
card
for
the
next
activity
(shape
groups).
Student Action
Slide #
15 minutes
Closure
Assessment
of
Learning:
Feedback
From
Students:
Feedback
To
Students
Transition
To
Next
Lesson
Time (5)
3 minutes
1 minute
1 minute
Sponge
Activity/
Activities:
For
Passport
12
Lesson
Plan
2
Lesson
Title/Focus
Date
Subject/Grade
Level
Grade 6 Mathematics
Time
Duration
45 minutes
Unit
Teacher
Miss M. Kwan
Specific
Learning
Outcomes:
Students
will:
- Recognize
the
relationship
between
equivalent
improper
fractions
and
mixed
numbers.
- Demonstrate
the
ability
to
convert
improper
fractions
to
mixed
numbers.
- Demonstrate
the
ability
to
convert
mixed
numbers
to
improper
fractions.
ASSESSMENTS
Observations:
Key Questions:
PROCEDURE
Prior
to
lesson
Introduction
Time (9)
Attention Grabber
Assessment
of
Prior
Knowledge
SMART
Board
Identification
Game
(Pre/Slide
1-8)
Match
one
of
the
fractions
below
to
the
picture.
Identify
what
kind
of
fraction
is
selected.
Assess
ability
to
identify
a
fraction,
improper
fraction
or
mixed
number.
What
is
the
difference
between
an
improper
fraction
and
mixed
number?
How
are
they
the
same?
How
are
they
different?
Expectations
for
Learning
and
Behaviour
Advance
Organizer/Agenda
Transition
to
Body
1) SMART Board
2) Index Card Practice
3) Math Passport Closer
5 minutes
Learning
Activity
#1
Direct
Instruction:
Mixed
Numbers
and
Improper
Fractions
Instruction/Key
Questions
Demonstrate
how
to
switch
from
improper
to
mixed
number.
- Walk through the steps,
checking for understanding each
slide.
- Pick at least 1 practice question
to complete. Go through all
questions.
- Pictorial representation as a hint
is possible
- What operations are involved in
this process? (Divide, Multiply,
Subtract)
Time
(30)
Slide
#
Student Action
13-19
-
Follow
along
on
whiteboards
-
Complete
6
minutes
practice
question(s)
14
20-25
Learning
Activity
Instruction/Key
Questions
Slide
#
#2
Practice
Your
Skills!
Pair-Work
or
Independently:
Index
- Using the steps we practiced, complete
the index card activity (converting 3
Card
Activity
mixed/3 improper).
- Walk around class, assist with
questions, allow for students to switch
their cards if necessary.
- Completed: drop your index card with
your name on it into the drop box and
grab a math book or worksheet.
Remember, each math book or extra
worksheet you finish, you will receive
a sticker for your Math Passport!
- Once assessed, students will receive
another sticker in their Math Passport.
Students who need extra assistance
will still receive their sticker.
Assessments/
Differentiation
-
Follow
along
on
whiteboards
-
Complete
6
minutes
practice
question(s)
Student Action
- Pick 3
Improper
Fractions and
3 Mixed
Numbers
from the
board and
convert them
15
on the index
minutes
cards (mixed
on one side
and improper
on other).
- Complete
activity, drop
in drop box
w/ name.
Closure
Instruction/Key
Questions
Time
(6)
Slide
#
4 minutes
15
Assessment
of
Learning:
Feedback
From
Students:
Feedback
To
Students
Transition
To
Next
Lesson
Sponge
Activity/
Activities:
earn
stickers
2 minutes
16
Lesson
Plan
3
Lesson
Title/Focus
Date
Subject/Grade
Level
Grade 6 Mathematics
Time
Duration
45 Minutes
Unit
Teacher
Specific
Learning
Outcomes:
Students
will:
- Compare
improper
fractions
and
mixed
numbers
- Order
improper
fractions
and
mixed
numbers
on
a
number
line.
- Apply
their
ability
to
convert
between
mixed
numbers
and
improper
fractions
to
ordering.
ASSESSMENTS
Observations:
Key Questions:
What
strategies
did
you
use
the
most?
What
made
it
easier
to
order
the
fractions?
Are
there
different
ways
of
doing
this?
Why
would
it
be
helpful
to
rewrite
each
number
so
they
all
had
the
same
denominator?
PROCEDURE
Prior
to
lesson
Have
fraction
cards
and
number
lines
prepared.
Linking
blocks
available.
Introduction
Attention Grabber
Time (10)
Assessment
of
Prior
Knowledge
Notebook
file
Expectations
for
Learning
and
Behaviour
Advance
Organizer/Agenda
1)
2)
3)
4)
Transition to Body
SMART Board
Number Line Group Activity
Index Card Practice
Exit Pass
Stars:
grab
a
number
line
for
your
group,
Circles:
grab
a
stack
of
fraction
cards,
Squares:
grab
worksheets,
Triangles:
grab
tape.
Body
Learning
Activity
#1
Small
Group
Time (30)
Instruction/Key Questions
Student Action
Slide
#
15 minutes
In
small
groups,
the
students
will
order
improper
fraction
and
mixed
number
cards
on
a
large
number
line
and
record
it
on
their
worksheet.
Drop
worksheet
with
your
name
on
it
into
the
drop
box.
10 minutes
5 minutes
Follow
Up
KQ:
What
strategies
did
you
use
the
most?
What
made
it
easier
to
order
the
fractions?
Are
there
different
ways
of
doing
this?
Why
would
it
be
helpful
to
rewrite
each
number
so
they
all
had
the
same
denominator?
Assessments/
Differentiation:
2 minutes
18
Learning
Activity
#2
Individual
Index
Card
Practice
Assessments/
Differentiation
Instruction/Key
Questions
Index
Card
Practice
Using
the
skills
from
group
activity,
complete
individual
practice.
Practice
ordering
improper
fractions
and
mixed
numbers
and
complete
word
problems.
Observe,
answer
questions.
Probing
questions.
Student Action
Slide
#
Individually,
complete
2
questions
from
group
A
and
1
question
from
group
B
on
your
index
card.
Put
in
drop
box
when
finished.
15 minutes
Closure
Assessment
of
Learning:
Feedback
From
Students:
Feedback
To
Students
Transition
To
Next
Lesson
N/A
Time
5 minutes
Practice
Worksheets
or
Math
Books:
students
who
complete
their
individual
practice
early
may
work
on
additional
worksheets
provided
or
read
a
math
Sponge
Activity/
Activities:
to
earn
sticker
book
quietly.
For
the
extra
worksheets
or
math
books
read,
the
students
will
receive
stickers
in
their
Math
Passport.
19
Rationale: Assessment A
Description
Lesson
Outcome:
Demonstrate
using
models
that
a
given
improper
fraction
represents
a
number
greater
than
1
Represent
how
mixed
numbers
are
another
way
to
show
improper
fractions.
Lesson
Description:
Students
will
discover
mixed
numbers
and
improper
fractions
after
which
they
will
practice
identifying
and
writing
with
direction
from
the
teacher.
20
Instructional
Processes
Description
of
what
teacher
is
doing:
Checking
for
prior
knowledge
regarding
fractions,
observing
partner
activity,
providing
probing
questions,
checking
for
understanding
and
formally
introducing
topic.
Observing
during
individual
practice
providing
assistance
where
required.
Description
of
what
students
are
doing:
Partner
activity
(manipulatives),
individual
practice,
exit
pass.
21
Description
Lesson
Outcome:
Recognize
the
relationship
between
equivalent
improper
fractions
and
mixed
numbers.
Demonstrate
the
ability
to
convert
improper
fractions
to
mixed
numbers.
Demonstrate
the
ability
to
convert
mixed
numbers
to
improper
fractions.
Lesson
Description:
This
lesson
will
utilize
a
SMART
Board
lesson
to
facilitate
direct
instruction
and
individual
work.
The
students
will
be
shown
the
steps
to
convert
mixed
numbers
and
improper
fractions
and
complete
individual
practice.
22
Instructional
Processes
23
Description
Lesson
Outcome:
-Compare
improper
fractions
and
mixed
numbers
-Order
improper
fractions
and
mixed
numbers
on
a
number
line.
-Apply
their
ability
to
convert
between
mixed
numbers
and
improper
fractions
to
ordering.
Lesson
Description:
This
lesson
takes
the
students
knowledge
accumulated
in
the
first
two
lessons
and
applies
it
to
ordering.
Students
are
instructed
to
work
in
groups
and
use
different
strategies
to
order
the
numbers
on
a
number
line.
They
will
also
do
individual
practice
to
cement
their
learning.
24
Instructional
Processes
25
Performance
Task
26
Handout
Part
1:
Making
the
Cake
Original
Recipe
2 cups Sugar
Work
2 eggs
1 cup Milk
3 cups Flour
Powder
1
cups
Boiling
Water
1 cup Butter
1 cups Cocoa
New
Recipe
Follow
Up
Questions
1. Why did you need to convert to improper fractions to be able to make the cake?
2. What does the numerator of the improper fraction represent?
3. Why do you think recipes are written using mixed numbers instead of improper fractions?
27
#$
%
Ham Sandwiches
Cheese Sandwiches
$!
&
!!
#
!'
$
Salmon Sandwiches
!(
'
Veggie Sandwiches
Work
New
Requirements
Ordering
Question!
Order
the
sandwiches
from
least
number
to
greatest
to
find
out
the
most
popular
sandwich
at
the
party!
Follow
Up
Questions
1. What does the denominator of the improper fraction represent?
2. How does converting the requirements to mixed numbers help you make the right number of
sandwiches?
3. What other instances can you think of that would encourage you to use your conversion skills?
28
Rubric
29
Communications
Technology
Rationale
Rationale:
Communications
Technology
A
Lesson
Overview:
Lesson
Outcome:
Recognize
the
relationship
between
equivalent
improper
fractions
and
mixed
numbers.
Demonstrate
the
ability
to
convert
improper
fractions
to
mixed
numbers.
Demonstrate
the
ability
to
convert
mixed
numbers
to
improper
fractions.
Lesson
Description:
This
lesson
will
utilize
a
SMART
Board
lesson
to
facilitate
direct
instruction
and
individual
work.
30
Instructional
Processes
**Please
see
Notebook
file
for
the
technology
component
of
the
lesson**
31
Education
Psychology
Rationale
Description
Lesson
Overview:
Lesson
Outcome:
-Compare
improper
fractions
and
mixed
numbers
-Order
improper
fractions
and
mixed
numbers
on
a
number
line.
-Apply
their
ability
to
convert
between
mixed
numbers
and
improper
fractions
to
ordering.
Lesson
Description:
This
lesson
takes
the
students
knowledge
accumulated
in
the
first
two
lessons
and
applies
it
to
ordering.
Students
are
instructed
to
work
in
groups
and
use
different
strategies
to
order
the
numbers
on
a
number
line.
They
will
also
do
individual
practice
to
cement
their
learning.
Instructional
Description
of
what
teacher
is
Processes
doing:
Providing
examples,
observing,
answering
questions,
checking
in
and
providing
key
questions.
33