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PS1

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

Curriculum and Instruction


Rationale
Lesson Overview
Overarching
Question:

How do improper fractions and mixed numbers expand our understanding of


fractions and how can we use them to understand objects and situations around us?
This overarching question encompasses the goal of my three lessons, that students will
further their understanding of fractions to include numbers that are greater than 1.
This is an important understanding to develop as it allows for real life situations to be
applied in the classroom and for the students knowledge of parts of numbers to be
stretched. These understandings will allow for further development of skills such as
multiplying and dividing fractions later on.

Approach to
Lessons

My lessons use scaffolding to build an understanding of improper fractions and mixed


numbers.

The first lesson scaffolds on the previous understanding of how fractions represent
parts of wholes including the terms numerator and denominator. The lesson stretches
this understanding to include multiple wholes with fractional parts (mixed numbers or
improper fractions). In this lesson, I utilize partner work to allow students to discover
mixed numbers and improper fractions before I formally introduce them. This form of
discovery learning engages the students in higher level thinking and problem solving
and work in partners allows for good problem solving. I employ questioning to allow
the students to rationalize the new terms so they make sense to them. In addition to
the partner work, I also employ individual practice. Mathematics is not a spectator
sport and practice in some form must be done to deepen the understanding. I utilize in
all my lesson plans Index Card Practice, an alternative to textbook work or
worksheets. Please see the Teaching Strategies rationale for more information on this
form of practice. To bring the learning together, I utilize an Exit Pass system. At the
end of each of the lessons, students would complete a short activity on the SMART
board related to their learning. By completing this they would earn a sticker in the

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

I employed direct instruction in my lessons during my introductions and some of the

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

All of my lessons have a component of individual practice. I integrated this into my

Practice (Index lessons because I believe that students should try to practice in class and augment that
Cards)

practice with additional practice at home. My form of Individual Practice is Index


Cards. These cards would be larger cards than average and would allow students to
complete their work on the cards. For each instance, the students would get to choose
from a selection of questions 2/3 that would allow them to demonstrate their
learning. In some instances, they would not be given a choice for a particular question
as I have deemed this question essential to assessing their learning. The students
would be encouraged to ask questions to their peers or myself to help them in
completing the task. These cards would be handed in and assessed. I would be able to
see students that are struggling and supplement their learning through extra help or
additional practice. By doing this regularly, I would be able to easily assess growth and
collect evidence for a final assessment. Completing the activity would also get the
students an additional sticker for their Math Passport regardless of the outcome of the
assessment.
Classroom Climate and Student Engagement

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

the students that would deepen their understanding. It also

Resource

Resource

provided probing questions and statements to assess for

(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

outcomes. It also provided ideas for differentiation and


suggestions to assist students that are struggling. I did not use

Lessons 1, 2, 3, this resource to the degree of Math Makes Sense as the lesson
4, 5, 6.

sequence was different in this resource however it was still


helpful in creating the lessons.

Math Makes

Math Makes

Sense 6

Sense 6

sequenced in the same way I desired my lessons to be

Teacher

Teacher

sequenced. This was helpful in determining the objectives of my

Resource

Resource

lessons and activities to strengthen the understanding for

(Unit 5)

This resource was extremely helpful as the lessons were

Binder found at students. It provided probing questions and key assessment


the Curriculum questions that I was able to adapt for my lessons. The lessons

Lab.
Referenced

provided were for a longer period of time so I only drew certain


activities from it that fit into my time frame. The resource also

Lessons 1, 2, 3. provided worksheets that could be employed if students were


struggling and suggestions for differentiation and expansion.
Alberta POS
(K-9)
Achievement
Indicators

Located on
Alberta
Education.

The Program of Studies was used to identify my SLO and the


achievement indicators were helpful in determining my
objectives for students.

Lesson Plan 1

Lesson
Title/Focus

Mixed Numbers and Improper Fractions

Date

Subject/Grade
Level

Grade 6 Mathematics

Time
Duration

45 minutes

Unit

Number Sense (Fractions)

Teacher

Miss M. Kwan

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning
Outcomes:

Develop number sense

Specific Learning
Outcomes:

4. Relate improper fractions to mixed numbers and mixed numbers to


improper fractions.
LEARNING OBJECTIVES

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:

- Do you think we can represent these images as fractions? How would we do


that?
- Do these two fractions represent the same thing?
- Why is it called an improper fraction? Why is it called a mixed number?
- What makes a fraction improper? What makes up a mixed number?

Products/Performan Index Card Activity


ces:
LEARNING RESOURCES CONSULTED
-
-
-
-

Math Makes Sense 6 Unit 5 Teacher Resource


Math Focus 6 Chapter 7 Teacher Resource
Alberta POS with Achievement Indicators
Whole-y Cow by Taryn Souders

MATERIALS AND EQUIPMENT


Whole-y Cow by Taryn Souders
SMART Board
Pattern Blocks &Grid Paper
Index Cards

PROCEDURE
Prior to lesson

Create pattern block buckets with hexagons, trapezoids and triangles. Collect
other supplies.
Introduction

Attention Grabber

Whole-y Cow pages 14-17

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

Work cooperatively with your partner including deciding who will


collect the blocks. Share the blocks and work together.
1)
2)
3)
4)

SMART Board
Working with Pattern Blocks (partners)
Index Card Practice
Exit Pass

2 minutes

Decide amongst partner who will grab the bucket of pattern


blocks and return to desks. Do an example on the board once
everyone is seated.
Body

Learning Activity #1:


Instruction/Key Questions
Partners- Working
with Manipulatives Representing Wholes and Parts
Together
(Notebook file)
- Show example. Emphasize how
wholes are created using equal parts
and how there are two ways these
pattern blocks.
- KQ: How many trapezoids does it take
to make a hexagon? What
denominator would you use? How
many triangles does it take to make a
triangle? What denominator would
you use? Can you use different colour
blocks to make the hexagon?
- Students complete activity with
partner. Hints: count the fractional
parts and describe the arrangements in
terms of wholes and extras.

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

Whole Class- Follow


up

Assessments/
Differentiation:

Check for Understanding/Follow-Up


- How would you record 2 4/6 on your
grid paper? What is the other way of
showing that? Do these two fractions
represent the same thing?
- Terms: Mixed Number (a number
consisting of a whole number and
proper fraction) & Improper Fraction
(a fraction where the denominator is
greater than the numerator)
- Talk about how to read a mixed
number.
- KQ: Why is it called an improper
fraction? Why is it called a mixed
number?

5 minutes

Formative: observation of partner work, recorded answers.


Differentiation: pre-made worksheet with manipulative frames to guide work.

Learning Activity #2:


Instruction/Key
Individual: Index
Questions
Card Practice
Practice Your Skills!

Using knowledge of
Notebook File
mixed numbers and
improper fractions,
complete the index
card activity (practice
+ question)

Walk around room,
observe and answer
questions.

KQ: What strategies
can you use to write
improper fractions?
What strategies can
you use to write mixed
numbers?

Index cards into drop
box once completed
Assessments/
Differentiation:

Please return
you bucket of
blocks and
collect an

index card for
the next
activity (shape
groups).

Student Action

Slide #

Pick 3 pictures from the board


and write them as an Improper
Fraction and Mixed Number on
your index card, label which
diagram you use.

On the back of the index card,
work out this question:
Grace baked cakes for her
sisters birthday. She cut
some of the cakes into 6
pieces and some cakes into 8
pieces. After the party, there
were more than 1 cakes but
less than 2 cakes left over.
Assume that only 1 slice
pattern of cake remained.
How much cake might have
been left? There are multiple
answers!
Use your knowledge of both
mixed numbers and improper
fractions!

15 minutes

Summative: Index Card activity (for sticker in passport)


Differentiation: extra assistance, working with partner.


11

Closure
Assessment of
Learning:

Feedback From
Students:

KQ: What makes a fraction improper? What makes up a mixed


number?
SMART Board Pass (to earn sticker for Math Passport)
- Using the picture and improper fraction/mixed number name,
pick the other name!
What is it important to use improper fractions and mixed
numbers? Why do you think you might use improper fractions
instead of mixed numbers and vice versa?

Feedback To
Students

Complete extra practice in your workbook to earn stickers in your


Math passport!

Transition To Next
Lesson

Next class we will explore how to convert improper fractions into


mixed numbers and mixed numbers into improper
fractionswithout pictures!

Time (5)

3 minutes

1 minute

1 minute


Sponge Activity/
Activities: For Passport

Practice Worksheets or Math Books: students who complete their individual


practice early may work on additional worksheets provided or read a math
book quietly. For the extra worksheets or math books read, the students will
receive stickers in their Math Passport.

12

Lesson Plan 2

Lesson
Title/Focus

Converting between Improper Fractions and


Mixed Numbers

Date

Subject/Grade
Level

Grade 6 Mathematics

Time
Duration

45 minutes

Unit

Number Sense (Fractions)

Teacher

Miss M. Kwan

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning
Outcomes:

Develop number sense

Specific Learning
Outcomes:

4: Relate improper fractions to mixed numbers and mixed numbers to


improper fractions.
LEARNING OBJECTIVES

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:

Whiteboard practice during instruction, closing SMART board activity

Key Questions:

What is the difference between an improper fraction and mixed number?


What operations are involved in this process?
What is one thing you have to remember to convert improper fractions and
mixed numbers?

Products/Performan Index Card Activity


ces:
LEARNING RESOURCES CONSULTED
- Math Makes Sense 6 Unit 5 Teacher Resource
- Math Focus 6 Chapter 7 Teacher Resource
- Alberta POS with Achievement Indicators

MATERIALS AND EQUIPMENT


SMART Board
Mini White Boards + markers, erasers
Fraction Index Cards

PROCEDURE
Prior to lesson

Organize materials, set up SMART board. Have students retrieve whiteboards,


markers and erasers when they enter the room and set up in front of the SMART
board (if not in desks). Place whiteboards under chairs.


13

Introduction

Time (9)

Attention Grabber

Last class we explored how we represent greater than wholes as


mixed numbers and improper fractions. Today we are going to learn
the procedure to change between them.

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

- Hands up to answer a question, let other students answer a question.


- Will be working with whiteboards: no doodling (save our markers),
try your best without looking at your neighbors board, be kind when 1 Minute
retrieving and returning the whiteboards (wait for your shape group
to be called)

Advance
Organizer/Agenda
Transition to Body

1) SMART Board
2) Index Card Practice
3) Math Passport Closer

5 minutes

- (Slide 9-12) Demonstrate to students how the pictorial


representations they played with have an improper fraction
representation and mixed number representation. [EQUIVALENT] 3 Minutes
- Since they are equivalent, or have the same value, do you think we
can make one into another? Yes! That is what we will do today.
Body

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

Demonstrate how to switch from


mixed number to improper fraction.
- 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? (Multiply and
Add)
Assessments/
Differentiation:

20-25

Formative: white board practice questions.


Differentiation: complete at least 1 question, up to three.

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.

Summative: Index Card Activity (for sticker in passport)

Closure
Instruction/Key Questions

Time (6)
Slide #

4 minutes

15

Assessment of
Learning:

SMART Board Conversions (formative assessment)


- Steps of converting from mixed numbers to improper
fractions will be shown with some will be missing.
Lets recall the steps for converting! What step is
missing in this path? (fill in steps- repeat multiple
times with different steps missing).
- Now, we are going to create the steps ourselves!
What comes first, second, third, etc. when converting
improper fractions to mixed numbers and vice versa.
SMART Board Matching (formative assessment)
- To earn another sticker for your Math Passport, before
you leave class today, come match a picture to its
improper fraction AND mixed number!
Match a pictorial representation to their improper
fraction and mixed number- complete one match on
your way out of the classroom (add sticker to Math
Passport).

Feedback From
Students:

What is one thing you have to remember to convert improper


fractions and mixed numbers?

Feedback To
Students

If you complete extra practice from your workbook, you will


receive another sticker for your passport.

Transition To Next
Lesson

Next time we will order the fractions on our number lines!

Sponge Activity/
Activities: earn stickers

Practice Worksheets or Math Books: students who complete their individual


practice early may work on additional worksheets provided or read a math
book quietly. For the extra worksheets or math books read, the students will
receive stickers in their Math Passport.

2 minutes

16

Lesson Plan 3

Lesson
Title/Focus

Comparing Mixed Numbers and Improper


Fractions

Date

Subject/Grade
Level

Grade 6 Mathematics

Time
Duration

45 Minutes

Unit

Number Sense (Fractions)

Teacher

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General Learning
Outcomes:

Develop Number Sense

Specific Learning
Outcomes:

4. Relate improper fractions to mixed numbers and mixed numbers to


improper fractions.
LEARNING OBJECTIVES

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:

Number Line Group, Intro Question

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?

Products/Performan Number Line Worksheet, Index Card Activity


ces:
LEARNING RESOURCES CONSULTED
- Math Makes Sense 6 Unit 5 Teacher Resource
- Math Focus 6 Chapter 7 Teacher Resource
- Alberta POS with Achievement Indicators

MATERIALS AND EQUIPMENT


Linking blocks
Large number lines with , 1/3, markings
Fraction cards (improper/mixed)

PROCEDURE
Prior to lesson

Have fraction cards and number lines prepared. Linking blocks available.
Introduction

Attention Grabber

Time (10)

Today we will complete our understanding of how mixed numbers


and improper fractions work together by investigating how you
8 minutes
can order them on a number line!
17

Assessment of Prior
Knowledge

Notebook file

- Partners: Use linking blocks to solve problem- Kenda watched a


TV program for 1 hours. Garnet watched 5 half-hour
programs. Who watched TV for a longer time?
- Explore possible solutions using blocks and converting between
improper fractions and mixed numbers.
- SMART Board: greater than, less than practice (denominators
larger=small number) and ordering on number line practice (do
sample for the students, converting, using strategies such as
comparing the whole numbers, reasoning).

Expectations for
Learning and
Behaviour

- Work together as a group, allow everyone to participate.


- Grab the materials your shape group has been assigned to.
- Use your inside voices.

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

Number Line Ordering


Using your ability to convert between
mixed numbers and improper
fractions, order the fraction cards
given on your number line. Use many
different strategies (listed on SMART
board). Record on your worksheet.

Observe, answer questions, provide
probing questions (i.e. if the whole
number is the same, can we just
compare the fractions? Would it be
easier to tell if we converted this to an
improper fraction?)

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

Formative: Number Line Worksheets


Differentiation: have worksheets with pre-made number lines
with benchmarks

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.

Summative: Index Cards


Differentiation: Manipulatives available.

15 minutes

Closure
Assessment of
Learning:

SMART Board Exit Pass


- Pick a mixed number or improper fraction and place on the
number to earn a sticker for your math passport.

Feedback From
Students:

What are some of the strategies you used to compare the


numbers? Why is it important to compare fractions?

Feedback To
Students

Complete extra practice in your workbook to earn stickers in your


Math passport!

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

Evaluation and Assessment


Rationales

Rationale: Assessment A

Scaffolding Lesson Plans


Lesson 1:

Lesson
Overview:

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.

How does your lesson scaffold to your performance task?


This lesson introduces mixed numbers and improper
fractions to the students which is essential for the
performance task. Without full understanding of this lesson,
students would not be able to complete the performance
task as they would not be able to answer many of the
questions or complete the required tasks.
What core assessment concepts inform your design
choice?
Alignment: I kept in mind maintaining alignment between
Curriculum, Instruction and Assessment. My objectives are
very closely correlated with the curriculum and my
instruction is driven by the objects. My assessments are
therefore reflective of the instruction and what I hope the
students have learned. The assessments, formative or
summative, would then drive my next period of instruction.
Triangulation: My lesson incorporates the concept of
triangulation as I ensure to observe the students, have
conversations (questioning) about their learning and collect
products at the end of the lesson. The use of this concepts
allows for a well-rounded view of the students
understanding.
Validity: I have paid special attention to construct and
content validity in my assessments. I have ensured that the
pieces of assessment that are collected are correlated to
what was instructed that lesson and that there is an ample
sample of this collected.

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.

What formative assessment techniques will you be using?


What information will you be collecting? How will you use
that information?
During this lesson, I will be using observation, questioning
and worksheets as formative assessment. I will be assessing
the students understanding of the difference between
mixed fraction and improper numbers as well as their
similarities.

I will also be collecting the index cards as a summative
assessment but will also be using them formatively as I
would be collecting them every lesson. Doing this allows me
to collect evidence of the students learning regularly so I
could see growth in the student over time. I would also be
able to address issues of understanding quickly before
moving on.

Sequence of key questions:


- Do you think we can
represent these images as
fractions? How would we do
that?
- Do these two fractions
represent the same thing?
- Why is it called an improper
fraction? Why is it called a
mixed number?
- What makes a fraction
improper? What makes up a
mixed number?
Evidence of Lesson
Components
Opening: assessing for prior
knowledge about fractions.
Body: partner activity
(observation and worksheet),
engagement in questioning,
individual practice.
Closure: matching improper
fractions and mixed numbers
to picture.

How does your use of formative assessment reflect key


assessment concepts?
Formative assessment is used in this lesson to ensure
validity, promote higher-level learning and triangulation. I
planned to ensure content validity by continually collecting
evidence, providing choice to the students and having the
students complete multiple problems to show their
learning. I have also attempted to incorporate the first
three levels of Blooms Taxonomy to access some higher-
level thinking. Using formative assessment allows me to
continually differentiate instruction to fit the students
needs and provide continual feedback to the students.

The concept of fairness can also be reflected in this lesson
as I have strived to encompasses many styles and paces of
students learning for the assessments.

21

Scaffolding Lesson Plans


Lesson 2:
Lesson
Overview:

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.

How does your lesson scaffold to your performance task?


This lesson expands on the knowledge from the first lesson
and provides a majority of the necessary skills to complete
the performance task. The ability to convert between
mixed numbers and improper fractions is central to the
performance task therefore the completion of this lesson is
instrumental. Because of this, this lesson features direct
instruction to ensure the process is taught in an efficient
manner that students will understand.
What core assessment concepts inform your design
choice?
Alignment: I kept in mind maintaining alignment between
Curriculum, Instruction and Assessment. My objectives are
very closely correlated with the curriculum and my
instruction is driven by the objects. My assessments are
therefore reflective of the instruction and what I hope the
students have learned. The assessments, formative or
summative, would then drive my next period of instruction.
Triangulation: My lesson incorporates the concept of
triangulation as I ensure to observe the students, have
conversations (questioning) about their learning and collect
products at the end of the lesson. The use of this concepts
allows for a well-rounded view of the students
understanding.
Validity: I have paid special attention to construct and
content validity in my assessments. I have ensured that the
pieces of assessment that are collected are correlated to
what was instructed that lesson and that there is an ample
sample of this collected.

22

Instructional
Processes

What formative assessment techniques will you be using?


What information will you be collecting? How will you use
that information?

Description of what teacher is


doing:
Leading instruction, utilizing
the SMART board to complete
lesson. Observing students
work.
Description of what students
are doing:
Following along with lesson on
whiteboards, completing the
same steps as teacher.
Completing practice problems.
Doing SMART board activity.

During this lesson, I will be using observation, questioning


and worksheets as formative assessment. I will be assessing
the students understanding of the difference between
mixed fraction and improper numbers as well as their
similarities. This lesson heavily uses questioning and
observation during the direct-instruction portion. While
instructing, I would be observing the students work on the
whiteboards through check ins and practice questions.

I will also be collecting the index cards as a summative
assessment but will also be using them formatively as I
would be collecting them every lesson. Doing this allows me
to collect evidence of the students learning regularly so I
could see growth in the student over time. I would also be
able to address issues of understanding quickly before
moving on.

Sequence of key questions:


What is the difference
between an improper fraction
and mixed number?
What operations are involved
in this process?
What is one thing you have to
remember to convert
improper fractions and mixed
numbers?
Evidence of Lesson
Components
Opening: assessment of prior
knowledge (Matching game)
Body: understanding checks,
practice questions
Conclusion: fill-in-the-blanks,
matching game.

How does your use of formative assessment reflect key


assessment concepts?
Formative assessment is used in this lesson to ensure
validity and triangulation. I planned to ensure content
validity by continually collecting evidence, providing choice
to the students and having the students complete multiple
problems to show their learning. This lesson provides ample
room for content validity as there are many opportunities
for practice and evidence collection. Triangulation is utilized
as I would be constantly observing and having conversation
with the students whilst collecting evidence. Using
formative assessment allows me to continually differentiate

23

instruction to fit the students needs and provide continual


feedback to the students.

Rationale: Assessment A

Scaffolding Lesson Plans


Lesson 3:

Lesson
Overview:

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.

How does your lesson scaffold to your performance task?


This lesson concludes the knowledge required to complete
the performance task. The lesson reinforces the concept
taught in Lesson 2 that was central to the performance
tasks and adds the final piece of ordering to complete the
task. This lesson is supplemental to the first two and would
ensure students success in completing the task.
What core assessment concepts inform your design
choice?
Alignment: I kept in mind maintaining alignment between
Curriculum, Instruction and Assessment. My objectives are
very closely correlated with the curriculum and my
instruction is driven by the objects. My assessments are
therefore reflective of the instruction and what I hope the
students have learned.
Triangulation: My lesson incorporates the concept of
triangulation as I ensure to observe the students, have
conversations (questioning) about their learning and collect
products at the end of the lesson. The use of this concepts
allows for a well-rounded view of the students
understanding.
Blooms Taxonomy: This lesson heavily relies on the prior
knowledge of students and their ability to apply it to
ordering of fractions. This accesses higher order thinking
and problem solving.

24

What formative assessment techniques will you be using?

Instructional
Processes

What information will you be collecting? How will you use


that information?

Description of what teacher is


doing:
Providing examples, observing,
answering questions, checking
in and providing key questions.

Description of what students
are doing:
Partner activity, working as a
group, individual practice.
Discovery learning.

This lesson is very student-centered and as such, most of

Sequence of 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?
Evidence of Lesson
Components (opening, closing,
content, timeline)
Opening: partner activity,
teacher-directed practice
Body: group activity (with
individual worksheets),
individual practice.
Closing: Exit pass matching.

How does your use of formative assessment reflect key


assessment concepts?
Formative assessment is used in this lesson to ensure

the formative assessment comes from observation and


conversation. I would be collecting worksheets from the
students during the group activity for formative
assessments as well questioning the groups during the
process. In this lesson I would be collecting additional
information other than the math skills including the group
dynamics and how students work together.

validity and triangulation as well as ensure a positive


classroom environment. The students will be working
together and completing their own worksheets to ensure
that all students are involved in the learning process. I
would also utilize individual assessments of their index card
to ensure no student was overlooked. Triangulation is
utilized as I would be constantly observing and having
conversation with the students whilst collecting evidence.
Using formative assessment allows me to continually
differentiate instruction to fit the students needs and
provide continual feedback to the students.

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

Part 2: Making the Sandwiches


Original Requirements
!"
#

#$
%

Ham Sandwiches

Cheese Sandwiches

$!
&

Ham and Cheese


Sandwiches

!!
#

!'
$

Salmon Sandwiches

Roast Beef 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

Scaffolding Lesson Plans


Lesson (at least one): 2

Description

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.

Describe how communication technology used in the


lesson/s, will promote student engagement toward the
identified learner outcome(s). This should provide a
strong rationale for using technology.
This lesson uses the SMART board in the introduction,
body and conclusion. During the introduction, prior
knowledge is assessed by having the students match
mixed or improper fractions to a picture- if the fraction
disappears it is correct. Students will be engaged in this
process as they will be the ones matching. The
transition into the body also uses technology as the
transitions feature is used to explore how mixed
numbers and improper fractions may be equivalent.
The body of the lesson is direct instruction framed by
the content on the SMART board. Each slide contains a
step in the conversion process along with room to
complete that step for the sample fraction. Students
will be following along with the process on their own
whiteboards and completing practice questions at the
end of each process. The conclusion uses the SMART
board to check for learning by fill-in-the-steps and an
exit pass that has students matching. The students are
fully involved in this process as they will be completing
the tasks to show their learning.

I believe that the use of technology supplements this
lesson as it keeps the students engaged during a direct
instruction lesson as well as gives them lots of
opportunities to show their learning. By using the
SMART board, time is decreased of writing instructions
and more time can be focused on the process and
practice.

30

Instructional
Processes

Describe any potential downsides to using this


technology.

Description of what teacher is


doing:
Leading instruction, utilizing the
SMART board to complete lesson.
Observing students work.

Description of what students are


doing:
Following along with lesson on
whiteboards, completing the
same steps as teacher.
Completing practice problems.
Doing SMART board activity.
Sequence of key questions:
What is the difference between
an improper fraction and mixed
number?
What operations are involved in
this process?
What is one thing you have to
remember to convert improper
fractions and mixed numbers?
Evidence of Lesson Components
Opening: assessment of prior
knowledge (Matching game)
Body: understanding checks,
practice questions
Conclusion: fill-in-the-blanks,
matching game.

As with any direct instruction lesson, even with


technology, it is possible to not engage the students
enough. To combat this, I have the students following
along on their white boards and completing practice
problems along the way. I will also be continually
questioning the students to assess their learning and
any possible problems.

Another possible downside is during the introduction
and the possibility that not all students will be able to
participate. For this, it would be important to establish
expectations for behavior and for a classroom
environment to be in place that is supportive and
cooperative.

An additional downside to using the technology could
be the placement of the technology in the classroom. If
the SMART board is not located in a place in which
students could view it from their desks, there may be
issues of transitions or space for the students to fully
participate. This issue cannot be dealt with until you are
in the space.

The ultimate downside to using any technology is the
technology not working. This issue is combated buy the
nature of the lesson and the fact that it could easily be
taught using a white board.

I believe in conclusion that this lesson is greatly
improved by using the SMART board as it changes what
students normally expect from a math class. I also
planned to integrate the SMART board in most of my
lessons as it would establish a routine with the
students.

**Please see Notebook file for the technology component of the lesson**
31

Education Psychology

Rationale

Rationale: Ed Psychology Defense


Scaffolding Lesson Plan Lesson 3

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.

Description of what students


are doing:
Partner activity, working as a
group, individual practice.
Discovery learning.
Sequence of key questions:
What strategies did you use
the most?
What made it easier to order
the fractions?

Connections to Learning Theories & Demonstration of


Attention to a Classroom Structure and Climate

Mathematics as a discipline is very reliant of Piagets view


of learning. Math builds on previous knowledge and the
final lesson of my series builds extensively on the previous
two lessons. The lesson is also student-directed, supporting
Piagets view of constructivism. The lesson also utilizes
meta-cognition and draws on declarative and procedural
knowledge. The concepts of Learning Sciences
Constructivism are also incorporated as the students engage
with peers in their learning and are encouraged to draw of
their peers knowledge to enhance their own learning. The
cooperative nature of this lesson I believe promotes peerto-peer teaching and all students will benefit from it.
I considered Eriksons stages of development with my
lesson. The students in grade 6 are most likely in the
ending phase of the Industry vs Inferiority conflict and this
lesson is designed to promote the students learning of new
skills and self confidence. Even though group work can
promote self confidence, it can hinder some students if they
are shy. It would be important to set expectations of
fairness in the classroom so all students get a chance to
learn.
This lesson employed 3 perspectives of motivation,
Humanistic, Cognitive and Social. The students are free to
choose the strategies they wish to solve the problem and
are encouraged to work with their peers and share
32

Are there different ways of


doing this?
Why would it be helpful to
rewrite each number so they
all had the same
denominator?

Evidence of Lesson Components


(opening, closing, content,
timeline)

Opening: partner activity,


teacher-directed practice
Body: group activity (with
individual worksheets),
individual practice.
Closing: Exit pass matching.

strategies. I have also included self-determination and


personal choice in my lessons as the students are
encouraged to choose practice problems and also given the
opportunities to further their understanding through the
sponge activities. I also utilized a Math Passport system
that provides extrinsic motivation for students to complete
additional work and expand their math literacy. I believe it
is important to provide some extrinsic motivation in order
for the students to then become intrinsically motivated in
mathematics.
In the lesson, I have considered transitions and planned
accordingly for the transitions. By assigning specific
groups tasks, the students will have a direction to
transition. I have also incorporated routines into my lessons
plans so the students know what to expect such as
individual practice index cards and an exit pass before class
finished. The potentials variables that could cause issues
are problems with cooperation and group work however I
believe it would be important to set expectations of
behavior at the beginning of the lesson and follow through
on those expectations. Due to the student-directed style of
this lesson, I would be able to continually observe the
students and employ nonverbal cues to drive behavior
within groups.

33

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