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Wilson Middle School (2016)

Subject Area
Topic
Length of Unit
(days)

Math
Number 4, 5, 6 Fractions, Ratios,
Percents
2-3 weeks (10-15 days)

Rationale:
In this unit grade 6 students will continue to build their knowledge about fractions.
In grade 5 they would have learned about fractions and how to put a list of various
fractions and decimals in order. However, this is the first time that they are
introduced to improper and mixed fractions, ratios and percentages. Students will
be reminded of what fractions are and when we use them before they are
introduced to the concepts of improper fractions and mixed numbers.
Teaching students about fractions, ratios and percent is important because we often
use these things in our everyday lives. For example, when we calculate test marks,
count the remaining pieces of pie and the number of students who are sick today.
The unit should take approximately 2 and a half weeks (and at most 3 weeks). By
the end of the unit students will be able to relate improper fractions to mixed
number and vice versa. They will also be able to demonstrate an understanding of
ratios and percentages in three different ways concretely, pictorially and
symbolically. By the end of these 2-3 weeks the students will have achieved SLO 4,
5, and 6 of the number strand and enough summative pieces will have been
collected. This unit will include various formative assessments that will guide my
teaching and give me an understanding of my students knowledge. This unit will be
ended with a unit test including all three of the SLOs.
I have included various learning activities throughout the unit to engage all of my
students and provide them with the teaching style they prefer.
Mathematical Processes[C, CN, ME, PS, R, V]:

Communication: Students will continuously be communicating in various ways throughout

the unit. Students will be given the chance to share their ideas in class discussions, through
exit slips, and with their classmates through group work and elbow buddy sharing. Also, the
teacher will converse with the individual students throughout the unit to see what students
know.
Connection: Students will be connecting the concepts they learn in class to their everyday
lives (eg. What is the purpose of fractions etc). We will discuss why it is important to know
how to transform mixed numbers to improper fraction (etc).
Mental Math and Estimation: At times students will be asked to calculate and rewrite
fractions using mental math rather than writing things down.
Problem Solving: Students will need their problem solving skills to do the problems assigned
to them. At times they will be required to explain how they solved a specific problem.
Reasoning: Mathematical reasoning will help students to analyze the problem and be able
to solve it and defend their answer.
Visualization: Students will be able to visualize how specific mixed numbers and improper
fractions are the same.

Vocabulary:
Fractions
Improper fractions
Mixed numbers
Spring 2015: Marynowski
Adapted from Wiggins and McTighe (2005)

Wilson Middle School (2016)

Subject Area
Topic
Length of Unit
(days)

Ratios
Percents
Numerator/Denominator

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Math
Number 4, 5, 6 Fractions, Ratios,
Percents
2-3 weeks (10-15 days)

Wilson Middle School (2016)

Subject Area
Topic
Length of Unit
(days)

Math
Number 4, 5, 6 Fractions, Ratios,
Percents
2-3 weeks (10-15 days)

Established Goals:
GLO: Strand: NUMBER Fractions, Ratios, Percents
Math 6: Develop Number Sense
Understandings:

Essential Questions:

Students will understand that

there is a relationship between
fractions and percentages and they
will be able to switch between the two

What are improper fractions, mixed numbers,

ratios and percents?
What is the relationship between improper
fractions and mixed numbers?
How can you represent a ratios and
percentages concretely, pictorially, and
symbolically?

how to write a mixed number as an

improper fraction and how to write an
improper fraction as a mixed number
how to write a decimal as a fraction
and a fraction as a decimal

4. Relate improper fractions to mixed

numbers and mixed numbers to improper
fractions [CN, ME, R, V]
5. Demonstrate an understanding of ratio,
concretely, pictorially, and symbolically [C,
CN, PS, R, V]
6. Demonstrate an understanding of percent
(limited to whole numbers), concretely,
pictorially and symbolically [C, CN, PS, R, V]

Resources Needed:
Fractions, Percent & Ratios Workbook (printed and in folders for all students)
Smart board
Alberta Program of Studies
Alberta Achievement Indicators Math Grade 6

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Wilson Middle School (2016)

Subject Area
Topic

Math
Number 4, 5, 6 Fractions, Ratios,
Percents
2-3 weeks (10-15 days)

Length of Unit
(days)

Assessments
PreAssessm
ent

Quiz
(?)

Form.

Form.

Weighting

N/A

N/A

4. Relate improper
fractions to mixed
numbers and mixed
numbers to improper
fractions [CN, ME, R, V]

5. Demonstrate an
understanding of
ratio, concretely,
pictorially, and
symbolically [C, CN,
PS, R, V]

6. Demonstrate an
understanding of
percent (limited to
whole numbers),
concretely, pictorially
and symbolically [C,
CN, PS, R, V]

Learning
Outcomes

Title
Type

(Formative/Sum
mative)

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

SelfAssess
Assess
As
Learning
N/A

Exit
Slips

Observati
ons/
Conversat
ions

Unit Test
(4, 5, 6)

Form.

Form.

Summ.

N/A

N/A

Wilson Middle School (2016)

Subject Area
Topic
Length of Unit
(days)

Math
Number 4, 5, 6 Fractions, Ratios,
Percents
2-3 weeks (10-15 days)

Assessment Tool Overview

Assessment
Tool Title

Pre-Assessment

-Quiz
(throughout the
unit)
-Show what you
know (Towards
the end of the
unit)

Self-Assess

Exit Slips

Observations/
Conversations

Outcomes

N4, N5, N6

N4, N5, N6

N4, N5, N6

N4, N5, N6

N4, N5, N6

Brief Description

Before starting a new topic I will pre-assess my

them what they know about fractions, ratios and
percent before teaching the new material.
Students will be asked to write down what they
know about these concepts or I may choose to do
a whole class discussion. These pre-assessments
will not be taken for marks but rather they will
help me plan and guide my lessons.
I may throw in some formative quizzes throughout
the unit just to check in with each individual
student and see what they know up until today. I
will make sure to emphasize the fact that it is
completely formative and it helps me the teacher
to see what students know and helps students to
understand what they should know by now.
Students should know that if they didnt know how
to do most of the questions that they may want to
ask for more help. These quizzes will be reviewed
at the start of the next class and hopefully any
common misconceptions can be fixed. The Show
What You Know will be handed out towards the
end of the unit and will be taken in for minimal
amount of marks.
Students will complete a self-assessment checklist
to help them realize what they should know and
what they will be learning about. This seems to
hold the students responsible for what they know
and it makes them think of their learning in a
different perspective. These assessment will not
be taken for marks but they may be used to spark
a discussion about what students know and what
they find that they need to spend more time on.
These will be used formatively and summatively. I
will have students do questions in class for
practice and might also assign some questions for
students to do for marks. These slips will inform
me on how Im teaching and help students to
demonstrate their math knowledge.
I will constantly observe my students throughout
the class and have conversations with individual
students to see what they know and what they
may struggle with. These are again formative. I
will observe how students write mixed numbers as
improper fractions etc.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Fo
r

AS

OF

0
x
0
X

Wilson Middle School (2016)

Unit Test

N4, N5, N6

Subject Area
Topic
Length of Unit
(days)

Math
Number 4, 5, 6 Fractions, Ratios,
Percents
2-3 weeks (10-15 days)

The unit test will cover the three outcomes (N4,

N5, N6) in the number strand. It will contain
questions based on each of the three outcomes
and include all concepts taught in this unit. This is
a summative assessment and will be for marks.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Wilson Middle School (2016)

Subject Area
Topic
Length of Unit
(days)

Math
Number 4, 5, 6 Fractions, Ratios,
Percents
2-3 weeks (10-15 days)

JANUARY 2016 - Schedule

N4 Fractions
N5 Ratio
N6 - Percent

Monday 4

Tuesday 5

Wednesday 6

Thursday 7

Friday 8

Introduce
myself!
Icebreakers
Know students
names
Go over
rules/expectations
Tell students what
Ill be teaching

N4 Page 2
Pre-assess:
Converting b/w
decimals and
fractions
intro video
Whole class
examples: 1a, 2a,
3a, 4a
Activity: Students
will work on page
2

N4 Page 3-6
Equivalent and
Lowest Fractions
Pre-assess: How
do we create
equivalent/lowest
fractions? How do
we know its
lowest?
Whole class: 1a,
2b, 3c, 5a, 1b
Assess: Exit Slip
Write equiv/lowest
fractions

N4 Page 7
Review exit slip
Math Journal:
Defn
Improper/proper
fractions, Mixed
number
Whole class: When
do we use
mixed/improper?
How to convert
from improper to
mixed (and vice
versa) Step by
step chart
1a, 2a, 2f
Act: Students work
on pg 7

N4 Page 8
Review defns
Whole class:
How to convert
b/w
improper/mixed
Do examples
and review the
steps
Class game: I
have..Who
has..
Exit slip: Sticky
notes write
the improper
fraction/mixed
# for.

Monday 11

Tuesday 12

Wednesday 13 Thursday 14

Friday 15

N4 page 10-11
Review exit slip
and mixed/
improper
Whole class: 1a,
2b, 3c, 2a, 5a
Play the game
again for review
Activity: Students
work on pg 10-11

N5 page 12
Math Journal: Ratio
defn and notation
Whole class:
Examples around
the class and egs
of when we use
ratios
Convert from a
ratio to a decimal
#
Question 1, 2, 3

N5 page 12-15
Review Ratio
Whole class:
Convert from ratio
to reduced
fraction
Equivalence ratios
Pg 12: 4, pg 13:
3a, 5a, 5c
Activity: Students
will create a ratio
poster/card (Incl.
equivalence ratio/
fraction/ mixed #)

N6 page 1617
Math Journal:
Percent
When do we
use
percentages?
video
Whole class:
2a, 3b, 4a

Monday 18

Tuesday 19

Wednesday 20 Thursday 21

Friday 22

N6 page 18-19
Percent of a
number: Using
benchmarks
Whole Class: 1a,
2a, 3
Exit slip: Percent
questions

N6 page 20-21
Percent
Concretely,
pictorially,
symbolically
Activity:
Hundredths charts
in sheet protectors
or use mini
whiteboards eg:

Review/Flex
Work on Show
What You Know
Review any
common
misconceptions/
problems with the
whole class if
necessary

Show What
You Know
DUE?

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

N5 page 13-15
Review ratio as a
class 5i, 6a, 6c, 8a
Students will
chance to finish
their ratio
poster/card and
work in their
workbooks (up to
page 15)
Have students
present their
poster/card
UNIT TEST (N4,
5, 6)

Wilson Middle School (2016)

Subject Area
Topic
Length of Unit
(days)

hundredths, write
as fraction and
decimal.

Spring 2015: Marynowski

Adapted from Wiggins and McTighe (2005)

Math