Download UNIT 2

UNIT 2
Title: Number and Operation
Subject/Course: Math
Length:
Topic: Multiply/Divide Fractions
Davis/Boyd
Grade: 6
Designer:
UNIT GOALS AND EXPECTATIONS
ESSENTIAL QUESTIONS:
IMPORTANT CONCEPTS/UNDERSTANDINGS:
• Successful problem solvers posses a set of
• What are the specific strategies that have wide
core beliefs that support their work: problem
application in attacking problems and can help in
solving is important, takes significant time
problem solving?
and repeated efforts, and requires reflection.
• How do operations with fractions compare to
• Multiplication does not always make larger
operations with whole numbers?
and division does not always make smaller.
• What is the purpose of estimation and what
• Computational estimations produce
determines a reasonable estimation for a given
approximate results.
situation?
STUDENT LEARNING EXPECTATIONS:
NO.1.6.4 – Convert, compare and order
fractions(mixed numbers and improper fractions)
and find their approximate locations on a number
line
NO.2.6.5 – Model multiplication and division of
fractions (including mixed numbers ) and
decimals using pictures and physical objects
NO.3.6.2 – Develop and analyze algorithms for
computing with fractions(including mixed numbers) and
demonstrate with and without appropriate technology
computational fluency in their use and justify the
solution
NO.3.6.4 – Estimate reasonable solutions to problem
situations involving fractions
SPECIFIC DECLARATIVE KNOWLEDGE – What I
know
o Explain Vocabulary : denominator,
SPECIFIC PROCEDURAL KNOWLEDGE – What I need to do
numerator, improper fractions, simply,
reduce, mixed number, convert, equivalent
fractions
o Recognize benchmark fractions
o Identify sequence of operations needed to
solve problems
o Identify strategies/methods needed to
solve problems.
o Convert fluently between mixed numbers and
improper fractions
o Compare fluently between fraction whose
quantities are greater than zero(mixed, proper
and improper )using concrete models
o Compare fluently between fractions with and
without models
o Compare and order fractions with and without
models
o Find approximate location of fractions on a
number line
o justify solutions with computational fluency
o round benchmark fractions to the nearest whole
number
o Compute fractions using multiplication and
division
o
estimate calculations using multiplication and
division of fractions
UNIT ASSESSMENTS
(Include tasks related to Dimensions 3 and 4 and Bloom’s Taxonomy)
Unit 2 Open Response #1
Unit 2 Open Response #2
Unit 2 Open Response #3
Traditional Assessments:
Unit 2 Assessment
Vocabulary Quiz
Unit 2 Quizzes
ACTIVITIES AND LEARNING EXPERIENCES
Convert fluently between mixed numbers and
improper fractions
• S will learn vocabulary using the 4-step
vocabulary process – mixed number’,
proper fraction,improper fraction
• T will model converting between mixed
numbers and improper fractions on
smart board.
• S will do improper fractions activity
• T will go over activity with S and relate it
to converting between improper and
mixed numbers
• T will model converting between mixed
numbers and improper fractions by
open response strategy
Find approximate location of fractions on a
number line
• T will model benchmark fractions on a
number line by using the smart board
• S will locate fractions on a number line
by using benchmark fractions
• T will model locating a fraction on a
number line by using open response
strategy
Compare proper fractions
• S will do warm-up on finding
approximate location of fraction on a
number line.
Other Evidence of Learning:
• Homework
• Classwork
• Warm-up problems
Resources
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4-step vocabulary sheets
Activity
16.4 Elementary and Middle School
Mathematics
http://www.mathisfun.com/improper-fractions.htm
Text book pb.186
Open Response
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Smart board
Number line
Text book pg.188
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Unifix cubes
Wedges
Activity 8.3
Text book pg.188
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T will model comparing proper fractions
by using models
S will work in groups to compare proper
fractions by using models
Comparing improper fractions and mixed
numbers
• S will do warm-up over converting
between improper and mixed
• numbers.
• T will model comparing mixed numbers
and improper fractions by using models
and without models
• S work in cooperative groups to
compare,mixed numbers and improper
fractions with models and without
models
Round benchmark fractions to the nearest
whole number
• S will learn vocabulary by using the 4
step vocabulary process - benchmark
• T will model rounding benchmark
fractions by using a table
• S will do Activity 9.1
Estimating calculations by using
multiplication and division of fractions
• S will do warm-up over rounding
benchmark fractions to the nearest
whole number
• T will model estimation of multiplication
and division by using rounding and
compatible numbers
• S will estimate real-life solutions which
involves multiplication and division while
working in cooperative groups
Multiplying Fractions
• T model multiplication of fractions using
models and pictures
• T model multiplication of fractions
through use of algorithms
• S will work cooperatively on multiplying
fractions with pictures and models
• S will work cooperatively on multiplying
fractions with use of algorithms
Multiplying mixed numbers
• S will do warm-up on multiplying
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Pizza slices
Unifix cubes
Text book pg.188
http://www.cfnc.org/units/MS/math
summer/fym/m5018.pdf
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4-step vocabulary sheets
Activity 9.1
Text book – Pg. 200
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Activity 10.1
Text book pg. 226
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Smart board
Activity 10.2
Text book pg.228
models
http://harcourtschool.com/menus/math2004/math2004gr.6.html
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smartboard
Models/pictures
Text book pg.232
http://harcourtsschool.com/menus/math2004/math2004gr.6.html
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fractions
T will model multiplication of mixed
numbers using models and pictures
T will model multiplying mixed numbers
using algorithms
S will work cooperatively on multiplying
mixed numbers using models and
pictures
S will work cooperatively on multiplying
mixed numbers using algorithms
T Will model multiplying through use of
open response
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Open Response
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Smart board
Models/pictures
Activity 10.4
Textbook pg.234
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Smart board
Models/pictures
Text book pg.236
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Open Response
Text book pg.240
Dividing Fractions
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S will learn vocabulary using the 4-step
vocabulary process –reciprocal
T will model dividing fractions using
pictures and models
T will model dividing fractions using
algorithms.
S will work cooperatively to divide
fractions using pictures and models
S will work cooperatively to divide
fractions using algorithms
Dividing mixed numbers
• S will do warm-up on dividing fractions
• T will model dividing mixed numbers
using models and pictures
• T will model dividing mixed numbers
using algorithms
• S will work cooperatively to divide
mixed numbers using models and
pictures
• S will work cooperatively to divide mixed
numbers using algorithms
Solving real-life problems that involves
multiplication and division of fractions
• T will give S real-life problems involving
fractions to solve
• S will identify sequence of operations
needed to solve problem
• S will choose strategies/methods
needed to solve real-world problem.
Career Connections
Carpenter, Chef, Architect