UNIT PLAN:
GLOs from POS:
N1: Determine and explain why a number is divisible
by 2, 3, 4, 5, 6, 8, 9 or 10, and why a number cannot
be divided by 0.
N4: Demonstrate an understanding of the relationship
between positive terminating decimals and positive
fractions and between positive repeating decimals and
positive fractions.
N5: Demonstrate an understanding of adding and
subtracting positive fractions and mixed numbers, with
like and unlike denominators, concretely, pictorially
and symbolically (limited to positive sums and
differences).
N7: Compare and order positive fractions, positive
decimals (to thousandths) and whole numbers by
using: benchmarks, place value, equivalent fractions
and/or decimals.
Materials Needed
- Smartboard
- Rulers
- Construction Paper
(4 x 28 pages).
- Calculators
- Markers/Sharpies
- Scissors (20 pairs)
- Fractions Blocks
- Cuisenaire Rods
- Enveloppes (Kit)
- Coins (student
owned)
- Large Clock Poster
-
Students will be able to (skills): MUST HAVES
-
Be able to determine if a fraction is greater, less than, or equal to another
fraction. Know the symbols! < Alligator always eats the bigger number.
Reduce a fraction to its lowest term, with or without a factors chart.
Apply divisibility rules (2, 3, 4, 5, 6, 7, 8, 9)
Convert mixed and improper fractions.
Add and subtract fractions, mixed and improper using a variety of different
models (money, time, double line, blocks, rods)
Find the common denominator (Common U
nit) using divisibility rules or
factors chart
Accurately split wholes into equal parts
Benchmark fractions, such as , , ,
Unit Goals
- Focus on conceptual understanding of fractions as part:whole,
part:part, quotient and operator (gr. 8: x and )
- Student language: When you see a fraction, I dont want you to see a
strange line between two numbers. I want you to s
ee a
picture of:
parts out of a whole, (later) top number divided by bottom number
(later still) a proportion of part to part,
Inquiry Question(s): (Brainstorms)
Where are fractions seen in the world around us?
What is the purpose of learning fractions? Why do we care?
Student will know (understanding):
MUST KNOWS
- Proficiency with fractions is an important life-skill. Fractions are part of
everything from cooking to music
- Fractions have multiple meanings: (part-whole, part-part, quotient,
operator (gr. 8: x and ).
- A fraction is a proportion that can be read as: The number of parts
(numerator)out of (fraction line) a
whole (either individual or a
group) split into equal pieces (denominator).
- The denominator cannot be 0.
- A fraction will remain the same if the numerator and denominator are
divided or multiplied by the same number.
- Factors are different ways of multiplying two numbers to get another
number.
- In order to add or subtract numerators, the denominators MUST be
the same.
FORMATIVE ASSESSMENTS TOOLS
Pre Assessment Mini Quiz (To be shared at end of fractions unit).
Practice handouts for testing conjectures:
- #1 Equivalency
- #2 Divisibility rules 2, 5, 10
- #3 Divisibility rules 3, 6, 9
- #4 Fraction Blocks
- #5 Divisibility rules 4, 7, 8
- #6 Finding the common denominator
Fractions Literacy minutes w/ exit slips
- Money. Use coins
- Time. Use clock
- Double line. Distance examples, fractions on top, distance on bottom
- Fraction slips. Student Made
- Fraction Blocks
- Cuisenaire Rods
Equivalency Game: 2 truths and a lie (which fraction is not equivalent?) w/ exit slip
Mini Quiz #1: Reading Fractions, Equivalency, Money Model
Mini Quiz #2: Adding and subtracting fractions with like denominator, Time Model, Lowest Term.
Min Quiz #3: Find the common denominator, Double line model
Mini Quiz #4: Convert improper fractions to mixed numbers and vice-versa.
Brainstorm: Where do we see fractions around us? AND Why should we learn about fractions?
Task: Making Fractions slips (Equal parts of the whole)
Real World Task: Chemistry
SUMMATIVE
Unit
Assessment
Plan
Assessment
Tools
Mini Quiz
N1
Mini Quiz
N4
Mini Quiz
N5
Mini Quiz
N7
Final
Project
Unit Test
Type
Of / For
Of / For
Of / For
Of / For
Of
Of
Weighting
10%
10%
10%
10%
30%
30%
Total
100%
Learning Outcomes
N1: Determine and explain why a
number is divisible by 2, 3, 4, 5, 6, 8,
9 or 10, and why a number cannot be
divided by 0.
N4: Demonstrate an understanding of
the relationship between positive
terminating decimals and positive
fractions and between positive
repeating decimals and positive
fractions.
N5: Demonstrate an understanding of
adding and subtracting positive
fractions and mixed numbers, with
like and unlike denominators,
concretely, pictorially and
symbolically (limited to positive sums
and differences).
N7: Compare and order positive
fractions, positive decimals (to
thousandths) and whole numbers by
using: benchmarks, place value,
equivalent fractions and/or decimals.
