Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

Unit Title: Number Sense

Course: Math 6

Timeline: 4 weeks (11 classes; 60 minutes each)

Unit Overview/Rationale:

The focus of this unit for the grade 6 mathematics curriculum is on developing number sense in the areas of multiplication and

division of whole and decimal numbers, understanding fractions and how they relate to each other, and experimenting with ratio and

its related concepts. Throughout this unit, students will have the opportunity to review prior knowledge, while building onto specific

concepts and therefore developing their understanding. The purpose of this unit is to address topics that students have been introduced

to previously, while allowing for higher-level thinking and practice to occur - including relating the concepts to real world situations.

The general and specific learning outcomes that are addressed throughout this unit are either concepts that have been

previously learned, or concepts that will be developed throughout grades. Students will have the chance to practice these skills in a

variety of ways, and using a multitude of modalities.

Formative assessments are embedded throughout each lesson to ensure that students are prepared for the concepts that will be

assessed summatively. The formative assessments serve to review lesson information and guide my teaching practice by being aware

of the level of understanding that students exhibit and modifying/differentiating where needed. It is important to acknowledge that

some students will need extra support, varied instruction, and the opportunity to learn and practice using various modalities. I have

embedded an array of different assessment strategies throughout the unit to ensure that students have the opportunity to succeed.

1
Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

Reliable, valid, and fair assessment is one of the primary cornerstones of my teaching philosophy and it is my goal to ensure that every

student receives what they need to succeed.

While there are many activities that involve practicing math problems numerically, there will also be the implementation of

pictures and symbols that will be related to the concrete concepts. This will help students to visualize their learning and provide

additional depth in understanding by being able to relate the various forms. Various teaching, learning, and assessment modalities will

be implemented to engage and meet the needs of all students of varying abilities. This will include instruction, discussion based

learning, group brainstorming and collaborative efforts, a range of digital activities, and higher level thinking capabilities throughout

learning activities and assessment. The range of assessments will allow students to express their understanding in a variety of ways

and provide multiple opportunities for success.

Essential/Focusing Questions:

1. How are multiplication and division related and what are the key strategies to solve each type of problem?

2. Why is it important to compare fractions as representations of equal parts of a whole or of a set?

3. How can we use proportions and ratios to solve real world problems?

2
 Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

Unit Plan Timeline:

Class # Topic Specific Resources Activities Assessments

Learning
Outcomes

1 Review of Number SO 2 Multiplying decimals with - Finding patterns in multiplication (5x2=10, (F)
January 11th multiplication - Number SO 8 whole numbers pixel art 5x20=100, 5x200=1000); describe the pattern Exit slip
exercise -
60mins whole number https://docs.google.com/sprea
that is seen here
and decimal dsheets/d/1VUssnxtRb_4OyO - Provide students with a 2-digit by 2-digit (F)
nBvCnied4bJvZmKACl2mT multiplication question and ask them to solve it Multiplication
Kp_TfdjU/edit#gid=7381209 using any strategy they would like (no interactive
75 calculators) worksheet
- Brainstorm the different strategies that can be
used to solve multiplication problems (F)
- Multiplication practice - interactive worksheet Multiplication
on Google slides or wiser.me pixel art
- Decimals: Students will choose two number
from a provided number bank and multiply
them together
- Multiplying decimals pixel art exercise: work
should be completed on a piece of scrap paper
and calculators only used to check answers at
the end (to be submitted on Google classroom)
- Exit slip: What multiplication strategy works
best for you? Create a multiplication question
(whole number or decimal) and solve using this
strategy.

2 Review of Number SO 2 Division basics resource - - Play the ‘long division song’ as an (F)
January 13th division - whole Number SO 8 Division (mathsisfun.com) introduction to the topic Division pixel
50mins number and Long division song- The
- Mini-lesson on long division: review the steps art
decimal Long Division Song | Long of the process and division terminology (i.e.,

3
 Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

Division Steps | Long divisor, dividend, remainder); go through (F)

Division Song for Kids | Silly
School Songs - YouTube
Digital division practice
resources -
MathFROG - Dividerama! -
Grade 5 (uwaterloo.ca)
https://docs.google.com/prese
ntation/d/1FI2M5XKst-Mcfa
1jxY6MirGmXi3ZgGC-ua7je
tq5P54/edit#slide=id.g8cd63f
0c73_0_621
Dividing decimals pixel art
exercise -
https://docs.google.com/sprea
dsheets/d/1hrjeOAuJbB9v1jy
_ShRu85p7ZDp6Mb41ZTIa2
k96j8A/edit#gid=1949775642
strategies and examples as a class Digital
- Digital division practice: have students spend Division
some time practicing on “Dividerama!” website Practice
and then move onto Google slides assignment
(this will be submitted on Google classroom)
- Mini-lesson (5-10mins): discuss division with
decimals and relate to prior knowledge (same
process)
- Students will complete the dividing decimals
pixel art exercise; work should be done on a
piece of scrap paper and calculators only used
to check answers at the end (to be submitted on
Google classroom)

3 Continuing Number SO 2 Math maze template- - Math maze - multiplication and division (F)
January 15th multiplication Number SO 8 https://docs.google.com/drawi - Practicing word problems using multiplication Multiplication
ngs/d/1Uiha7tjtB-Wxmo722Jj
60mins and division -kRWDi5p3fttgKxst0danTiE/
and division and division
practice edit - Spend the remainder of class completing the math maze
multiplication and division activities from
Multiplication word problems previous days for submission on Google
practice - classroom
https://ca.ixl.com/math/grade-
5/multiply-decimals-and-who
- Ensure that movement breaks are included
le-numbers-word-problems throughout, and bring additional activities for
early finishers
file:///C:/Users/megan/Downl - This can also serve as a time for small group
oads/Double%20Digit%20Wo intervention if necessary
rd%20Problems%20TASK%2
0CARDS.pdf

4
 Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

Division word problems

practice -
https://ca.ixl.com/math/grade-
6/divide-decimals-by-whole-n
umbers-word-problems

4 Assessment of Number SO 2 Unit Reference Material - - Students will complete a Google forms quiz (S)
January 18th multiplying/ Number SO 8 https://digital.teacherspayteac on multiplying and dividing whole numbers and Google Forms
hers.com/activities/11176039
60mins dividing whole Number SO 4 decimals which will be taken in for summative Quiz
number and assessment
decimals - Movement break (F)
- Introduce fractions - concretely, pictorially, Recognizing
Introduction to and symbolically and
Fractions - Lesson: Go through fractions terminology Representing
(i.e., numerator, denominator), representing Fractions
fractions numerically, using number lines, Practice
fraction strips, etc., look at examples as a class
- Students will complete an activity where they
represent fractions (i.e., shading in equal parts
of a circle, recognizing the fractions being
represented from a picture)

5 Equivalent Number SO 4 Teacher Reference - - Kahoot! to review the material from previous (F)
January 20th Fractions https://www.teacherspayteach day on representing fractions Fractions
ers.com/Product/Comparing-
50mins Fractions-and-Ordering-on-G
Lesson material - equivalent fraction/how to Kahoot!
oogle-Slides-for-Distance-Lea recognize fractions that are equal to each other
rning-2419418?st=dbbbf7477 (look at fraction strips) (F)
fa90d491b5721ed29ba500c - Complete interactive/digital notes as a class to Equivalent
practice this concept Fractions
- Play ‘fraction dominoes’ - matching up a Games and
fraction represented numerically and pictorially Worksheet
- Digital worksheet practice - equivalent Practice
fractions

5
 Instructor: Megan McHale Professional Semester III
6 Converting Number SO 4 Math Antics Worksheet
January 25th fractions to Reference -
https://www.mathantics.com/f
60mins different forms iles/pdfs/Worksheets_MixedN
umbers.pdf
Online Fraction Games -
https://www.education.com/g
ames/mixed-numbers-and-im
proper-fractions/
7 Comparing and Number SO 4 Comparing and Ordering
January 27th Ordering Fractions Digital Activity -
https://www.teacherspayteach
50mins fractions ers.com/Product/Compare-an
d-Order-Fractions-Digital-Int
eractive-Learning-Path-for-4t
h-Grade-6179185?st=dbbbf74
77fa90d491b5721ed29ba500c
8 Fraction Number SO 4 Fractions Digital Breakout
January 29th practice Room Reference -
https://www.teacherspayteach
60mins ers.com/Product/Fighting-Fra
January 11 - February 5th, 2021
- Lesson: looking at proper fractions, improper (F)
fractions, and mixed numbers; go through the Google Slides
steps to convert from one form to another (will Fraction
need to look at the concept of lowest common Assignment
denominators for this), Learn how to properly
reduce fractions to their lowest form,practice (F)
examples as a class Fractions
- Students will work individually on a Google Practice
Slides assignment in which they will practice Game
converting fractions to its different forms
- When completed, students can access the
online fraction games provided which will
allow them to practice converting fractions
from one form to another
- Lesson: Comparing fractions using <, =, > (F)
symbols; practice ordering from lowest to Comparing
highest and Ordering
Movement break - each student will be assigned Fractions
a fraction and they must line up in the correct Digital
order (lowest to highest) Activity
Comparing and Ordering Fractions Digital
Activity - Student will be able to access this
activity on Google Classroom, where they will
complete a variety of activities (includes typing
in answers, matching, drag and drop) that focu
on comparing fractions with LCD, properly
ordering them, and representing fractions
visually
- Students will have 45 minutes to work on and (F)
‘escape’ the digital breakout room; this will Fractions
serve as practice for the summative assessment Digital
6
 Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

ctions-Digital-EduEscape-Bre that will be completed during the next class Breakout

akout-Game-for-Google-3604 - Student will work in small groups of 2 or 3 Room
507?st=dbbbf7477fa90d491b
5721ed29ba500c
- Any remaining class time can be used to
complete prior assignments on Google; if done
Comparing Fractions Online all assignments, extra practice activities and
Game - online games will be available
https://www.arcademics.com/
games/dirt-bike-comparing-fr
actions

9 Fractions Number SO 4 Bake Away Fractions - Students will have this period to work on the (S)
February 1st assessment Assignment - fractions summative assessment task (the task Bake Away
file:///C:/Users/megan/Downl
60mins oads/ImproperFractionsandM
will be converted to a digital format) Assignment
ixedNumbersConversionsinB - This task requires students to recognize and
aking.pdf represent fractions numerically and pictorially,
be able to convert fractions from one form to
another, and accurately reduce fractions to their
lowest form
- Students will also be ordering fractions to
solve problems, and will apply their knowledge
of fractions to word problems

10 Ratios Number SO 5 Unit Reference Material - - Student will use their knowledge of fractions (F)
February 3rd https://digital.teacherspayteac to begin to understand ratios (i.e. 1:3 could also Google Slides
hers.com/activities/11176039
50mins be represented by 1/3) Digital
- Unit reference material will be converted into Worksheet
a digital format for students to access and edit;
we will explore terminology and example,
expressing ratio concurrently, pictorially, and
symbolically
- Students will complete a digital worksheet
containing this material and that will allow
students to represent their knowledge in
multiple ways

7
 Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

11 Ratios Number SO 5 Ratio Performance Task - - Students will be given a performance task (S)
February 5th https://aac.ab.ca/assessment- assignment where they will evaluate and Ratios
material/the-tiled-floor/
60mins express their knowledge of ratios in various Performance
ways Task
- Students will have the class period to work on
this, but if they do not finish, will be given
additional time during a future class
- this performance task will be converted into a
digital format
- Provide movement/brain breaks throughout
the class period

8
 Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

Unit Assessment Plan

Stage 1: Desired Results

General Outcomes (in full) students will be able to:

Number: Develop number sense

Understandings: Essential Questions:

Students will utilize a multitude of 1. How are multiplication and division related and what are the key strategies to solve each type of
strategies to solve problems involving the
problem?
multiplication and division of whole and
2. Why is it important to compare fractions as representations of equal parts of a whole or of a set?
decimal numbers.
3. How can we use proportions and ratios to solve real world problems?
Students will understand how fractions
relate to one another and how they can be
applied to solve real world problems.

Students will determine the relationship

between fractions and ratios, along with

9
 Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

how ratios can be applied to real life

situations.

Specific Outcomes (in full): Prior Understandings:

Number SO 2: Solve problems involving
whole numbers and decimal numbers
Number SO 8: Demonstrate an
understanding of multiplication and
division of decimals (1-digit whole number
multipliers and 1-digit natural number
divisors)
Number SO 5: Demonstrate an
understanding of ratio, concurrently,
pictorially, and symbolically
Students have the opportunity to maintain and refine previously learned:
- Multiplication and division number facts
- Grade 5 Number SO 3: understand, recall, and apply multiplication and related division
facts to 9 x 9
- Operations with whole numbers
- Grade 5 Number SO 5: an understanding of multiplication (2-digit by 2-digit) to solve
problems
- Grade 5 Number SO 6: an understanding of division (3-digit by 1-digit), and interpret
remainders to solve problems

Number SO 4: Relate improper fractions to

mixed numbers and mixed numbers to
improper fractions

10
Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

Where does this lead?

As number sense continues as a general learning outcome until the grade 9 level, students will
continue to develop their skills and understanding of the material learned in this unit throughout
subsequent grade-levels. The concepts taught here will (i.e., fractions) will be continued to be
taught at a higher skill level, making this unit a base of knowledge and understanding.

11
 Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

Stage 2: Assessments
Multiplication Fractions
Interactive/ Google Fractions Ratios
and Division Entry Slips/ Online Digital
Title Digital Forms Bake Away Performance
Learning Outcomes Digital Activities Games Breakout
Worksheets Quiz Assignment Task
Activities Room

Type
(Formative/Summati Formative Formative Summative Formative Formative Formative Summative Summative
ve)

Number SO 2: Solve problems involving

whole numbers and decimal numbers
X X X X X

Number SO 8: Demonstrate an understanding

of multiplication and division of decimals
(1-digit whole number multipliers and 1-digit
X X X X X
natural number divisors)

Number SO 4: Relate improper fractions to

mixed numbers and mixed numbers to X X X X X
improper fractions

Number SO 5: Demonstrate an understanding

of ratio, concurrently, pictorially, and X X X X
symbolically

12
Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

Assessment FOR Assessment OF

Assessment Tool Brief Description Learning Learning

Interactive worksheets in the digital form will be

implemented throughout this unit. Students are
familiar with completing activities such as this on
Google slides and docs. These activities will serve to
Interactive/ Digital
Worksheets
support the material being learned at each stage in the
unit. The activities will include such things as
X
matching, solving problems and typing responses,
connecting concrete problems to pictures and symbols,
etc.

These activities include the multiplication and division

pixel art exercise, the math maze, online word
Multiplication and problems, and more. The purpose of these activities is
Division Digital
Activities
to provide an additional form of practice. Questions
and activities are laid out in different ways than the
X
lesson material and digital worksheets, serving as an
extension for higher-level thinking

The Google Forms quiz will act as the summative

assessment for the review of multiplication and
Google Forms Quiz
division with whole numbers and decimals. There will
be a combination of select-response and X
written-response questions. Students will be assessed
on both numerical and word problems.

These ‘beginning-of-class’ activities serve to review

material learned during the previous class. They come
Entry Slips/
Activities
in the form of entry slips or other activities (including
things like Kahoot! and whole class discussions).
X
These activities will guide my instruction by informing
me of individual student’s level of understanding.

13
Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

From here, I can adjust my practice if necessary and

provide intervention for those that require it.

The various online games that are used throughout the

unit act as another modality for learning. It provides
Online Games
students with the material they have been learning and
practicing in another form. This differentiation will X
allow students to view and understand the concepts
within the unit in a variety of ways.

This digital breakout room will act as the formative

assessment that will prepare students for the
summative assessment. Activities involve all aspects
Fractions Digital
Breakout Room
of fractions that have been learned, including
representing fraction concretely, pictorially, and X
symbolically, being able to convert fractions to its
various forms, understanding equivalent fractions, and
being able to order fractions in a specific manner.

The summative task that students will complete for the

fractions portion of this unit involves all concepts that
have been learned throughout this section. This
involves accurately recognizing and representing
Fractions Bake
Away Assignment
fractions, converting fractions to its other forms and
being able to adequately reduce them, and ordering X
fractions in a specific manner. There is a real-life
aspect to this assignment as it deals with baking and
recipes. Students will understand how fractions will be
implemented into their day-to-day lives.

The summative performance task for the ratios

component of the unit will evaluate student
Ratios Performance
Task understanding of how ratio is depicted concretely and X
pictorially. Students will be asked to create patterns for
a tile floor, calculate the total number of tiles, and

14
Instructor: Megan McHale Professional Semester III January 11 - February 5th, 2021

estimate the number of each coloured tile. There will

also be extension questions in which students will
explain their reasoning behind their work.

15