Title of Unit Cooking Up Fractions Grade Level 6th Grade

Time Frame 4 weeks Content Area Math

Area of Concern
According to the CRCT data results for 2010. Math is a weak area for Southside
Middle School, but sixth grade math students struggle on the test. Of the 173 students
tested, only 46% of the students met the standard and a mere 1% exceeded the standard.
One student was on a 504 plan and eighteen had special needs. Five of those students
had Specific Learning Disabilities and nine had Mild Intellectual Disabilities. There were
86 females and 87 males. Only two students were Caucasian, all others were African
American. The standard that posed the most trouble for the students was numbers and
operations. Only thirty-nine percent of the students passed that domain on the CRCT.

Learner Analysis
The target population is four classes of sixth graders. One of the classes is a co-
taught inclusion class. All of the classes, with the exception of the inclusion class,
perform at grade level. The teacher stated that working with fractions is the most difficult
concept in the area of number and operations for the students.
Motivational Strategies
The inclusion class is the most difficult class to motivate. Persuading that they can
successfully complete a task is not an easy job. The teacher will use ARCS motivation
strategies to engage the students in the unit.
• Attention: The teacher will ask the students, What are your favorite foods?
• Relevance: The teacher will ask the students, What would happen if someone
used the wrong amounts of ingredients to prepare a certain type of food? How
does math, particularly fractions ensure that foods taste like they should?
• Confidence: Students will gain confidence in measuring various items (water,
sand, etc.) in the classroom. A detailed rubric will be provided to guide students
as they complete the tasks associated with their presentation.
• Satisfaction: Students will be rewarded for their participation and completion of
the task with a tasting party. Students will be allowed to bring their finished
products to share with their classmates.
Stage 1- Identify Desired Results
Content Standard(s):
M6N1. Students will understand the meaning of the four arithmetic operations as related to
positive rational numbers and will use these concepts to solve problems
Standards for the 21st Century Learner Goals:
1. Inquire, think critically, and gain knowledge.
Skill Indicator 1.1.1: Follow an inquiry based process in seeking knowledge in
curricular subjects, and make the real-world connection for using this process in
own life.
Disposition 1.2.5: Demonstrate adaptability by changing the inquiry focus,
questions, resources, or strategies when necessary to achieve success.
Self Assessment: Monitor own information-seeking processes for effectiveness and
progress, and adapt.
 Understandings
Understanding (s)/goals
Students will understand:
• Fractions that represent the same value are equivalent.
• How to convert between mixed numbers and improper fractions.
• How to order and compare fractions.
Essential Questions:
Overarching Questions: Topical Questions:
Why is the correct use of measurement Essential Question(s):
important? • How do I find equivalent fractions?
• How do I interchange mixed numbers
How difficult would it be to cook if there and improper fractions?
were no measurements? • How do I order and compare
fractions?
• How can I tell which form of a
rational number is most appropriate in
a given situation?
• When I subtract two fractions, how
can I be sure my answer is correct?
• How do I find a common
denominator?
• When I multiply one number by
another number, do I always get a
product bigger than my original
number?
• When I divide one number by another
number, do I always get a quotient
smaller than my original number?
•
Knowledge and Skills
Knowledge Skills
Students will know: Students will be able to:
• Key terms and examples: fraction bar, • Write equivalent fractions.
numerator, denominator, equivalent • Convert mixed numbers to improper
fractions, simplest form, mixed fractions.
number, improper fractions, like • Convert improper fractions to mixed
fractions, unlike fractions, and numbers.
common denominator. • Use pictures and number lines to
• The relationships and rules that compare and order fractions.
govern whole numbers, govern all
rational numbers.
• In order to add or subtract fractions,
we must have like denominators.
• When we multiply one number by
another, we may get a product that is
 bigger than the original number,
smaller than the original number or
equal to the original number.
• When we divide one number by another,
we may get a quotient that is bigger than
the original number, smaller than the
original number or equal to the original
number.
Stage 2-Evidence
Performance Task
Goal: Your goal is to prepare a dish.
Role: You are a famous chef.
Audience: Your target audience is a television audience.
Situation: You need to prepare a dish for your upcoming show.
Product Performance and Purpose: You need to provide your television audience a
recipe. You should be able to tell them how to increase and decrease the ingredients
to get an adequate number of servings.
Standards and Criteria for Success: You recipe will include:
-The original recipe
-A recipe for doubling the number of servings
-A recipe for reducing the number of servings by half.
Performance Tasks Rubrics
Digital Storytelling: Cooking Up Fractions Teacher Name:
Student Name:
CATEGORY 4 3 2 1
Recipe Recipe with at two or Recipe with at least Recipe with one Recipe with
more fractions two fractions fraction no fractions

Increased Recipe Both fractions are One fraction is added One fraction is added Neither
added and multiplied and multiplied or multiplied correctly fraction was
correctly correctly added nor
multiplied
correctly

Decreased Recipe Both fractions are One fraction is added One fraction is added Neither
added and multiplied and multiplied or multiplied correctly fraction was
correctly correctly added nor
multiplied

Slideshow/Photos Contains required Contains required Contains required Contains

tory information on all 10 information on 8 or information on 5 or required
slides. more slides more slides information
on 3 or more
sides

Reflection Fully addresses the Partially addresses Minimally addresses Does not
importance of the importance of the importance of address the
fractions and fractions and fractions and importance
measurements in measurements in measurements in of fractions
daily life daily life daily life and
measuremen
ts in daily life
References Properly cited Cited

22-20 points = (95)

19-16 points = (85)
15-12 points = (75)
11-8 points= (65)
8-5 points = (50)
Less than 5 points = (0)
Rubric created using http://rubistar.4teachers.org

Other Evidence
(e.g. tests, quizzes, work samples, observations)
(Explain)-Written quiz-Describe how fractions make wholes.
(Interpret)Oral quiz-Create analogies to explain how wholes and parts relate to each
other.
(Apply)- Work Sample- One student will pour the prescribed amount in a
measuring cup. The next student will decrease the amount by half, another back to
it’s previous amount, another will double the amount.
(Perspective)-Observation-Students will write the steps needed to complete the
previous task.
(Empathy)-Writing- Describe the cook’s shame when someone does not enjoy
his/her dish.
(Self-Knowledge)-Students will write a brief summary of what they have learned
and how it will help them complete the performance task.
Student Self Assessment and Reflection
K-W-L – Prior to the lesson students will list what they know about fractions and
what they wish to learn on a K-W-L chart. At the end of the lesson, students will
record what they have learned.

Pre-Test-Students will complete a pre-test to determine what they do and don’t

understand.

Rubric Review- Prior to submitting their performance task, students will review the
rubrics to ensure that their work is acceptable.

Give Me Five-Students will trace their hands on a sheet of paper. They will write
one thing they have learned on each finger of the drawing. If they cannot list five
things they have learned, they must list what they still do not understand.

Post-test- The students will complete a post-test to measure student success and help
develop future lessons.

Stage 3: Plan Learning Experiences

Week 1
• Pretest
• K-W-L Chart
• Introduce Standard(s) & Essential Question(s) (listed above)
• Teacher will discuss key terms and examples: fraction bar, numerator, denominator,
equivalent fractions, simplest form, mixed number, improper fractions, like fractions,
unlike fractions, and common denominator. Allow students to create a vocabulary flip
chart. As you review each word, students should write down their own definition for
each word and an illustration.

Developmental Activities
• Teacher should review how to simplify fractions, convert mixed/improper fractions,
and comparing & order fractions (5th grade standard).
• Students should be divided into 3 groups and rotate among 3 stations to complete
various assignments from the resource list. Teachers should use various websites or
 teacher generated games such as fraction memory to match equivalent fractions.
Example:
-Group 1: Equivalent Fractions and Simplest Form
-Group 2: Mixed Numbers and Improper Fractions
-Group 3: Comparing and Ordering Fractions

Closing Activity
• Select one problem from each group activity to review with the class as a whole.

Homework:
Teacher Discretion. (Use resource list)
Resources:
• Holt Mathematics Textbook:
o Lesson 4-5: pages 186-189
o Lesson 4-6: pages 192-195
o Lesson 4-7: pages 198-201
• Holt Mathematics Online Resources:
o PowerPoint Lesson 4-5
o PowerPoint Lesson 4-6
o PowerPoint Lesson 4-7
• Holt Mathematics Worktext:
o Pages 97-99
o Pages 100-104
o Pages 105-111
• Versa Tiles
o Numbers and Number Theory Workbook pages 13 & 18
o Operations with Fractions Workbook page 1
• Measuring Up Workbook (pages 39-41)

Week 2
Introductory Activities
• Introduce Standard(s) & Essential Question(s) (listed above)
• Ask students to find the following sums and differences of several like fractions.
Have students compare the denominators in each expression and tell what they notice.
Explain that when you add or subtract fractions with different denominators, you have
to rewrite them as equivalent fractions with like denominators.
o Ask students to solve the following problem and draw a picture to illustrate
their thinking. Liza and Curtis bought a large anchovy pizza. Liza ate 3/8 of it,
and Curtis ate 4/8 of it. How much of the pizza did they eat together? How
much of the pizza was left?
Developmental Activities
• Teacher will discuss key terms: least common denominator.
• Teacher should discuss how to add and subtract fractions with unlike denominators.
• Students should work with a partner to complete one of the assignments from the
resource list.
Closing Activity
• Students should solve the following problem: Mark made a pizza with pepperoni
covering ¼ of the pizza and onions covering another 1/3. What fraction of the pizza is
covered by pepperoni and onions?

Homework:
• Teacher Discretion. (Use resource list)

Resources:
• Holt Mathematics Online Resources (PowerPoint Lesson 5-2)
• Holt Mathematics Textbook (Lesson 5-2: pages 234-237)
• Holt Mathematics Worktext (pages 126-130)
• Versa Tiles Fractions Workbook (pages 2-6)
Introductory Activities
• Review Standard(s) & Essential Question(s)
• Exploration- Worktext 5-3.

Developmental Activities
• Teacher should discuss how to add and subtract mixed numbers and fractions.
• Teacher should allow students to practice as a whole class by selecting one of the
websites from the resource list to project on the promethean board. Students can be
divided into teams and compete against each other to solve the problems from the
website.
• Students should work together with a partner to complete one of assignments from the
resource list.
Closing Activity
• Select 3 problems from the class assignment to review with the class.
• Complete lesson quiz 5-3

Homework:
• Teacher Discretion. (Use resource list)
Introductory Activities
• Review Standard(s) & Essential Question(s)
• Give each student a ruler and ask them to write down what they know about the ruler
how it is used in measurement.

Developmental Activities
• Teacher should review how to add and subtract mixed numbers and fractions. During
this review, explain to students how measuring with a ruler sometimes involves using
fractions. Provide students with an example of measuring two objects in inches, for
example a pencil 4 2/16 inches which reduces to 4 1/8 and the width of a book 8 ¼ .
Ask students to add the two measurements together.
• Allow students to measure, in inches, several objects around the classroom and then
record their findings. Have students use their findings to calculate the combined
width of two or more of the objects they measured.
• Students should be divided into 3 groups (based on ability) to complete various
 assignments from the resource list. Example:
o Group 1: Teacher assisted (Practice sheet)
o Group 2: Versa Tiles
o Group 3: Website practice (see technology list)

Closing Activity
• Students should solve the following problem: The length of Jen’s kitten’s body is 10
¼ inches long. It’s tail is 5 1/8 inches long. What is the total length of its body and
tail?

Homework:
o Teacher Discretion. (Use resource list)
Week 3
Introductory Activities
• Review Standard(s) & Essential Question(s)
• Give each student a ruler and ask them to write down what they know about the ruler
how it is used in measurement.

Developmental Activities
• Teacher should review how to add and subtract mixed numbers and fractions. During
this review, explain to students how measuring with a ruler sometimes involves using
fractions. Provide students with an example of measuring two objects in inches, for
example a pencil 4 2/16 inches which reduces to 4 1/8 and the width of a book 8 ¼ .
Ask students to add the two measurements together.
• Allow students to measure, in inches, several objects around the classroom and then
record their findings. Have students use their findings to calculate the combined
width of two or more of the objects they measured.
• Students should be divided into 3 groups (based on ability) to complete various
assignments from the resource list. Example:
o Group 1: Teacher assisted (Practice sheet)
o Group 2: Versa Tiles
o Group 3: Website practice (see technology list)

Closing Activity
• Students should solve the following problem: The length of Jen’s kitten’s body is 10
¼ inches long. It’s tail is 5 1/8 inches long. What is the total length of its body and
tail?

Homework:
Teacher Discretion. (Use resource list)
Resources:
• Holt Mathematics Online Resources (PowerPoint Lessons 5-6, 5-7, & 5-8)
• Holt Mathematics Textbook (Lessons 5-6, 5-7, 5-8: pages 254-267)
• Holt Mathematics Worktext (pages 146-153)
• Versa Tiles Operations with Fractions Workbook (pages 16-24)
• Buckle Down Workbook (pages 29-30)
• Measuring Up Workbook (pages 50-53)

Week 4
Students will present their slideshows/digital stories and enjoy the dishes they prepared.
Complete unit assessments.
Resources:
 Teacher- Generated Unit 3 Part 1 Study Guide