You are on page 1of 3

Name: Emily Widomski

Date: April 18, 2015
Lesson Title  
Fun With Fractions

Content Area

Grade Level
Sixth Grade

1 of 1 in a 45 minute session

UBD Stage I: Identify Desired Results
Lesson Objectives

Students will be able to take a mixed number fraction and turn it into an improper fraction.
Students will be able to convert fractions to their decimal equivalent and a decimal into a fraction.
Students will be able to take any simple number and convert it into another form.

PA Standards –

M6.A.1.1.4: Represent a mixed number as an improper fraction.

ISTE Standards Teachers –

2.a: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning
and creativity.
2.c: Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and
abilities using digital tools and resources.

Enduring Understandings

Fractions and mixed numbers represent relationships between numbers.
Although there are different forms of numbers they are equivalently the same.

Essential Questions

How can I use fractions in real life?
How do we solve problems with whole numbers, fractions, and mixed numbers?
How does converting numbers into other forms help us when trying to add or subtract them?

UBD Stage II: Determine Acceptable Evidence
Assessment Tasks
Students will be formally assessed through a work sheet with multiple numbers that need converted. Each problem will tell the
student what form to convert the number into. Students will turn these in for a grade. I will be grading based off of completeness and
understanding of the steps needed to take to get to the correct solution.
Students will be informally assessed through a question and answer period. I will show a number on the Prezi presentations and tell
the students what we will be converting that number to and have them raise their hand to volunteer to come talk about the steps of
converting the number. Then they will click through the Prezi, which has the correct steps and answers, to see if they are correct. If
they are incorrect the entire class will help to try and figure out the correct answer.

Assessment Adaptations

Rubric/Scoring Criteria
Worksheet Scoring Guide
How many questions, if attempted, had work that modeled the correct way to convert numbers?
Final Score

____ / 10
____ / 10

UBD Stage III: Plan Learning Experiences and Instruction
Materials and Resources

Paper and Pencil (for student)
Marker and Erase Board (for teacher)
Computer with Projector
Handout for Student Assessment
Homework Worksheet

Procedures and Content

T: Start by showing the students a number in two different forms, an improper fraction and a mixed number, and ask
them if they are the same or not.
S: Respond to whether or not the students believe the number is the same.
T: Show the students the calculator equivalent of the fraction and the mixed number to show them that they are in fact
the same number.
T: Explain to the students how numbers can have the same value but can be shown in multiple forms. Then I will pull up
a Prezi presentation to show different forms of numbers and tell them that we will focus on mixed numbers and
improper fractions.
T: Explain how to convert numbers from fractions to mixed numbers and mixed numbers back to fractions.
T: Use the Prezi presentation to demonstrate how to convert these numbers.
S: Have students come up to switch the screen to show how to convert numbers.
T: The Prezi will show that when a mixed number needs to be converted into a fraction you multiply the denominator by
the number out front, add it to the numerator, and put that number over the original denominator.

4 ½ = [(4)(2) + 1] / 2 = 9/2 ✓

T: I will use the Prezi to slowly show each step of this process.
S: Students will be able to ask questions and come up and click through the Prezi.
T: I will then continue on using the Prezi but now I will show how to go from an improper fraction to a mixed number. 𝟐𝟖 𝟓


= 5 28 = 5 28
3 𝟑

5   ✓ 𝟓

S: Students will be able to ask any questions they have and continue to be able to come up to the board and scroll
through the steps we just did by clicking through the Prezi.
T: I will then click to the next section of the Prezi where it will be either a mixed number or an improper fraction and
students will be able to volunteer to come up to the board and explain the solution.
S: Students will come up and go through the solution.
T: After roughly 15 minutes of this practice session students will be given a worksheet that will be graded on whether or
not they attempt the problem and if their steps to getting to the solution are on track.
S: Students will have ten minutes to complete five problems.
T: I will collect the worksheets and then ask again if the students have any questions.
S: Ask questions if necessary.
T: I will pass out the homework worksheet that is due next class.


For their homework assignment they will have to complete a 15-problem worksheet that consists of converting fractions to mixed
numbers and mixed numbers to fractions. The homework will not be graded for accuracy but all problems must be at least attempted.
I will give all students who attempt all problems a check mark. Students who have check marks on all their homework at the end of
the week get a small treat.

If Time Activities
If time allows we will go over more practice problems, or go over the worksheet they just completed for a grade. I may also go over
some of the more challenging problems on their homework sheet to help give them an idea of how to tackle more complex fractions
or mixed numbers.