Simplifying Fractions

Name: Cassadii Lasota

Grade 6/7 Topic Fractions
Date Allotted Time 60 minutes

Rationale:
- Shows students how to reduce fractions
- Shows equivalent fractions
- “I can simplify fractions.”

Curricular and Core Competencies:

Curricular: BIG IDEA:
Grade 6: Mixed numbers and decimal numbers represent quantities that can be decomposed into parts
and wholes.
Grade 7: Decimals, fractions and percents are used to represent and describe parts and wholes of
numbers.

CURRICULAR COMPETENCIES:
Grade 6:
-Use logic and patterns to solve puzzles and play games.
-Demonstrate and apply mental math strategies.
Develop, demonstrate and apply mathematical understanding through play, inquiry and problem
solving.
-Explain and justify mathematical ideas and decisions.

Grade 7:
-Use logic and patterns to solve puzzles and play games.
-Demonstrate and apply mental math strategies.
Develop, demonstrate and apply mathematical understanding through play, inquiry and problem
solving.
-Explain and justify mathematical ideas and decisions.

CONTENT:
Grade 6:
-factors and multiples
-improper fractions

Grade 7:
- relationships between decimals, fractions, ratios and percents.

CORE COMPETENCIES:
Communicating
-connecting and engaging with others
-working collectively
-supporting group interactions

Thinking
-analyzing and critiquing (critical)
Lesson Development Time
CONNECT: 10
1. Which one doesn’t belong questions on board (turn and talk then share).

Guiding Questions:
What do you notice?
What makes all the items alike?
What makes them different?
Which one doesn’t belong?
Can you share your reasoning to justify your answer?

PROCESS: 2
2. Review previous lesson in unit. 10
3. Lesson on simplifying fractions (factors and prime factorization) 2
4. Handout “white boards” and let doodle for a minute. 10
5. Simplifying fractions on board together 25
6. Puzzle to work on alone or with partner.

TRANSFORM:
7. Exit ticket with 3 questions of different difficulty. 3

Assessment
Lesson Outcome Sources of Evidence Criteria
What will students learn? What product or action will show What will you look for in this
what students have learned? evidence?

-critical thinking/problem -answers on board together -reasonable answers to

solving -finished puzzles discussions
-mathematical discussions -discussions while working -following steps for
-how to simplify fractions -WODB discussion simplifying
-correct answers
-can explain thinking

Diversity
-students who are done early can go through and check for mistakes, work in their challenge me folder,
help a classmate, play cards quietly, go for a body break or read.
-students who need more time may use finish up time or continue working during silent reading
-help from teacher as needed (right after lesson any students who need more instruction can come to
teacher station)
-students can use a multiplication chart if they need to
-do model, do together then do independently/with partner
-give students an opportunity to have a body break before moving onto their puzzles if they need it (make
sure _____ goes for a body break before starting)
-exit tickets have green, yellow and red questions (different difficulty)
-students can work at their chosen spots in the room
-can work with partner/small group if desired
-when we work on this concept in math stations next week I will be able to provide more small group
instruction, formative assessment and feedback to students