UNIT PLAN TEMPLATE

Title of Unit Fractions Grade Level 6

Curriculum Area(s) Number: Improper fractions and mixed Time Frame 4 weeks
numbers

Developed by Kari Dignum

IDENTIFY DESIRED RESULTS

Programs of Study Foundations
What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

The emphasis of the number unit in the program of studies is to develop number sense. Therefore, the emphasis of this fractions unit will be
for students to understand the relationship between mixed numbers and improper fractions. This will help them to convert between the two
and understand why they represent the same amount.

Essential Question
What is the big, overarching question guiding your unit plan?

How do you determine and convert improper fractions and mixed numbers?

Unit Plan Outcomes

What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?

Number Outcome 4: Relate improper fractions to mixed numbers and mixed numbers to improper fractions.
● Student will gain an understanding of what an improper fraction and mixed number is 

● Students will be able to convert between improper fractions and mixed numbers 

Adapted from Wiggins, Grant & J. McTighe (1998)

 ● Students will use manipulatives, drawings and figures to demonstrate their work

● Students will engage with textbook work, worksheets, project work, and quizzes to practice their knowledge

UNIT PLAN RESOURCES

What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?

● Textbook for math 6 and teacher resource paired with it

● Online resources such as teacher handouts, YouTube videos, project ideas

● Manipulatives will be used from the resource room (multicoloured shapes)

● Computers will be used by students when working on parts of their student led project (ex. Creating a fraction google slides)

UNIT PLAN SUMMATIVE ASSESSMENT

What will you accept as evidence that learning has occurred at the conclusion of this unit?

A final chapter test will be given to students from the teacher resource
What is the summative performance assessment for the unit?
book which pairs with their math textbook.

The goal of the assessment is to see if students understand the

What is the goal of your summative performance assessment
as framed within the outcomes and competencies? What do
you hope to learn?
relationship between improper fractions and mixed numbers and how to
convert the two. Additionally, I hope to learn whether students have any
weak areas and where I can work with them to improve such.

How will this assessment inform student learning and your Based on the final test I will consider which areas require further
practice?
explanation in future lessons. It will also help me to see which students

Adapted from Wiggins, Grant & J. McTighe (1998)

 excelled and struggled with the unit. This will allow me to know who to
challenge or support in future units.

LESSON PLAN SEQUENCE/OUTCOMES

For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess whether

What is the primary objective of this learning has occurred in each
Lesson # What are the primary activities in this lesson?
lesson in your own words? lesson? How will you employ
formative assessment?

1. ● Introduce the terms improper
fraction, mixed number,
Feb 14 denominator, numerator.
● Have students learn how to
convert using shaded figures to
assist them.
● YouTube video introducing the unit, ● The worksheet will be
paired with a fact sheet students can look marked out of 12 to see
back on initial student
understanding
● Worksheet with figures which the
students will shade to convert from mixed ● Textbook work will be
numbers to improper fractions looked over for completion
marks, and to see which
● Textbook work on the first section of the
students require additional
chapter
explanation
● Riddle fraction page for extension when
students are finished

2. ● Answer questions which have ● Hand back the work from last class ● Three questions will be
them describe fractions based on marked for correctness in
Feb 16
Adapted from Wiggins, Grant & J. McTighe (1998)
 figures, use manipulatives, and
match problems.
● Practice their conversion of
improper fractions and mixed
numbers with textbook
questions.
● Consider the real world
applications of fractions as they
work with a mock baking recipe.
3. ● Students will continue to
develop their skills as they work
Feb 24 with the “representing improper
fractions as mixed numbers”
section of the chapter
● Students will take their thinking
further as they work on the final
challenge project
4. ● Students will practice working
with word problems which
Feb 28 include work on fractions, mixed
numbers, and finding lowest
terms
● Complete textbook questions on the both the worksheet and the
second section of Chapter 7 (p. 214-15 #2, textbook questions (out of 6
4-10) in total)
● Complete the recipe problem and create
your own for a partner to solve
● Complete the worksheet which shows
problems from a visuals focused
perspective
● Extension worksheets available at the
front
● Students complete Textbook pages 217-18 ● Homework questions will
#1, 3, 5-9 be looked over and three
will be selected for marks
● cafeteria capers sheet
● Time to work on final project
● Textbook work: pages 224-225 #3, 5 ,6, 7, ● Garage sale worksheet
8, 11 questions will be looked
over and three will be
● Garage sale goodies worksheet
selected for marks
● Time to work on the final project when
other work is complete
Adapted from Wiggins, Grant & J. McTighe (1998)
5. ● Students will compare mixed
numbers and improper fractions
March 2
by using diagrams, visuals, and
models
● Students will continue to
practice working with word
problems
● Textbook work: pages 228 #3, 5, 7-9
● Fraction art using grid paper and
equations to determine the amount of
each colour they can use.
● Time to work on the final project when
other work is complete
● Homework questions will
be looked over and three
will be selected for marks
● Cafeteria will be a
completion slip to move on
to the final project

● Students will develop number

sense as they work with an
integrated art/math assignment

7. ● Students will work together to ● Textbook work: page 231 #2-7 ● Students will hand in their
solve problems game work for completion
March 8 ● Fraction game with dice or cards. Each
marks (out of 3)
● Students will develop the ability person will play with 3 different people.
to convert fractions and mixed Winner is the first to get to 20 points.
numbers
● Time to work on the final project when
other work is complete

8. ● The worksheets provided in
class will challenge students as
March 10 they do not pair with any visuals
or clues on how to best solve
them
● I hope students will establish
their best test taking strategy
● Students will complete two worksheets.
one asking them to convert mixed
numbers to improper fractions and the
other asking the opposite.
● Time to work on the final project when
other work is complete
● Both worksheets will be
handed in and will be
marked for a combined total
of 6 points.
Adapted from Wiggins, Grant & J. McTighe (1998)
 when practicing with this work.
For example, Drawing figures to
help them convert.
9. ● I will use the textbook chapter
review to help students in areas
March 14 they will be tested on the 16th
● Students will practice the entire
unit to determine where they
need to study further
10. ● The purpose of this class is to
assess the final knowledge and
March 16
skills students possess about
improper fractions and mixed
numbers
● Chapter review questions from page
235-236 of the textbook. Students will
complete all except #12.
● Time to work on the final project when
other work is complete
● Final test will be given at the start of class
● When finished, students can work on their
project. All must be handed in by the end
of the day.
● Students will hand in their
review test for a completion
mark
● Final test will be marked
and serves as the
summative assessment this
unit
Adapted from Wiggins, Grant & J. McTighe (1998)