Gladys McDonald Numeracy Plan &

Explore+4 Planning:
Numeracy Group: Grade 6 Unit 5: Fractions, Ratios, and Percents
Excellence is not an option, its an expectation!
Learning Outcome N6.5 Demonstrate understanding of percent (limited to whole numbers to 100) concretely, pictorially, and symbolically. Learning Indicators a. b. c. d. e. f. Observe and describe examples of percents (whole numbered to 100) relevant to self, family, or community, represent the percent concretely or pictorially (possibly physically), and explain what the percent tells about the context in which it is being used. Solve situational questions, and provide justification for possible decisions, using wholenumbered percents to 100. Create and explain representations (concrete, visual, or both) that establish relationships between whole number percents to 100, fractions, and decimals. Write the percent modeled within a concrete or pictorial representation. Explain why 100 is an important number when relating fractions, percents, and decimals. Describe a situation in which 0% or 100% might be stated.

N6.7 Extend understanding of fractions to improper fractions and mixed numbers.

a. b. c. d. e. f.

Observe and describe situations relevant to self, family, or community in which quantities greater than a whole, but which are not whole numbers, occur and describe those situations using either an improper fraction or a mixed number. Demonstrate, concretely, pictorially, or physically, how an improper fraction and a mixed number can be used to represent the same quantity. Explain, with the use of concrete or visual representations, how to express an improper fraction as a mixed number (and vice versa) and write the resulting equality in symbolic form. Explain the meaning of a given improper fraction or mixed number by setting it into a situation. Place a set of fractions, including whole numbers, mixed numbers, and improper fractions, on a number line and explain strategies used to determine position. Respond to the question Can quantities less than 1 be represented by a mixed number or improper fraction?.

N6.8 Demonstrate an understanding of ratio concretely, pictorially, and symbolically.

a. b. c. d. e. f.

Observe situations relevant to self, family, or community which could be described using a ratio, write the ratio, and explain what the ratio means in that situation. Critique the statement Ratios and fractions are the same thing. Create representations of and compare part/whole and part/part ratios (e.g., from a group of 3 boys and 5 girls, compare the representations boys to girls, boys to entire group, and girls to entire group 3:5, 3:8, and 5:8 respectively). Express a ratio in colon and word form. Describe a situation in which a ratio (given in colon, word, or fractional form) might occur. Solve situational questions involving ratios (e.g., the ratio of students from a Grade 6 class going to a movie this weekend to those not going to a movie is 15:8. How many students are likely in the class and why?)

Lesson/Explore
Lesson 1 MMS6 L1: Mixed Numbers Lesson 2 MMS6 L2: Converting between Mixed Numbers and Improper Fractions

Big Ideas and I Can Statements

I can demonstrate and explain why a positive mixed number represents a number greater than 1. I can convert an improper fraction to a mixed number and vice versa.

Math with Teacher

MMS6 L1 Practice Page Mixed Numbers

Math Talk (Essential Questions)

-What types of fractions represent numbers greater than one? Give some examples.

MMS6 L2 Practice Page Converting -Describe the process for converting between Mixed Numbers and Improper improper fractions to mixed numbers. Fractions -Describe the process for converting mixed numbers to improper fractions. Assessment: N6.7 SK Common Assessment Questions (Lesson 1) MMS6 L3 Practice Page Comparing Mixed Numbers and Improper Fractions Assessment: N6.7 SK Common Assessment Questions (Lesson 2) MMS6 L4 Practice Page Exploring Ratios MMS6 L5 Practice Page Equivalent Ratios Assessment: N6.7 SK Common Assessment Questions (Lesson 3) -What is the difference between a part-towhole ratio and a part-to-part ratio. -Describe 2 strategies you might use when comparing mixed numbers and improper fractions.

Lesson 3 MMS6 L3: Comparing Mixed Numbers and Improper Fractions

I can place a set of fractions, including whole numbers, mixed numbers, and improper fractions, on a number line and explain strategies used to determine their positions. I can create representations of and compare part-to-whole and part-topart ratios.

Lesson 4 MMS6 L4: Exploring Ratios MMS6 L5: Equivalent Ratios

Lesson 5 MMS6 L7: Exploring Percents

I can write the percent modeled within a concrete or pictorial representation.

MMS6 L7 Practice Page Exploring Percents Assessment: N6.8 SK Common Assessment Questions (Lesson 4) MMS6 L8 Practice Page Relating Fractions, Decimals, and Percents Assessment: N6.5 SK Common Assessment Questions (Lesson 5)

-How do you determine a percent if the fraction represented isnt out of 100?

Lesson 6 MMS6 L8: Relating Fractions, Decimals, and Percents

I can create and explain representations (concrete, visual, or both) that show relationships between whole number percents to 100, fractions, and decimals.

-How is a fraction related to a decimal? -How is a fraction related to a percent? -How is a decimal related to a percent?