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# Unit Planner

Unit Title

Year level

6/7

Resources

## Aims & Overview

The aim of this unit of work is for all students to understand addition, subtraction, multiplication and division of
fractions, and to be able to find the lowest common denominator

Duration

3 weeks

## 15x1 hour lessons weekly

Key Idea
(Content descriptors)

Compare fractions with related denominators (and unrelated) and locate and represent them on a number line(ACMNA125& 152)
Solve problems involving addition and subtraction (as well as multiplication and division) of fractions with the same or related
denominators (ACMNA126 &154)
Find a simple fraction of a quantity where the result is a whole number, with and without digital technologies (ACMNA127)

Elaboration(s)

understanding the processes for adding and subtracting fractions with related (and unrelated) denominators and fractions as an
operator, in preparation for calculating with all fractions
solving realistic additive (addition and subtraction) problems involving fractions to develop understanding of equivalent fractions
and the use of fractions as operators
modelling and solving additive problems involving fractions by using methods such as jumps on a number line, or by making
diagrams of fractions as parts of shapes
recognising that finding one third of a quantity is the same as dividing by 3

Capabilities
Standard(s)

Numeracy
Literacy
Critical and creative thinking
By the end of this unit students will be able to add, subtract, multiply and divide fractions

Assessment Activity
(Summative)

Time
line

Learning
Cycle
Phase

## Key Concepts &

Skills

Teaching and
Learning Activities

Assessment
Activities

Differentiation

Resources and
Equipment

Capabilities

Lesson1
Fri week
1

Engage

Brief understanding of
fractions and rules
involved

## Age number line

Go over brief rules

students knowledge
done)

Handout

Numeracy
Literacy

Lesson 2
Tue week
2

Explore

subtraction of fractions

Worksheet on fractions
subtraction

## Higher students starting

on multiplication

Handout

Numeracy

Lesson 3
Wed
week 2

Explain

What a fraction is
How to simplify a
fraction

## Higher students can

focus on lowest
common denominators

Numeracy
Literacy

Lesson 4
Thurs
Week 2

Elaborate

Multiplication and
using larger numbers

Numeracy

Evaluate

Handout

Lesson 6
Mon
Week3

Engage

and Applying
knowledge to the real
world
Turning fractions into
decimals and placing
on a number line

## Higher students work on

improper fractions as
well as lowest common
denominators
Three different
questions depending on
the students ability

Handout

Lesson 5
Fri
Week 2

Class discussion on a
fraction being division
and how it can be
represented as a decimal.
Go through simplification
as a class
Go through chart for
lowest common
denominator and get class
to do worksheet on it
Small problem real world

Students grouped by
different numbers

Lesson 7
Tues
Week 3

Explore

Go over fractions to
decimals as a class
Play game
Long division?
decimals to fractions
I do we do you do

students can look at
multiple step problems

Numbers
http://play.center
forgamescience.
org/treefrog/
https://www.you
tube.com/watch
?v=Wwg1br98yk

Literacy
Numeracy
Critical and creative
thinking
Numeracy

Decimals into
fractions

Numeracy
Literacy

## Appendix 1: Lesson Plan for Lesson 1

Lesson 8
Wed
Week 3
Lesson 9
Thurs
week 3

Explain
Elaborate

fractions separately
and together
Fractions to decimals
to percentages

Work in pairs on
worksheet

Handout

Numeracy

3 different worksheets
depending on their
-

## Watch youtube clip, I do

we do you do. Get
questions
-

https://www.you
tube.com/watch
?v=CT6IqIb7urs

Numeracy

## Students use chalk to right

number line with different
numbers percentages and
decimals
Play fraction games
Assignment

## Students can choose

harder numbers

Chalk
laptops

Numeracy
Critical and creative
thinking

Assignment

## Students have to show

their learning

Numeracy
Critical and creative
thinking
literacy
Numeracy
Critical and creative
thinking
Literacy
Numeracy
Critical and creative
thinking
literacy
Numeracy
Critical and creative
thinking
Literacy

Lesson
Elaborate
10 Fri
week 3
Lesson 11 Elaborate
Mon
week 4

Lesson
12 Tues
week 4

Evaluate

Understand the
concept behind
fractions

Lesson
13 Wed
week 4

Evaluate

learn fractions

Assignment

Assignment

their learning

Lesson
14 Thurs
week 4

Evaluate

rules

Assignment

Assignment

their learning

Lesson
15 Fri
week 4

Evaluate

Problem solving
fractions

Assignment

their learning

## Put fractions, decimals

and percentages on a
number line

## Appendix 1: Lesson Plan for Lesson 1

Learning objectives as a result of participating in the lesson students will:
Understand that:
Students will understand the basic rules of fractions
Learning Outcomes:
I know how to place fractions on a number line
I understand basic fraction rules

What am I doing?

## What are the

Differentiation
students doing?
Explaining how to right Figuring their age number in fraction and out in an mixed or
what is an improper
improper fraction
and mixed fraction
ie 12 3/12
using me, us, you
And writing it on
method
paper
Getting into
Use your age to get number line
into number line
Left youngest
Right is oldest
Watching see if they
can figure it out
themselves
Evaluate number line
check everyone is in
their number line to different students
the right spot
depending on their

What do I need?
Scrap paper

Time
required
5 minutes

Resources
Required
-

15 minutes

5 minutes

## Appendix 1: Lesson Plan for Lesson 1

Go through PowerPoint
slide with all rules
Explaining each rule
going through it myself
and with the class

Listening and
taking notes

Get students to go
through the worksheet
with what they think
they need to focus on
Teaching students who
and multiplication
denominators
check if they have
completed their
learning outcomes and
exit card

worksheet

## Exit card- 1 thing

I liked
-1 thing that I
didnt enjoy

ability
Setting the class up so
that it can be
differentiated as all
students will have all
multiplication rules so
that they can refer to it
Students only do
questions they feel like
they need to do ie.
People who feel
comfortable with
multiplication
-

Power point

10 minutes

worksheets

5 minutes

Sticky notes

Last 2
minutes

## Appendix 2: Lesson Plan for Lesson 2

Learning objectives as a result of participating in the lesson students will:
Understand that:
Students will understand basic addition and subtraction of fractions
Learning Outcomes:
I understand how to add fractions with the same denominator
I understand how to add mixed fractions together
I understand how to add fractions with different denominators

What am I doing?
Go over Learning
outcomes
fractions with the same
denominator again (I
do, we do)
Helping individual
students and checking
group
mixed fractions (I do,
we do)
Helping individual
students and checking

students doing?
Writing learning
outcomes
questions

Differentiation

What do I need?

Time
required
2 minutes

Resources
Required
-

Marker

## Students with a high

rules and multiplication
rules as a group
same as above

rules for high

5 minutes

10 minutes

Power point

questions

Same as above

10 minutes -

questions on
power point

Same as above

10 minutes -

questions on
power point

## Appendix 2: Lesson Plan for Lesson 2

Going over fractions
with different
denominators (I do, we
do)
Helping individual
students and checking

questions

Same as above

15 minutes -

questions on
power point

Same as above

check if they have
completed their
learning outcomes

Filling in learning
outcomes

## 15 minutes If finish early

(http://www.sheppa
rdsoftware.com/ma
thgames/fractions/F
ruitShootFractions
Last 2
minutes

Use the fraction rules below and come up with at least one example for each rule
Fraction rules:

## Appendix 2: Lesson Plan for Lesson 2

Then complete at least 5 questions from each section (complete more if you dont understand)
Change the fraction to an improper fraction or a mixed fraction:
a)

b)

c)

d)

e)

f)

g)

h)

i)

j)

k)

l)

m)

n)

o)

p)

q)

r)

s)

t)

a)

b)

c)

d)

e)

f)

g)

h)

i)

j)

k)

l)

## Learning objectives as a result of participating in the lesson students will:

Understand that:
Students will understand how to simplify fractions
Learning Outcomes:
I understand what the greatest common factor is
I understand how to simplify fractions
I can simplify fractions

What am I doing?

## What are the

students doing?
Writing out
learning outcomes

Writing Learning
outcomes and mental
routine ( 2/3 +6/8) I
want a fraction between
1/3 and 2/3 Im
thinking of a fraction
out of 12 (1/12)
Explain simplifying
Taking notes
fractions (candy bar
(48/64) find largest
common factor (largest
divisor) show
representation on
candy bar. Show using
easy common factor ie

Differentiation

activity

What do I need?
-

Laptops and
whiteboard
markers

Time
required
10 minutes -

15 minutes

Resources
Required

## Appendix 3: Lesson Plan for Lesson 3

2
Helping students who
are struggling

Working through
worksheet

## Make own colour by

number

worksheet

20 minutes http://www.kayedst
/2/0/6/8206064/col
or_by_fractions__equivalent__elephant.pdf
http://www.kayedst
/2/0/6/8206064/col
or_by_fractions__lowest_term__4.pdf

Explain lowest
common denominator
(use chocolate bar as
with my 4/5)
Go over Learning
Outcomes

Listening and
taking notes

Same as above

outcomes

15 minutes

Last 2
minutes

## Appendix 3: Lesson Plan for Lesson 3

Learning objectives as a result of participating in the lesson students will:
Understand that:
Have a better understanding on how to add subtract and multiply larger numbers
Learning Outcomes:
I understand how to add, subtract and multiply fractions using large numbers

What am I doing?

## What are the

students doing?
Writing out
learning outcomes

Writing Learning
outcomes and mental
routine ( 6/10 ) I want a
fraction that is the same
as but using different
numbers eg 2/8 Im
thinking of a fraction
out of 32 (1/12)
Play video
Taking notes

## Walking around class

helping them with their
sheets
Go over Learning
Outcomes

Differentiation

What do I need?
-

Time
required
10 minutes -

2 minutes

Working on the
sheets

## Students get to work on Sheets

sheets at their own level

## Mark off learning

outcomes

Resources
Required

https://www.youtu
be.com/watch?
v=LU3R2JE5c_
U
40 minutes Last 2
minutes

## Learning objectives as a result of participating in the lesson students will:

Understand that:
Learning Outcomes:

What am I doing?
Writing Learning
outcomes and mental
routine
Get students to work
on the worksheets
explaining that they
can work on that sheet
or the one yesterday
and that they will need
to break the questions
down. Once students
are working through
the questions I will
walk around and help
Continue on from
before

## What are the

students doing?
Writing out
learning outcomes

Differentiation

What do I need?
-

## Going through the Students can do harder

worksheets
questions if they choose

Hand out
Laptop

## Playing silent ball

Continuing
worksheet

Same as above

Time
required
10 minutes 30 minutes

10 minutes
Rest of
lesson

Resources
Required

## Learning objectives as a result of participating in the lesson students will:

Understand that:
Know how to put fractions, percentages and decimals on a number line
Learning Outcomes:
I understand how to put fractions, percentages and decimals on a number line

What am I doing?
Writing Learning
outcomes and mental
routine
Get students to work
through worksheet
the number line at the
back of the class. Help
students who need
help
Studying for test going
through the learning
outcomes
Learning Outcomes

## What are the

students doing?
Writing out
learning outcomes

Time
required
15 minutes -

## Going through the Students can make up

worksheets and
questions if they want
an extension
to the number line

Hand out

30 minutes

10 minutes -

2 minutes

Checking
Learning
outcomes

Differentiation

## Students who are

struggling can get help
others can extend
themselves
-

What do I need?

Resources
Required