Unit 1 Overview

This unit is intended to be the first math unit in this math course. In this unit, students
will refresh their skills in adding, subtracting and multiplying multi-digit numbers. They will
also be working with ratios as well as positive and negative numbers. The Essential Question for
this unit is: What is the relationship between whole, negative and proportions of numbers?
The unit consists of three lessons that can be done over three or four days depending on
how long the presentations take to create and present. This unit cover ratios and proportional
numbers (6.RP.1, 6.RP.2) and the number system (6.NS.2-5). Each lesson will begin with direct
instruction form the teacher on the topic of the day. The first lesson is a refresh on the learnings
of the previous year. The students will be learning about ratios and how they are proportions of
wholes. Lessons two and three cover the number system, beginning with adding, subtracting and
multiplying multi-digit numbers as the equations are gradually lengthened. This will be followed
by the inclusion of negative number where student will be expected to differentiate positive from
negative numbers as well as be able to represent equations with a model. Technology is
embedded into each lesson. They will begin the unit by watching and interacting with a video.
They will learn to input equations into a calculator using grouping symbols. They will also learn
to use PowerPoint to teach a lesson to the room.
Each lesson will have a formative assessment implemented at the end of each class
session. The first will be a Kahoot quiz to get them engaged in the learning as well as assess their
understanding of the lesson that is taught that day. This will give the teacher a chance to gauge
the class and determine whether or not it is time to move on to the next lesson. The second lesson
ends with a whole class discussion. This will allow the teacher to gauge a general understanding
of where the class is as a whole. The third and final lesson of the unit will have an exit ticket
where the students will be asked to answer a question. Their answers will help determine
whether the class should proceed to the next unit or spend another day on unit 1. Participation is
the ultimate goal of this unit.
Lesson 1.1 Ratios and Proportional Numbers
Objective Students will be able to identify and explain the relationship
between ratios.
Content Standards 6.RP.1 Understand the concept of a ratio and use ratio
language to describe a ratio relationship between two
quantities.

6.RP.2 Understand the concept of a unit rate a/b associated

with a ratio a:b with b ≠0, and use rate language in the
context of a ratio relationship.

Technology Standards SMP3, SL 5 Make strategic use of digital media to enhance

understanding
RL7, RI 7 Use note‐taking skills while viewing online
videos and using the play, pause, rewind and stop buttons.

Materials Tablets
Headphones
Internet
Teaching Strategies Direct Instruction with Interactive Assessment

Tasks After direct instruction on ratios, students will watch an

interactive video on ratios. While watching this video
independently, students will take notes and answer the
problems presented and interact with the video as required.
Once the class has completed that, they will take a quiz on
Kahoot where the answers will be discussed as a class.

Assessment of Learning
Kahoot quiz to check for understanding.
Lesson 1.2 The Number System

Objective Students will be able to multiply, add, and subtract multi-digit

numbers as well as find the common factor and check their work
using a calculator.
Content Standards 6.NS.2 Fluently divide multi-digit numbers using the standard
algorithm.
6.NS.3 Fluently add, subtract, multiply, and divide multi-digit
decimals using the standard algorithm for each operation.
6.NS.4 Find the greatest common factor of two whole numbers
less than or equal to 100 and the least common multiple of two
whole numbers less than or equal to 12. Use the distributive
property to express a sum of two whole numbers 1–100 with a
common factor as a multiple of a sum of two whole numbers
with no common factor.
For example, express 36 + 8 as 4 (9 + 2).

Technology Standards SMP 5, W8, SL5 Explain and demonstrate how specialized
technology tools can be used for problem solving, decision
making, and creativity in all subject areas (e.g., simulation
software, environmental probes, computer aided design,
geographic information systems, dynamic geometric software,
graphing calculators).
Materials Graphing calculator
Worksheet
projector
Teaching Strategies Direct instruction, Student collaboration

Tasks Following direct instruction, students will pair up and attempt to

complete worksheet on the number system. Once the worksheet
is complete, they will be taught how to use a graphing calculator.
The student pairs will then have the opportunity to check their
answers by plugging the questions into the graphing calculator.
The class will then enter into a whole class discussion where
they will have the opportunity to share their answers and
whether their original answer differed from the calculator
answer or not and how they reached their answers.
Assessment of Learning Whole class discussion.
Lesson 1.3 The Number System
Objective Students will be able to understand the differences between
positive and negative numbers. Students will also be able to
create PowerPoint presentations.
Content Standards 6.NS.5 Understand that positive and negative numbers are
used together to describe quantities having opposite directions
or values (e.g., temperature above/below zero, elevation
above/below sea level, credits/debits, positive/negative
electric
charge); use positive and negative numbers to represent
quantities in real-world contexts, explaining the meaning of 0
in
each situation.

Technology Standards SMP 3, SL5 Create presentations for a variety of audiences

and purposes with use of appropriate transitions and
animations to add interest.
SMP5, W6 Use a variety of technology tools (e.g.,
dictionary, thesaurus, grammar checker, calculator/graphing
calculator) to maximize the accuracy of work.
Materials Tablets
Projector
Internet
PowerPoint
Math journals
Teaching Strategies Direct instruction, student collaboration

Tasks Students will work in teams to create a presentation on the

number system that they will present to the class. Each group
will be assigned a different question to answer and present on.
The presentations must be done using PowerPoint and contain
a diagram to represent the problem provided. Each group
must thoroughly explain their process in answering the
question.
Assessment of Learning Exit Ticket: Students will solve a problem of the day question
in their math journals.