1

PS3
Stephanie Welch
Draft Unit Plan

Number Sense
Subject Area: Math
Grade Level: Grade 6
Length of Unit: 3 Months

Rationale/Overview
This Grade 6 math unit is designed to address each SLO within the GLO, Developing Number
Sense. As students move through the unit they will continuously build on their prior number sense
knowledge, while also exploring and practicing new math skills. Adding, subtracting, multiplying and
dividing will be reinforced and challenged as students apply their skills to problem solving questions
and higher-level equations. As well, new math concepts and conversions will be introduced to broaden
their understanding and practical application of math. For example, daily, real-life problems will be
solved as students explore ratios, percent and fractions and learn how to convert between the three.
Once students have completed this unit they will have created another stepping stone for their journey
in math.
While creating this unit, I took the KSAs into consideration. Each class students will start by
completing a math frenzy activity, which is cater to their skill level. This daily activity will reinforce a
variety of math skills that students will need to be fluent in throughout their life. The students will than
explore this unit through rich tasks involving practice worksheets, hands-on activities, learning centers,
group work, and whole class discussions. Most concepts and skills will be taught using a variety of
concrete, pictorial or symbolical material. Teaching this unit through multiple ways will target the
diverse learning preferences, helping the students to connect with the unit on their own personal level.
It will also hopefully help students understand the overall vision of the unit, and purpose for math in
their everyday life. As well, students will also receive constant formative assessment throughout the
unit, and as they learn new SLOs. I will gauge my teaching in accordance to the formative feedback I
receive. Technology, such as smart board activities and online games will be encouraged and
implemented to enhance the students learning and cater to the variety of diverse learners as well. To
reinforce SLOs throughout the unit, the students will also be participating in a Mathletics online
program three times a week.

Objectives
The Number Sense Unit and the SLOs within it will be learned through a variety of
Mathematical Processes. This will help enhance the students learning and cater to the
diversity of learners.
[C] Communication
[CN] Connections
[PS] Problem Solving [R] Reasoning
[T] Technology
[V] Visualization
[ME] Mental Mathematics and Estimation
Communication will be used throughout the unit as students share their discoveries and explain their thinking.
Students will make mathematical connections between number sense and real world applications.
Estimation will be applied within this unit to help students round and check their work when solving problematic
questions.
Students will use problem-solving techniques to help them reach a higher level of understanding of the different
concepts within number sense.
Students will use mathematical reasoning as they compare, explore, and estimate throughout the unit.

3
Students will complete a variety of activities to visualize the new concepts they are learning.
Technology will be integrated within a variety of lessons to alter the medium in which the students are learning
from and to help students become aware of technologies capability.

Established Goals:
General Learning Outcomes: Develop Number Sense
Specific Outcome 1
Demonstrate an understanding of place value, including numbers that are:
- Greater than one million
- Less than one thousandth
Specific Outcome 2
Solve problems involving whole numbers and decimal numbers
Specific Outcome 3
Demonstrate an understanding of factors and multiples by:
- Determining multiples and factors of numbers less than 100
- Identifying prime and composite numbers
- Solving problems using multiple and factors
Specific Outcome 4
Relate improper fractions to mixed numbers and mixed numbers to improper fractions
Specific Outcome 5
Demonstrate an understanding of ratio, concretely, pictorially and symbolically
Specific Outcome 6
Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially and
symbolically.
Specific Outcome 7
Demonstrate an understanding of integers, concretely, pictorially and symbolically.
Specific Outcome 8
Demonstrate an understanding of multiplication and division of decimals (1-digit whole number
multiples and 1-digit natural number divisors)
Specific Outcome 9
Explain and apply the order of operation, excluding exponents, with and without technology (limited to
whole numbers) (BEDMASS)

Understandings:

Essential Questions:

Students will understand that

- Different operations should be used in order to
solve a problem in the most efficient way
- Ratios, fractions, percent and decimals are
four different ways to represent the same
amount
- For a question with more than one operation
there is a specific order in which one should

How does one determine which operation should be used

to solve a question?
What do ratios, fractions and percents represent?
How does one multiply and divided using decimals?

4
follow when solving

Students will know

Students will be able to

- The place value of numbers in numbers

greater than one million and less than one
thousandth
- The difference between prime and composite
numbers
- The placement of integers on a number line
- The importance and use of order of operation

- Problem solve using whole numbers and decimal

numbers through addition, subtraction, multiplication and
division
- Find the factors and multiples of numbers less than 100
and use them to solve problems
- Convert and compare improper fractions to mixed
numbers and vise versa
- Convert between ratios, fractions, percents and
decimals both concretely, pictorially and symbolically
- Multiply and divide using decimals
- Apply order of operation to solve questions with
multiple operations with and without technology

Calendar
The class time is 50 minutes. I have 2 classes, 5 blocks a week. I will monitor student progress and alter calendar
accordingly.
Beginning of Each Class
5 minutes of math frenzy (basic skills practice catered to students skill level)
Base of Class
Teach new topic/Go over topic
Smart board activity/math game reinforcing the days topic
Formative Assessment (worksheets only occasionally more hands on)
Three times a week
Mathletics
- Helps reinforce the new skills the students are learning
- Done on laptops (7 classroom laptops)
There will be summative assessments throughout the Unit as new Specific Outcomes are covered. A
Final Unit Exam will also be at the end of the Unit.
One week for review, a new SLO learned each week (roughly), and one week for review.
- Some SLOs may take shorter to cover, (for example, place value), while others may take longer, (mixed
numbers and improper fractions).

5
See long ranged planning below
Monday

Tuesday

Wednesday

Introductions
- Who are you chart

Organization of Classroom Review of Grade 5 Math

Rules/Routine of
- Practice questions from
Math Class
grade 4/5
- Class brainstorm
- Gauge students skill
level

Review of Grade 5 Math

- Practice questions from grade
4/5
- Gauge students skill level

Monday

Tuesday

Wednesday

Thursday

Friday

Review of Grade 5
Math
- Practice questions
from grade 4/5
- Gauge students
skill level

Start Unit
Place Value
- Greater than one
million
- Less than one
thousandth

Place Value
- Greater than one
million
- Less than one
thousandth

Solve Problems involving

whole numbers &
decimals
- Adding & Subtracting
problems
- Figuring out which
operation to use,
estimation & solving

Solve Problems involving whole

numbers
- Multiplication and division
- Using manipulates to understan
the problems and begin to solv
it

Thursday

Friday

Labor Day (No

School)

(Mathletics)

Thursday

Friday

(Mathletics)

(Mathletics)

Monday

Tuesday

Wednesday

Solve Problems
Solve Problems
Solve Problems involving Solve Problems involving
involving whole
involving whole
whole numbers &
whole numbers &
numbers & decimals numbers & decimals
decimals
decimals
- a variety of stations
using different
strategies and
manipulates to
solve the answer

Demonstrate an
understanding of factors
and multiples
- Determining multiples and
factors of numbers
(Mathletics)
[Terry Fox Run @ 8:00]

(Mathletics)
(Mathletics)

Monday

Tuesday

Wednesday

Thursday

Friday

Demonstrate an
understanding of
factors and
multiples
- Identifying prime
and composite
numbers

Demonstrate an
understanding of
factors and
multiples
- Solving problems
using multiples and
factors

Demonstrate an
understanding of
factors and multiples

Demonstrate an
understanding of
factors and multiples

Demonstrate an
understanding of factors
and multiples

(Mathletics)

(Mathletics)
[Grade 6 Recognition @ 9]
(Mathletics)

September
October
Monday
Relate improper fractions
to mixed numbers mixed
numbers to improper
fractions
- Demonstrating,
explaining and practicing
the conversion

Tuesday

Wednesday

Thursday

Friday

Relate improper
fractions to mixed
numbers mixed
numbers to improper
fractions
- Demonstrating,
explaining and
practicing the

Relate improper
fractions to mixed
numbers mixed
numbers to improper
fractions
- Exploring the
placement on a number
line

Relate improper
fractions to mixed
numbers mixed
numbers to improper
fractions

Relate improper fractions

to mixed numbers mixed
numbers to improper
fractions
(Mathletics)
[Tiger Pride Day?]

6
(Mathletics)

conversion

- Differentiating
between greater than
and less than

Monday

Tuesday

Wednesday

Thursday

Friday

(Mathletics)
[Thanksgiving No
School]

[Assessment Day No
School for Students]

Relate improper
fractions to mixed
numbers mixed
numbers to improper
fractions
- Pop Quiz
(Formative)

Relate improper
fractions to mixed
numbers mixed
numbers to improper
fractions
- Pop Quiz Review

Demonstrate an
understanding of ratio
concretely, pictorially
and symbolically

(Mathletics)

(Mathletics)

(Mathletics)

Monday

Tuesday

Wednesday

Thursday

Friday

Demonstrate an
understanding of ratio
concretely, pictorially
and symbolically

Demonstrate an
understanding of ratio
concretely, pictorially
and symbolically

Demonstrate an
understanding of
percent concretely,
pictorially and
symbolically

Demonstrate an
understanding of
percent concretely,
pictorially and
symbolically

Demonstrate an
understanding of percent
concretely, pictorially
and symbolically

(Mathletics)
(Mathletics)
(Mathletics)

Monday

Tuesday

Wednesday

Thursday

Friday

Demonstrate an
understanding of percent
concretely, pictorially
and symbolically

Assignments on ratio,
percent, fractions &
decimals.

Assignments on ratio,
percent, fractions &
decimals.

Assignments on ratio,
percent, fractions &
decimals.
- Mini Pop Quiz
(Formative)

Assignments on ratio,
percent, fractions &
decimals.
- Review Pop Quiz

(Mathletics)

(Mathletics)
[Grade 6 Recognition @
9]

(Mathletics)

November
Monday

Tuesday

Wednesday

Thursday

Demonstrate an
understanding of integers
concretely, pictorially, and
symbolically

Demonstrate an
understanding of integers
concretely, pictorially,
and symbolically

Demonstrate an
understanding of
integers concretely,
pictorially, and
symbolically

Demonstrate an
understanding of integers (Mathletics)
concretely, pictorially,
[Remembrance Day No
and symbolically
School]

Friday

(Mathletics)
(Mathletics)
[Remembrance Day @
10:30]

Monday

Tuesday

Demonstrate an
Multiplication &
understanding of integers Division of decimals
concretely, pictorially, and

Wednesday

Thursday

Friday

Multiplication &
Division of decimals

[District Learning Day]

Multiplication &
Division of decimals

7
symbolically

(Mathletics)

(Mathletics)

(Mathletics)

Monday

Tuesday

Wednesday

Thursday

Multiplication &
Division of decimals

Multiplication &
Division of decimals

Explain and apply the

order of operations,
excluding exponents,
without technology
(whole numbers)

Explain and apply the

order of operations,
excluding exponents,
without technology
(whole numbers)

(Mathletics)

[School Learning Day]

[School Learning Day]

(Mathletics)

Friday

Monday

Tuesday

Wednesday

Thursday

Friday

Explain and apply the

order of operations,
excluding exponents,
without technology
(whole numbers)

Explain and apply the

order of operations,
excluding exponents,
without technology
(whole numbers)

Explain and apply the

order of operations,
excluding exponents,
without technology
(whole numbers)

DECEMBER

Practicum Unit Exam

Review
- Go over Pop Quiz
highlight struggles that
students have

Practicum Unit Exam

- Pop Quiz done with
no review (Formative)

(Mathletics)
(Mathletics)
[TERM 2 STARTS]

(Mathletics)

December
Monday

Tuesday

Wednesday

Thursday

Friday

Week of Unit Review

Week of Unit Review

Week of Unit Review

Unit Exam

[Tiger Classic]

Monday

Tuesday

Wednesday

Thursday

Friday

Review of Unit Exam

Introduction of new
Unit-Patterns and
Relations

Monday

Tuesday

[Report Cards]

[Grade 6 Recognition]

Wednesday

Thursday

Friday
[Start of Winter Break]

Resources/Materials
Online Resources

8
- http://www.learnalberta.ca/ProgramOfStudy.aspx?ProgramId=26061#CorrelationPaneTop (Program
of Studies with linked resources)
- https://education.alberta.ca/media/3115247/2016_k_to_9_math_ach_ind.pdf (Detailed guidelines for
SLOs)
- http://www.uleth.ca/education/currlab/Digitalsubscriptionspw.cfm (Passwords for teaching
resources/sites)
- https://education.alberta.ca/mathematics-k-6/provincial-achievement-test-pat/ (Sample PATs)
-http://exchange.smarttech.com/search.html?
q=strategies&subject=Mathematics&grade=Grade+6&region=en_CA#page=3 (Smart board activities)
* There is a large amount of class activities and online game resources in the Daily Plans section of this
unit plan
In Class Math Materials
- Individual white boards
- Multiplication cards
- Number lines (See if I should make some?!)
- Fraction boards (See if I should make some?!)
- Dice
- Ten block cubes
- Marbles
- Class Set of Computers
- Deck of Cards
- Bingo cards
- Scrap paper ALWAYS available
- Calculators

Assessment
*MY ASSESSMENT TOOLS MAY CHANGE ONCE I HAVE MET WITH MY TA IN PERSON
*MY TA ALSO HAS THE SUMMATIVE ASSESSMENTS FOR EACH OBJECTIVE, WHICH I WILL OBTAIN ONCE WE MEET

Assessment Tool Overview

Assessment Tool
Title

Outcomes

GLO #1
Observations/Anecd
otal
Notes/Checklists

[C,CN,ME,PS,R,
V]

Brief Description
During class, group, and individual work, I will
take notes recording student progress in
reference to each specific learning outcome.
Notes will be taken based on observation and on
student-teacher conversations. These notes will
be used to gauge student learning and assess
whether to pace lessons appropriately.
Observational notes will be taken during all
classes. (This will also be a tool for me to see if I
am efficiently teaching the new material)

For

AS

OF

15
%

GLO #1
Worksheets

[C,CN,ME,PS,R,
V]

GLO #1
Entrance and Exit
Slips

Math frenzy

[C,CN,ME,PS,R,
V]
GLO #1

GLO #1
Mathletics

Group Projects

Unit Test

GLO #1

GLO #1

Throughout the unit, and as students explore new

SLOs, they will complete a variety of worksheets
focusing on new concepts, practice, and review.
Some of these worksheets will be in a Pop Quiz
style where I formatively check where the
students are at in their learning. These will be
reviewed to help students know what they need to
work on, as well as giving them test setting
practice.
Entrance and exit slips will be used to assess the
growth of understanding throughout various
lessons and SLOs.
They will also be used formatively to assess prior
knowledge.

40
%

Unit tests will be used for a summative

assessment of student learning in regards to
number sense.

Organization of Unit/Lessons

5%

This activity will be done every morning as a

basic review of math skills. It is altered for the
students specific skill level. (TA will
show/explain this program)
This program will be used 3 times a week on the
computer to help reinforce the skills learned
throughout this unit. (TA will show/explain this
program)
Students will complete multiple large scaled
activities in groups and formulate finished
products of their results. They will be asked to
present their findings in front of the class. As well
as teaching the class the process they went
through.

%1
0

30
%

Plans

Introduction: (One class)

- Start by asking who actually likes math! (Take note of the students attitude towards this subject)
- Who I am and my reasoning for being there
- Students share Name, Something you want the class to know about you & share a highlight from
summer!
- Who are you worksheets (or maybe a video log?)
Organization of Classroom Rules/Routine of Math Class: (One class)
- Go over school rules/Classroom Rules (Set my expectations)
- Explain how the time in math class is organized

10
-

(Remind them I am here to help you, I am on your team and want you to succeed so lets work
together!)
As a class, ask students to brainstorm different strategies, concepts, terms, and knowledge they learned in
Grade 5 (Do a web on the board to get students brains turning!) Record this afterwards for myself so I
know what page the students are on

Review of Grade 5 Math: (One Week Review)

Do activities that refresh the students memory/helping show me their skill level
- Choose a couple activities from each Specific Outcome
o Starting basic with what is the difference between a whole number & natural number go
through the whole set of numbers so students see the bigger picture (Through the square chart)
o Ask students to get in groups, together they have to represent either concretely, pictorially, and
symbolically three ways to add or subtract. Have each group come up to board to show their
findings. (They can use materials of their choice as well!)
o https://education.alberta.ca/media/3115250/fs_clarif_expect_strat_maint.pdf - different strategies
to add
Grade 5 SLOs for Number Sense:
SO.1 - Represent and describe whole numbers to 1 000 000.
o What is a whole number? (Includes a 0) What is a natural number? (1.) (Show students the entire number system box so they can
picture where their learning is headed)
o What is a digit? http://www.learnalberta.ca/content/memg/division02/digit/index.html
o Have a game were they have to represent a number in three different ways with a pair (Using objects)
o Cannonball Clowns (Number Line Estimation) Use with whiteboards to answer the questions!
http://www.learnalberta.ca/ProgramOfStudy.aspx?ProgramId=26061#
SO.2 - Use estimation strategies in problem-solving contexts
o Start by having students guess how many candies are in a jar. Lead to the question What is estimation? What is rounding?
Difference between approximations of a calculation/quantity?
http://www.learnalberta.ca/content/memg/division02/estimation/index.html
o Clustering Strategy give a problem with a list of numbers asking for the total round the numbers and than estimate to find
rough total http://www.learnalberta.ca/content/memg/division02/clustering%20strategy/index.html
SO.3 & 4 - Apply mental mathematics strategies and number properties in order to understand and recall basic multiplication facts to 81 and related
division facts.
o How to explain multiplication (Give a visual example) (multiplicand X multiplier = product)
http://www.learnalberta.ca/content/memg/division02/multiply%20-%20multiplication/index.html
o Ask certain multiplication questions and have students in groups visually represent the equation
o Ask TA I like the idea of doing a mad minute, at the beginning of the class, than doing multiplication activities, and doing a mad
minute at the end to see if in one class (or over a period of classes) they can remember a lot more
o Around the world play this game once the class is comfortable with each other
o Go through the multiplication facts 1-9 (Using whiteboards) Than discuss helpful hints that the students find within each set of
multiplication tables.
SO.5 - Demonstrate, with and without concrete materials, an understanding of multiplication (2 digit by 2 digit) to solve problems
o Have students brainstorm different strategies used to solve an equation and have students come to board to teach class (Showing
steps: algorithm)
o Algorithm, base ten blocks, array
SO. 6 Demonstrate, with and without concrete materials, an understanding of division (3 digit by 1-digit) and interpret remainders to solve problems
o Go over proper terminology, dividend, divisor, quotient, remainder
o Have students brainstorm different strategies used to solve an equation and have students come to board to teach class
o Give visual examples of division with explanation attached http://www.learnalberta.ca/content/memg/division02/equal
%20sharing/index.html
o Than give examples for students to try and figure out in groups writing solved equation on board
o Online game about division https://www.explorelearning.com/index.cfm?
method=cExtAccessSecure.dspResource&ResourceID=1002&certificate=authorizer%3DLearnAlberta%26userid%3DLPS24%26i
%3D0%26expires%3D2016%252F08%252F18%2B21%253A23%253A26%26hash%3DQRl4g7C0efIqBxQryZutRA%253D
%253D
SO. 7 Demonstrate an understanding of fractions by using concrete, pictorial and symbolic representations

11
Use base ten blocks to find equivalent fractions
Create lists of equivalent fractions as a class as students discover them
Comparing fractions interactive game https://www.explorelearning.com/index.cfm?
method=cExtAccessSecure.dspResource&ResourceID=1006&certificate=authorizer%3DLearnAlberta%26userid%3DLPS24%26i
%3D0%26expires%3D2016%252F08%252F18%2B21%253A33%253A50%26hash%3D3g9dV%252FUpkmY2RZLO
%252FRd2ZA%253D%253D
SO. 8 - Describe and represent decimals (tenths, hundredths, thousandths), concretely, pictorially and symbolically.
SO.9 - Relate decimals to fractions and fractions to decimals (to thousandths)
SO.10 - Compare and order decimals (to thousandths) by using:
o Benchmarks
o Place value
o Equivalent decimals
SO. 11 - Demonstrate an understanding of addition and subtraction of decimals (limited to thousandths).
o
o
o

Start the Number Sense Grade 6 Unit Second Week of School:

(I have organized my planning in terms of SLOs not in Days. This way when I go to plan my lesson for the days, I
can go through the different resources for that SLO and plan accordingly. As well, I am not sure how long each
SLO will take, so this allows me to alter the unit and activities easily. I usually dont plan a unit this way but Ive
never done math and I thought this way made more sense for the subject!)
Helpful Unit Websites for Questions, Games & Activities (Almost each site can cater to each SLO)
https://education.alberta.ca/media/1626773/07-math6_assesshighlights_2015_20151215.pdf - Steal questions
from
http://www.aplusclick.com/index.html - Awesome online test questions for whole unit
http://www.aplusclick.com/grade6.htm - Variety of questions
http://www.learnalberta.ca/content/mejhm/index.html?
ID1=AB.MATH.JR.NUMB&ID2=AB.MATH.JR.NUMB.RATE&lesson=html/object_interactives/3_term_ratio/us
e_it.html - Some worksheets & videos on ratio, integers, percent and fractions
http://www.aplusclick.com/index.html - Online review test (brain teasers covers each SLO)
http://exchange.smarttech.com/search.html?
q=&subject=Mathematics&grade=Grade+6&region=en_CA#page=2 - Smart board activities!
http://www.education.com/activity/fifth-grade/math/ - In class activities!
http://www.educationworld.com/a_lesson/lesson/lesson339.shtml - In class math games! Math bingo?!
Place Value: [C,CN,R,T]
- http://www.learnalberta.ca/content/memg/division02/place%20value/index.html
- Put a number on the board in the thousands, ask students to break down each numbers place value
position, than slowly move upward into the ten-thousands, hundred thousands, one millionetc. (Bring in
the concept of periods.) - could have students write on white board the place value of the number I point
out. Or I say a place value and they write down number on white board.
- Use real material from online (Prices, media, science, medicine, technology) and have students replicate
the price using blocks.
Solving Problems involving whole numbers and decimals: [ME,PS,T]
- Review the operations that the students know & the use of decimals adding, subtracting show some
examples of problems and how to solve them using visuals
- Have students work in groups of 3 have a variety of problematic questions were students are asked to
estimate, find which operation would be most efficient and solve the problem
- Students will share their answers with the class once complete and we will go over problems
- Have some examples that would be made easier if technology were used
- Remind the students that if he or she could find the answer immediately it wouldnt be a problem

12
Solving Problems involving whole numbers: [ME,PS,T]
- Review the operations that the students know multiplication, division
- Students will be given different problems and have to work through them using manipulates
- Have some examples that would be made easier if technology were used
- Remind the students that if he or she could find the answer immediately it wouldnt be a problem
Solving Problems involving whole numbers: [ME,PS,T]
- In groups students will work through stations that have different scenarios. They will be asked to scaffold
and show their work
- There will be a summative assignment afterwards
Demonstrate an understanding of factors and multiples: [CN,PS,R,V]
- Determine multiples and factors of numbers less than 100
- Explain what a multiple and factor is
- Go through different strategies of identifying them
- Arrays
-

Concrete or visual representations, repeated division by prime numbers, factor trees.

http://www.education.com/activity/article/simplestform/(Fractiongamewithcardsexplained)

Demonstrate an understanding of factors and multiples: [CN,PS,R,V]

- Provide examples of prime and composite numbers
- Have students sort between prime and composite numbers making a chart
- Highlight why 0 and 1 are neither prime nor composite
- http://www.education.com/activity/article/Prime_Number_Hunter_fifth/ (Finding prime numbers activity)
need a hundredth sheet!
Demonstrate an understanding of factors and multiples: [CN,PS,R,V]
- Solve word problems using the students knowledge on factors and multiples
- Include finding the LCD for fractions
Relate improper fractions to mixed numbers and mixed numbers to improper fractions: [CN,ME,R,V]
- An improper fraction is a fraction in which the numerator is greater than or equal to the denominator
- Do a quick review on fractions using visuals slowly move into explaining what an improper fraction and
mixed number
- Explain in all three forms concrete, pictorial and symbolic
- http://www.learnalberta.ca/content/memg/division02/improper%20fraction/index.html - activity on how to
reduce an improper fraction to a mixed number use to help explain
- https://www.explorelearning.com/index.cfm?
method=cExtAccessSecure.dspResource&ResourceID=1037&certificate=authorizer%3DLearnAlberta
%26userid%3DLPS24%26i%3D0%26expires
%3D2016%252F08%252F19%2B22%253A51%253A23%26hash%3DTf4z8AQFQvUSRzbKMzDmSw
%253D%253D - Have students answer using whiteboards
- https://www.explorelearning.com/index.cfm?
method=cExtAccessSecure.dspResource&ResourceID=252&certificate=authorizer%3DLearnAlberta

13

%26userid%3DLPS24%26i%3D0%26expires
%3D2016%252F08%252F19%2B23%253A18%253A32%26hash%3DaBopgRtf2RlilPJX7yXsVw
%253D%253D - another online test
Instead of me making a fraction chart have the students make their own!
http://www.education.com/activity/article/Fold_Fractions_fifth/

Relate improper fractions to mixed numbers and mixed numbers to improper fractions: [CN,ME,R,V]
- Do an example on the board of how to place improper fractions and mixed numbers on a number line
- Hand out number lines and have students place a variety of numbers themselves on the line reminding
them to convert either way to help make it easier for them
- Go over as a class
- Afterwards have students create mathematical sentences using greater than and less than symbols
Demonstrate an understanding of ratio, concretely, pictorially and symbolically: [C,CN,PS,R,V]
- https://www.explorelearning.com/index.cfm?
method=cExtAccessSecure.dspResource&ResourceID=264&certificate=authorizer%3DLearnAlberta
%26userid%3DLPS24%26i%3D0%26expires
%3D2016%252F08%252F20%2B08%253A59%253A58%26hash
%3DHAP184%252Bs0FUhK3sNheig6Q%253D%253D - Great ratio/decimal/percent worksheet do it
together as a class and discuss each answer
- When introducing ratios have concrete materials (colored marbles, pens/pencils, boys/girls, haircolor)
& drawings on the board to help the students grasp the concept
- Move into explaining the symbolic design of the ratio once students understand the term (3:5, 3/5, 3 to 5)
- Discuss how to make equivalent ratios, part ratios and whole ratios
- Have students solve problems on their own!
- Helpful site to remind myself http://www.learnalberta.ca/content/memg/division02/ratio/index.html
Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially and symbolically:
[C,CN,PS,R,V]
- Move into percent by showing ratios out of 100 (a refresher of yesterdays work) than go into
explaining percent
- Students will be able to use concrete materials and pictorial representations to help them grasp the concept
the material could be the same from the ratio activity, that way students are already familiar with the
ratio and now converting it into percent
- As a class we will go over the students answers
Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially and symbolically:
[C,CN,PS,R,V]
- Start by identifying and describing presents from real-life context as a class
- Move into converting a % into a fraction and decimal
- This may be harder for the students to grasp so refer back to the materials they used for their activities &
ratios out of 100.
- https://www.explorelearning.com/index.cfm?
method=cExtAccessSecure.dspResource&ResourceID=264&certificate=authorizer%3DLearnAlberta
%26userid%3DLPS24%26i%3D0%26expires
%3D2016%252F08%252F20%2B08%253A59%253A58%26hash
%3DHAP184%252Bs0FUhK3sNheig6Q%253D%253D - use site to show conversion
- Have students solve percent problems, where conversions are necessary - in groups

14
(Link ratios, percents and decimals together have form of assessment here)
- https://www.explorelearning.com/index.cfm?method=cExtAccessSecure.dspResource&resourceid=1008 ALL
THREE
Demonstrate an understanding of integers, concretely, pictorially and symbolically: [C,CN,R,V]
- https://www.explorelearning.com/index.cfm?
method=cExtAccessSecure.dspResource&ResourceID=210&certificate=authorizer%3DLearnAlberta
%26userid%3DLPS24%26i%3D0%26expires
%3D2016%252F08%252F20%2B10%253A33%253A56%26hash%3Dr
%252FLK28Fo16kcQXSJY1UjPg%253D%253D online questions
- Explain the number line in the positives and than add in the negative integers (highlight how this is harder
to visualize because it is an abstract concept when it comes to negative amount of items) instead focus
on when negative integers are used in real life (Pictures of thermometers)
- * Find concrete ideas for integers
- Give multiple scenarios as a class to solve on the class number line involving comparing integers using
symbols as well
- Than have students grab their whiteboards to answer the questions revolved around the number line
Demonstrate an understanding of multiplication and division of decimals: [C,CN,ME,PS,R,V]
- Have a day to let the students refresh themselves with their strategies of multiplication and division
(Around the world, mad minutes, and students teaching class their strategy that works for them)
- Have students estimate the answers taking away the decimal and multiplying/dividing (Front End
Strategy use money as an example)
- Than have students guess how they would go about adding in the decimal One decimal number
multiplied by a whole number, than two decimal numbers, than 0. Numbers
- Using shaded in charts as a manipulative explain the process of multiplying decimals, while students
create the chart at their desk https://www.explorelearning.com/index.cfm?
method=cExtAccessSecure.dspResource&ResourceID=1026&certificate=authorizer%3DLearnAlberta
%26userid%3DLPS24%26i%3D0%26expires
%3D2016%252F08%252F20%2B10%253A53%253A57%26hash%3DbtWadAG4%252B1qmZ
%252Bc7H5zSSw%253D%253D - for reference & online visual
https://www.explorelearning.com/index.cfm?
method=cExtAccessSecure.dspResource&ResourceID=228&certificate=authorizer%3DLearnAlberta
%26userid%3DLPS24%26i%3D0%26expires
%3D2016%252F08%252F20%2B11%253A12%253A38%26hash%3DEAzK5z4KBOGnxzM2aGkErA
%253D%253D
- *Will need multiple days
- http://exchange.smarttech.com/details.html?id=26cde32f-efef-499f-abe4-fe9878094fb6 (Smart board
activity)
Explain and apply the order of operations, excluding exponents, with and without technology (limited to whole
numbers) [C,CN,ME,PS,T]
- Introduce BEDMAS operations inside brackets, division and multiplication from left to right, addition
and subtraction from left to right
- Show examples on why order is important (What happens when one doesnt follow order)
- Have students work through problems in groups

15
-

Order of operation bingo once students have developed a basic understanding and are able to answer
questions on their own! http://illuminations.nctm.org/Lesson.aspx?id=2583
I have a worksheet for this that I can steal questions from
http://www.learnalberta.ca/content/memg/division02/order%20of%20operations/index.html

Addition and subtraction games

- Go over tips on how to add & subtract
-

START OF UNIT I am revamping my set up. I realize that the students need to go over the fundamentals before
diving into new content. I can mix the SLOs together to. For example learn place value while reviewing addition
and subtraction strategies. Once adding in a decimal, I can go into place value smaller than the decimal!
SO.1 - Represent and describe whole numbers to 1 000 000.
o What is a whole number? (Includes a 0) What is a natural number? (1.) (Show students the entire number system box so they can
picture where their learning is headed)
o What is a digit? http://www.learnalberta.ca/content/memg/division02/digit/index.html
o Have a game were they have to represent a number in three different ways with a pair (Using objects)
o Cannonball Clowns (Number Line Estimation) Use with whiteboards to answer the questions!
http://www.learnalberta.ca/ProgramOfStudy.aspx?ProgramId=26061#

Place Value: [C,CN,R,T]

- http://www.learnalberta.ca/content/memg/division02/place%20value/index.html
- Put a number on the board in the thousands, ask students to break down each numbers place value
position, than slowly move upward into the ten-thousands, hundred thousands, one millionetc. (Bring in
the concept of periods.) - could have students write on white board the place value of the number I point
out. Or I say a place value and they write down number on white board.
- Use real material from online (Prices, media, science, medicine, technology) and have students replicate
the price using blocks.