Subject Area

Grade Level
Topic
Length of Unit

Math
7
Fractions, decimals, percentages
About 17 days (about 9 weeks)
27 hours

Rationale
Fractions, decimals, and percentages will be explored in this unit
through words and symbolic representation using expressions and
equations. These are all important as they continue on in math and
other subjects. It also has usefulness in day to day life and in the work
world; where throughout the unit there will be examples of problems
relating to life and there will also be a project where students will
explore through a fraction investigation and the thickness of a piece of
paper. The concepts learned help with problem solving and algebraic
reasoning. This unit will incorporate all seven mathematical processes:
[C] Communication [PS] Problem Solving [CN] Connections [R]
Reasoning [ME] Mental Mathematics [T] Technology and Estimation [V]
Visualization.
This unit takes on the ideas that fractions, decimals and percentages
can be described with words and symbols, and that they are related in
how the same number can be expressed in different ways. For instance:
is the same as 0.5 which is the same as 50%.
Students will develop communication skills through exchanging
thoughts, messages and information effectively through interaction. In
the fraction investigation they will be able to demonstrate using
appropriate forms of writing for different purposes and audiences. They
will also demonstrate how to gather and communicate information in an
organized and logical fashion from reading, writing and use of language.
Global contexts are scientific and technical innovation, with explorations
of systems, models, methods, products, processes and solutions to
develop. Affective skills for self-management will also be strengthened.
More specifically, mindfulness through practicing focus and
concentration; strategies to develop mental focus, and to overcome
distractions; and being aware of body-mind connections. Resilience
through: practicing bouncing back after adversity, mistakes and
failures, failing well, dealing with disappointment and unmet
expectations, and dealing with change.

Summer 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit

Math
7
Fractions, decimals, percentages
About 17 days (about 9 weeks)
27 hours

Students will have rubrics along with their assessment tasks. A check
for prior knowledge is tested at the beginning of and during the unit,
through looking at summer homework and formative checks. Speed of
teaching is adjusted accordingly. Students work is checked regularly by
the teacher and self-checked with the answers available in the textbook.
Teaching methods include front-teaching, exercises from the book,
additional exercises from the web, checking the work of a peer, and
team-work. Peers can translate concepts into Italian when needed for
non-native speakers. Students may ask for unknown English words
when needed, even during the test.
The unit starts out with fractions and ties in decimals and percentages
throughout to show their relationships. The inquiry statement:
understanding the identities of and relationships between fractions,
decimals and percentages can help us understand the world. Students
will explore this through 2 projects. Determining prior knowledge and
expectations before will help set a foundation for the project. Working
with fractions, decimals, and percentages in a well-organized manner
will help students see their relationships.

Summer 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit

Math
7
Fractions, decimals, percentages
About 17 days (about 9 weeks)
27 hours

Established Goals:
Develop Number Sense
Fractions, decimals, percentages

Understandings:
Students will understand

Relationships
Model
System
Fractions
Decimals
percentages

Essential Questions:
F : How do we calculate fractions, decimals and
percentages? ,
C : What do we need to know to understand the
relationships between fractions, decimals and
percentages? ,
D : Which form is most appropriate for everyday use?

Students will know

Students will be able to do
Specific Outcome Numbers (gr 6)
The relationship between fractions,
decimals and percentages.
2. Solve problems involving whole numbers and decimal
How to use a number line.
numbers. [ME, PS, T] [ICT: C62.4]
How to convert between improper and 4. Relate improper fractions to mixed numbers and mixed
numbers to improper fractions. [CN, ME, R, V]
proper fractions.
5. Demonstrate an understanding of ratio, concretely, pictorially
How to compare fractions.
and symbolically. [C, CN, PS, R, V]
How to add and subtract fractions,
6. Demonstrate an understanding of percent (limited to whole
numbers), concretely, pictorially and symbolically. [C, CN, PS,
and decimals.
R, V]
How to round decimal numbers.
7. Demonstrate an understanding of integers, concretely,
How to multiply and divide decimals
pictorially and symbolically. [C, CN, R, V]
8. Demonstrate an understanding of multiplication and division
and powers of 10.
of decimals (1-digit whole number multipliers and 1-digit
natural number divisors). [C, CN, ME, PS, R, V]

Specific Outcome Numbers (gr 7)

2. Demonstrate an understanding of the addition, subtraction,
multiplication and division of decimals to solve problems (for
more than 1-digit divisors or 2-digit multipliers, the use of
technology is expected). [ME, PS, T] [ICT: P23.4]
3. Solve problems involving percent from 1% to 100%. [C, CN,
PS, R, T] [ICT: P23.4]
4. Demonstrate an understanding of the relationship between
positive terminating decimals and positive fractions and
between positive repeating decimals and positive fractions. [C,
CN, R, T] [ICT: P23.4]
5. Demonstrate an understanding of adding and subtracting
positive fractions and mixed numbers, with like and unlike
denominators, concretely, pictorially and symbolically (limited to
positive sums and differences). [C, CN, ME, PS, R, V
6. Demonstrate an understanding of addition and subtraction of
integers, concretely, pictorially and symbolically. [C, CN, PS, R,

Summer 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Grade Level
Topic
Length of Unit

Math
7
Fractions, decimals, percentages
About 17 days (about 9 weeks)
27 hours

V]
7. Compare and order positive fractions, positive decimals (to
thousandths) and whole numbers by using: benchmarks
place value equivalent fractions and/or decimals. [CN, R, V]

Resources Needed:
Text Mathematics for the international student 6 MYP 1
Smartboard
Calculators
Dice
Pencil

Summer 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Assessment Tool Overview

Assessment
Tool Title

Outcomes

Exit slips

all

Group
discussions

all

At the start of
class question

all

Text questions

all

Unit Test

all

Fractions
investigation

Fractions
Criterion B:
Patterns in
Math
Criterion C:
Communicati
on in Math

Description
To gage how well students understood
concept to be completed at the end of
class. This will be handed in, visual, or
verbal. If I need quick assessment for that
days material, exit slip will be done. Near
end of unit, exit slips will be used to help
make questions for a review game to help
prepare for unit exam.
Get students talking about math. It will
help for clarification among students and
teacher assessment to check for
understanding. Forms of table
discussions, and rally robin will be used
throughout the unit. This variety will allow
for more learning to take place because
students can hear the concept explained
different ways.
Gets class thinking about math. It reviews
concept previously learned. This helps
teacher assess how well the concept was
learned and if anything needs to be
clarified before they go on to the next
material.
Gives students individual practice for
their learning. Homework checks will be
done each week. Answers are in the back
of the text for students to check their
work.
A final written unit test will be given at
the end of the unit. Throughout the unit
students have been preparing, there will
be a review before.
Students will investigate fractions
through an investigation. Students
choose another unit fraction for the
problem and give some examples of the
rule they created.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Fo
r

AS

OF

Students will explore thickness of a piece

of paper through math calculations. They
SLO2 gr. 6
X
X
will put their understanding of decimals
to a life example of paper thickness.
In class a variety of work will be
completed over the unit. Some will be
individual and other group work.
Assessments such as thumbs up or down
In-class
will be done to check for understanding
assignments/
all
X X
throughout the lesson. This will be
activities
assessed through observation, discussion,
and homework checks. There will be
different games to check for
understanding and review for unit test.
Summative: there are2 projects and a unit test. Throughout the unit there will be plenty of
time to prepare and work for understanding. As long as students are on task and trying
their best, they will do well.
Formative: Assignments and text questions given to help prepare for the summative.
The thickness of
a piece of paper
project

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Monday

8 Tuesday Novemb
9 Wednesday
11-12
9-10

10 Thursday
10-10:50

Friday

Unit 2: Fractions, decimals,

B. Fractions as division
C. Proper and improper
percentages intro
B. Converting between
fractions
Ch. 6 intro
Percentages and fractions
D. Fractions of Quantities
A. Fractions
A. Percentages ch.
10

Monday

15 Tuesday

16 Wednesday 17 Thursday

Friday

E. Fractions on a number
G. Comparing Fractions
H. Adding and Subtracting
Line
Fractions
F. Equal Fractions
investigation

Monday

22 Tuesday

23 Wednesday 24 Thursday

Friday

Fractions Investigation
Ch. 7 Decimal numbers
c. Comparing decimal
Class to work
A. Constructing decimal
numbers
numbers
D. Rounding decimal
B. Decimals on a number
numbers
E. converting between
Line
decimal and fractions
D. Number

lines
Monday

29 Tuesday

30 Wednesday 1 Thursday
December

Friday

Fractions investigation
F. Adding and subtracting
h. dividing by powers of
Decimals
10
E. one quantity as g. Multiplying by powers
I. Multiplying decimals
a percentage of
By whole numbers
of 10
another
F. Finding
percentages of
Quantities
Puzzle

Monday

Monday

6 Tuesday

7 Wednesday

8 Thursday

Friday

J. Dividing decimals by
C. Converting between
Holiday
Whole numbers
percentages and decimal
Paper thickness project

Holiday

13 Tuesday

Friday

14 Wednesday 15 Thursday

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Review
Fractions, decimals, Unit exam ch. 6, 7, and 10
percentages

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)