Mr.

Tokariuk Subject Area Mathematics

R.I.B.M.S Grade Level 8
Topic Fraction Operations
Fraction Ops Unit Plan
Length of Unit (days) 23
Numbers

Rationale

Students will gain an understanding of what it means to multiply and divide fractions together and the
significance of doing so in and out of math. The relevance of this unit for students is a more in depth look at
the possible mathematical processes that can be applied onto fractions and why they can be applied. The
unit also has a great focus on using logical thinking. Students will be encouraged to look for ways that take
equivalent numbers in order to simplify and clarify the scaling processes used in the unit

Students will take part in lessons that include the following mathematical processes;
Communication
Connections
Mental Mathematics and Estimation
Problem Solving
Connections will be the biggest focus during the unit as students will be able to notice when
fractions are equivalent. This can be seen in a variety of cases like whole numbers can be written as
the number over a denominator of one, simplifying fractions, and converting from mixed to
improper. Students will also be introduced to real-life examples regarding the use of fraction
operations. As students progress through the unit, the hope is that they become more fluent with
looking at fractions and noticing whether it can be manipulated in some way or if it must be
converted first before applying the mathematical process. This will be an indicator that the student
is improving their problem solving skill. This skill of problem solving, in particular to fractions, will
help students recognize and understand the reasons and steps for converting numbers and finding
equivalence to simplify and/or make the problem more manageable.
The unit is to run for just under five weeks (twenty-three classes) which will be supported by a mix
of formative and summative assessments. This should allow students to fully demonstrate their
understanding of the unit material using multiple methods.

There are a few big considerations that I followed while planning this unit. The first consideration
was the retention during a learning episode. For the most part, I tried to keep a pattern that
followed a new information, practice, closure sequence. By learning new material at the beginning
of a class, they are more likely to remember what was taught. Following up with practice provides
students with some downtime that allows them to work at their pace and collaborate with others.
There is no new information given at this time which gives students the necessary time to
understand it better. Finishing with a closure gives meaning to the material for students and serves
as an important second learning opportunity.
The next consideration relates to the section of practice. Practice is essential for student
development and thus I have emphasized the amount students will partake in. There are some days
where I did not appear to teach any new information. However, I will be using a second or even third

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)
Mr. Tokariuk Subject Area Mathematics
R.I.B.M.S Grade Level 8
Topic Fraction Operations
Fraction Ops Unit Plan
Length of Unit (days) 23
Numbers

day to progress through some of the material due to a potential difficulty in the topic. The hope is
that slowing down the progression of the unit will give assistance to those who struggle and can
provide the opportunity for fluent students to experience more challenging problems. Depending on
how well students understand the material, I may or may not have to reteach or provide a second
strategy to help in maximizing the outcome of all students.
Next, I have chosen a wide variety of assessment strategies in order to see if additional practice and
time are required. The assessment tools used cover the essentials of triangulation; observation,
discussion, and physical evidence; and is done through multiple forms of formative and summative
assessments. This will hopefully give me a strong understanding of where each student is at and
provide some indication of what each student is doing/thinking so that if it is an issue, we can work
on fixing it.

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)
Mr. Tokariuk Subject Area Mathematics
R.I.B.M.S Grade Level 8
Topic Fraction Operations
Fraction Ops Unit Plan
Length of Unit (days) 23
Numbers

Desired Results
Established Goals GLO(s):

Develop Number Sense

Understandings: Essential Questions:

Students will understand that
-What does it mean to multiply/divide two fractions
-When multiplying/dividing fractions, the together?
numerators are multiplied/divided together
to produce the final numerator and the -How can multiplying and dividing fractions be
denominators are multiplied/divided represented by using a picture or objects?
together to create the final denominator.
-Whole numbers can be written as a fraction
with the denominator as 1
-No need to find equivalent fractions (like
add/subtracting) but final fraction may be
required to be put in reduced form

Prior understandings Students will be able to

-Writing Fractions 6. Demonstrate an understanding of multiplying and

-Adding/subtracting fractions dividing positive fractions and mixed numbers,
-Equivalent fractions concretely, pictorially and symbolically.
[C, CN, ME, PS]

Where does this lead?

-Exponential fractions
-Exponents
-Growth/shrink rates

Resources Needed:

SmartBoard, Math Links 8, Alberta Ed Grade 8 Math Curriculum

Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)
Mr. Tokariuk Subject Area Mathematics
R.I.B.M.S Grade Level 8
Topic Fraction Operations
Fraction Ops Unit Plan
Length of Unit (days) 23
Numbers

Assessment Tool Overview

Assessment Tool
Brief Description For AS OF
Title
Monitor activities in their lives (eg. School, sport, activity). Track
time spent doing activity (use hours to create fraction). Track
additional steps within activity (getting ready, travel, actually
partaking in activity, etc) and calculate the fraction of each step
in regards to the activity duration. Students will present their
Small Project information as a poster. The poster must include a picture that O
represents the data (number line, pie chart, graph), the actual
mathematical process (showing the fractions using numbers of
all the steps and math used to solve everything), and using a
concrete example to represent the data (some sort of
object/variety of objects, rectangles).
There will be _ assignments during the unit. Assignments will
focus on one or two learning points at a time to show student
understanding. The assignments will look at multiplying and
dividing fractions (fraction-and-whole, improper, and mixed
equations). Students will be allowed to fix errors (fixes not given
Assignments O O
to students) and may be resubmitted if students desire. Marks
will be recorded for each thus making the assignments Of
Learning. The resubmission of assignments is As Learning as
students will be reviewing their assignments and finding their
own mistakes.
The unit exam will cover all the material learned in the fraction
ops unit; multiplying and dividing fractions (fraction-and-whole,
improper, and mixed) and applying these operations in
Unit Test scenarios. The exam will have multiple choice, short answer, O
and longer response questions to push for student
understanding. The exam will be recorded for marks thus making
the exam Of Learning.
Mid-Unit Test The mid-unit test will cover all the material learned up to the O O O
halfway point of the fraction operations unit; multiplying and
dividing fractions with whole numbers, as well as multiplying
improper and mixed fractions. The test will have multiple choice,
short answer, and longer response questions to push for student
understanding. The exam will be recorded for marks thus making
the exam Of Learning. Also, students will be doing corrections in
partners to find mistakes and correct them/understand and ask
questions to find out fixable errors which will make this test a
Spring 2017: Marynowski
Adapted from Wiggins and McTighe (2005)
Mr. Tokariuk Subject Area Mathematics
R.I.B.M.S Grade Level 8
Topic Fraction Operations
Fraction Ops Unit Plan
Length of Unit (days) 23
Numbers

form of As Learning.

Pre-assessment will be done at the beginning of the unit and will

be used to find out a rough estimate of what the students
remember/know about previous material. The material will be
based around subjects that will be used in the unit like adding
and subtracting fractions (mixed and improper), equivalent
Pre-assessment O O
fractions, and reducing fractions. Pre-assessment will be used as
Of Learning so that I can determine what level students are
roughly starting at. It will also be considered As Learning because
students will be thinking about their previous knowledge and
collaborating with their classmates.
Observations and discussions will take place during class as students
work on activities and when the class discusses as a whole. A check or
x will be recorded for each student depending on how they are doing
that day. Additional notes will be made for students who appear to be
struggling in regards to what they are having trouble with and where
the problem may be. Notes will be recorded two or three times a
Observations/
week. With these notes, changes to the unit schedule in order to O
Anecdotal notes revisit a topic that students struggle with. By asking questions,
listening to student dialogue, and viewing student work, the teacher
will get an idea of what individual students are striving or struggling
with; which allows for the teacher to focus more on students having
difficulties. Because of this, the observations and discussion falls
under For Learning.

Spring 2017: Marynowski

Adapted from Wiggins and McTighe (2005)
Mr. Tokariuk Subject Area Mathematics
R.I.B.M.S Grade Level 8
Topic Fraction Operations
Fraction Ops Unit Plan
Length of Unit (days) 23
Numbers

Mon Sept.4 Tues Sept.5 Wed Sept.6 Thurs Sept.7 Fri Sept.8
No Classes Welcome/rules/ Pre-assessment Multiplying fracts to Multiplying fracts to
expectations/get-to- whole whole
know-you What does math mean
to you? Proposed unit schedule -practicing
Snowball fight -Group poster making
-Students write four -warmup -Finish 291-293
interesting things about -writing fractions -multiplication
themselves on piece of -adding/subtracting activity
paper, throw paper fracts -learn the steps
around room, find one -equivalent fracts -when multiplying,
and find that person to multiply the numerators
introduce to the class Frayer Model together/denominators
together
Curriculum, schedule, -Get Ready (284-286) -whole numbers can be
rules -In groups of 3 or 4 written as the number
over 1
I Am NOT (Get-to Formative assess -pictorial/symbolic
know-you)
-Students find an object -creating fraction
that does not resemble playing cards
them; students explain
why -Warmup (287)
-6.1 (288-290)
Start 291-293
Mon Sept.11 Tues Sept.12 Wed Sept.13 Thurs Sept.14 Fri Sept.15
Dividing fracts to whole Dividing Fracts to whole Dividing fracts to whole Multipying Multiplying
proper/improper fracts proper/improper fracts
-warmup -practicing -practice/work period
-equivalent fractions -Warmup -practice
-dividing -alternative method -Steps: follow process as -introduce improper
-when dividing; can Assignment #1 when we multiplied by fracts (numerator larger
-learn the steps multiply reciprocal Multiplying/dividing whole numbers; than denominator)
-divide the denominator -flip the fraction (switch whole numbers with multiply numerators, -same rules apply
by the whole number numerator and fractions multiply denominators
-if not, find an eqiuv denominator) and -pictorial/symbolic -warmup (309)
fract so that the change the division sign -6.4
demoninator is divisible to multiply -warmup (301)
by the whole number -6.3 (302-304) -math games
-pictorial/symbolic -Start 305-308

-Warmup (294)
-6.2 (295-297)
Start 298-300

Spring 2017: Marynowski

Adapted from Wiggins and McTighe (2005)
Mr. Tokariuk Subject Area Mathematics
R.I.B.M.S Grade Level 8
Topic Fraction Operations
Fraction Ops Unit Plan
Length of Unit (days) 23
Numbers

Mon Sept.18 Tues Sept.19 Wed Sept.20 Thurs Sept. 21 Friday Sept.22
Multiplying mixed fracts Mutiplying mixed fracts Mid-unit quiz Dividing improper fracts Dividing improper fracts

-warmup -practice -warm up (319) Review quiz

-switching between 314-318 -steps -go over quiz
improper and mixed -find common
fracts -study for quiz denominators (easier Continue 325-327
Multiplying/dividing way find denominator
-two ways; multiply fracts with whole that second number -math games
whole then fract numbers, multiplying denominator divides
Or proper, improper, mixed evenly) then divide
-convert to improper, fractions numerators/
then multiply denominators in order
-or take reciprocal of
6.4 (310-313) second number and
Start 314-318 change to multiply
-pictorial/symbolic
Assignment #1 due
Quiz on wednesday 6.5 (320-324)
Start 325-327

Mon Sept.25 Tues Sept.26 Wed Sept.27 Thurs Sept.28 Fri Sept.29
Dividing mixed fracts Applying fract ops Applying fract ops Small Project Small Project

-practice -Look at possible -Practice -Set up/explain project -Work on Project

-only difference is to questions/situations -Students will start
change the mixed into -Analyzing word Continue/Finish 328- planning
an improper fract first questions 347
to simplify things first
6.6 (328-347) Assignment #2
-multiply by the Dividing improper
reciprocal fracts, applying fract
ops
Finish 325-327
Mon Oct.2 Tues Oct.3 Wed Oct.4 Thurs Oct.5
Work Period Review/ Review/ Unit Exam
Practice Practice
-Outline unit exam

-Finish Project Assignment #2 due

-Finish outstanding
homework

Spring 2017: Marynowski

Adapted from Wiggins and McTighe (2005)