Name: Julian Springer School: Escalante Middle School

Grade Level: 6th/7th Number of Students: 9

Unit: Rational Number Operations/Calculator Fluency Lesson Duration: 55 minutes
Time/Date: 9:35-10:30, March 15th, 2019
Colorado State Standards
MATHEMATICS

Prepared Graduates:
 MP1. Make sense of problems and persevere in solving them.
 MP3. Construct viable arguments and critique the reasoning of others.
 MP5. Use appropriate tools strategically.
 MP6. Attend to precision.
 MP7. Look for and make use of structure.

Fifth Grade, Standard 1. Number and Quantity

Grade Level Expectation:
5.NF.A. Number & Operations—Fractions: Use equivalent fractions as a strategy to add and subtract
fractions.
Evidence Outcomes
Students Can:
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing
given fractions with equivalent fractions in such a way as to produce an equivalent sum or
difference of fractions with like denominators (CCSS: 5.NF.A.1)

Fourth Grade, Standard 1. Number and Quantity

Grade Level Expectation:
4.NF.B. Number & Operations—Fractions: Build fractions from unit fractions.
Evidence Outcomes
Students Can:
Understand improper fractions. (CCSS: 4.NF.B.3)
 Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole. (CCSS: 4.NF.B.3.a)
 Decompose a fraction into a sum of fractions with like denominators in more than one
way, recording each decomposition by an equation. Justify decompositions, e.g., by
using a visual fraction model. (CCSS: 4.NF.B.3.b)
 Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction. (CCSS: 4.NF.B.3.c)
 Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem. (CCSS: 4.NF.B.3.d)

Objectives
 By the end of this unit, students will be able to manipulate fractions confidently and accurately, both with
and without the use of calculators.
 By the end of the lesson students will demonstrate their knowledge of the addition and subtraction of unlike
fractions and mixed numbers by participating in trashket ball.
 By the end of the lesson students will demonstrate their growth and math mindset by completing an pre-
ticket, their Math Competency test, and a post-ticket illustrating their mentality to the test.
Learning Targets
Long Term Learning Target:
By the end of the unit, students will be able to perform operations with rational numbers including fractions and
decimals, with an emphasis on calculator fluency.
Supporting Target:
By the end of the unit students will be able to convert between improper fractions and mixed numbers in order
to perform computations.

Assessments
Formative:
 Warm-up (includes Pre- and Post-Ticket)
 Participation and level of completion of Team Trashketball activity
Summative:
 M-Comp

Materials
 Warmup
 M-Comp
 Whiteboards/expo markers
 Scrap paper
 Tape
 Trash can
 Pencils and paper
 Spiral notebook
 Fraction problems
 Projector
 Overhead camera
 Timer

Essential Question/Big Picture Statement

 How can I demonstrate my knowledge and manipulation skills of mixed numbers?
 Where, in our everyday lives, can I use the skills learnt in this unit?
 How can I effectively use calculators as tools to aid me in the computation of rational numbers without
relying on them?
 How can I assess and adjust my mindset to help me succeed?
Joke:
Introduction/Anticipatory Set
You have all been doing so well this semester. I am incredibly proud of all of you, and your M-Comp scores are
looking amazing compared to where we started at the beginning of the year, and even at the beginning of the
semester. Today is a calculator FREE test day. As usual you will get 8 minutes to do your M-Comps. Before I
pass them out, however, I would like to encourage you to flip over your warmups. On the back you will see
something new. This is to show you that your mindset can effect your performance in a positive way. First, you
will write how you are feeling today. Next you will write one goal for your M-Comp today. This can be as
simple as “do better than last time”, or as complicated as “I want to do better on ______ type of question
because I think I’m better at them now.” Hopefully this will help you to realize that you can all succeed, and
improve over your past efforts on this assessment.

Lesson Process

I. Greet/seat
A. Pick up warmup on the way in
II. Warmup
A. Allow everyone to arrive
B. 4 minutes on warmup
C. Allow students to volunteer themselves for warmup duty/assign duty
D. Assist where appropriate so students can succeed on the warmups
III. Pre-Ticket
A. Please write one sentence about how you are feeling today
B. Please write a one sentence goal you have for your M-Comp today
C. Please place these tickets and any other materials other than a multiplication chart and a pencil
underneath your desk
IV. M-Comp
A. Students will be allowed to work on their M-Comps for 8 minutes
V. Post-Ticket
A. Please take your ticket back out and write how you feel after completing your M-Comp
VI. Trashket Ball Setup
A. Students will be lined up by soonest birthday, and then split up randomly into 3 teams (1-3)
B. These teams will form their desks into a circle/cluster
C. Teams will come up with a name, which will be written on the board
D. Each team will get scrap paper and one white board and expo marker
VII. Trashket Ball!
A. Students will work collaboratively to answer questions posed on the board
B. We will alternate between calculators and no calculators
C. Every time a team gets a question right, they get one point
D. For every correct answer, they get to crumple up one piece of paper
E. At the end, we will shoot for baskets, which will be 2- or 3-pointers
F. Each member of the winning team gets to take a piece of candy at the end of the lesson
VIII. Tidy up
IX. Close
A. Everyone did great today! Next week we are going to start exploring the relationship between
decimals and fractions, as well as making our own word problems! If we do well with this, we might
get to go to Durango Joe’s again soon in order to practice our math skills by purchasing some
delicious beverages and snacks, and leaving tips for the wonderful people that work there
B. Candy handout
C. Have a wonderful weekend math warriors!