Brenham ISD Unit Plan
Unit 3 - Fractions, Decimals and Percents; Ordering Rational Numbers (13 Days) | 6th Grade Math | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
6.2D order a set of rational numbers arising from mathematical and real-world contexts 6.4G generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money | 6.2C locate, compare, and order integers and rational numbers using a number line 6.2E extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0 6.4E represent ratios and percents with concrete models, fractions, and decimals 6.4F represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers 6.5C use equivalent fractions, decimals, and percents to show equal parts of the same whole | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential TEKS. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do:
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Compare - determining which is the larger fraction and which is the smaller fraction Equivalent - fractions that have different numerators and denominators but are equal to the same value Integer - a positive or negative whole number Opposite - two integers can be opposites if they are equal distance away from zero on the number line but on different sides of zero Order - arranging a set of fractions from least to greatest (ascending order) or from greatest to least (descending order) Percent - quantity out of 100 Place Value - the value of each digit in a number Rational Number - a number that can be written as a fraction, as a terminating decimal or as a repeating decimal Subset - a set of which all the elements are also contained in another larger set Whole Number - a positive counting number starting with 0 | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following:
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Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
5 | Fraction, Decimal, Percent Quiz (not real word contexts) | |
8 | Fraction, Decimal, Percent Quiz (real word contexts) | |
11 | Compare and Order Rational numbers Quiz | |
Notes : | ||
