Unit Plan Template U of A/RDC Middle Years Program Unit Title:
Part 1 - Logistics Instructional Designers:
Adding & Subtracting Fractions
Taryn Martinek, Kyle Schneider, Julie Phillips, Laura Friesen & Amanda Bjorge
Subject Area:
Grade:
Mathematics
Grade 7
Curriculum Strand(s):
Duration:
Number Sense
3 Weeks of Classes: 15 - 50 Minute Classes There would be 1 - 50 minute class per day. *The duration of this unit depends on students’ understanding and progress with common denominators and successfully adding and subtracting fractions. This lesson can take anywhere from 1 to 8 weeks.
Rationale: This unit fits into the curriculum as adding and subtracting fractions builds upon previous knowledge learned in grade 6 about fractions. Adding and Subtracting fractions is the next step for students to take to gain a further understanding and ability to apply fractions into the world around students. Adding and Subtracting fractions have been placed together as they require the same steps to complete an equation. During this unit there will be varied lessons that appeal to all learning types through the use of videos, manipulatives and auditory teaching techniques. Students halfway through the unit will do a self-assessment to develop self-awareness upon where their strengths and weaknesses are in adding and subtracting fractions. From here not only the student, but the teacher also know where students are having problems and need more help in the unit. We would do this unit in January after we finish the number operations and decimal operations units as this has developed skills of adding and subtracting with numbers already, as well as multiplying and dividing for creating equivalent fractions. Students have also started to work with fractions to a point before in these units when they have worked with converting decimals to fractions and fractions and decimals to percentages (and vice versa), so continuing to take the next step working with fractions right after has students in the proper math mindset.
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Unit Plan Template U of A/RDC Middle Years Program Part 2 – Desired Results Learning Outcomes: General Outcome: Number Sense Specific Outcome: N5: 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] Knowledge: Skills: What knowledge will students acquire as a result of this unit?
What should students be able to do? What behaviors will they exhibit?
Students will know…
Students will be able to…
Students will know the process of changing two fractions so that they have common denominators. Students will know the steps needed in adding and subtracting fractions; both with common and uncommon denominators. Students will know how to add and subtract fractions.
Students will be able to create equivalent fractions with the same denominators. Students will be able to add and subtract fractions. Students will be able to reduce fractions to their lowest terms after adding or subtracting them. Students will be able to represent adding and subtracting fractions concretely, pictorially and symbolically.
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Unit Plan Template U of A/RDC Middle Years Program Part 3 – Assessment Evidence Performance Task: What authentic, relevant task will allow students to show what they`ve learned during the unit? In the space below, describe the scenario or situation (in paragraph form) that will require students to apply their knowledge and skills to demonstrate their learning in a real-life situation. Include all elements of GRASPS, including success criteria (based on learner outcomes). Attach your performance task rubric to your unit plan. G - Goal Goal: What should students Students will be able to accurately and independently add and subtract fractions. accomplish by completing this task? R – Role What role (perspective) will students be taking?
A – Audience Who is the relevant audience? S – Situation The context or challenge provided to the student P – Product, Performance What will the student create? S – Success criteria What do they need to include/do/show?
Role: Students as Learners: I am the teacher of adding and subtracting fractions, providing students with the tools needed to succeed in this concept of math. Audience: Teacher and classmates of Grade 7 math class. Situation: This unit would take place in the first two weeks of January, after Number Operations and Decimal Operations. This is a new concept that takes much focus from students; therefore, it is more effective to teach it in January rather than before Christmas time. Students will need to show the process and understanding of how to properly add and subtract fractions in a multitude of ways, such as pictorially and symbolically. Product/Performance: The students will complete a unit test after the first two weeks of the unit. They will then complete two mosaics, divide the colors on the mosaics into reduced fractions, create three adding questions and three subtracting questions and solve all of them. These are their two summative assessments for this unit. Success Criteria: Students will need to have successfully learned the concepts of adding and subtracting fractions to complete the unit test. Their full understanding of the concepts will be displayed throughout the unit in formative feedback and then at the end in the summative assessment. For a final project we are doing a mosaic in which students will make two mosaics, and from this they will make fractions from the colors (eg, 11 yellow squares out of 43 total squares, therefore the fraction would be 11/43). Students will then make 5 questions from their mosaics in which they will solve and show all of their work. (eg. if 13/50 pieces of the first mosaic are yellow and 17/50 in the second mosaic are yellow the equation would be 13/50 + 17/50 to find the total amount of yellow)
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Unit Plan Template U of A/RDC Middle Years Program Other Evidence: How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment ideas. These may include work samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes. Formative Assessment: Guided Discovery, Oral Feedback, Observing Students as they Work, Fist of Five (to check for understanding), Exit Passes, Metacognition Exit Pass, Red-Yellow-Green Cups, White Boards, Manipulatives, Three-Tab Book “Foldable�, 2 Roses & A Thorn, Text in your Answer Summative Assessment: Unit Test & Fractions Mosaic (final mark for the unit is split between these two summative assessments) Student Self-Assessment: Halfway through the unit, students will do a self-assessment with questions asking them where they think their strengths and weaknesses are, and from looking at these the teacher can adjust their teaching to where the strengths and weaknesses of the class are. IXL questions for students to reflect on their understanding of concepts. 2 Roses & A Thorn.
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Unit Plan Template U of A/RDC Middle Years Program Part 4 – Learning Plan Lesson # 1
Activities (Instruction) Anticipatory set to the unit: Mario fraction song: as this is the first lesson students will do a quick review making fractions equivalent through this video. (http://www.youtube.com/watch?v=-gloD9EmioQ) Cookie Making Recipe: This introductory activity is a discovery activity. Students will be given a recipe to make chocolate oatmeal cookies. This recipe will not be a normal recipe, but will require students to make fractions equivalent in order to add them to get the exact measurement for an ingredient. The students will be working in groups and once their group has finished adding everything up, they will hand it in and the teacher will bake these recipes for the class. During the time students are working on their recipes, the teacher can give hints and feedback to whether or not students are on the right track, but not give them the whole process during this discovery activity. During the next class, the proper process of how to go about adding fractions will be taught so all students are on the same page. How the cookies turn out will give the students feedback on whether they figured out how to add fractions on their own or not and whether or not their recipe was a success. (Check for allergies in class, and from these, adjustments to recipe can be made if need be)
Assessment (FOR/OF/AS) FOR: See if students can make fractions equivalent to make recipe. Offer guidance and oral feedback. This is a preassessment where the learning is now.
Resources / Materials (equipment, textbooks, technology, multimedia, etc.)
Recipe (see below explanation) MARIO FRACTIONS SONG by Heath. (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v =-gloD9EmioQ Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited.
Chocolate Chip Oatmeal Cookie Recipe ½ (2/6, ⅙) Cup Butter ½ (5/14, 2/14) Cup White Sugar ½ (2/18, 7/18)Cup Brown Sugar 1 (2/8, 2/8, ⅛, ⅛) Egg ½ (3/12, 1/12, 2/12) tsp Vanilla Extract 1 (3/7, 2/7, 2/7) Cup All-Purpose Flour 5|Page
Unit Plan Template U of A/RDC Middle Years Program
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½ ( ¼, ¼)tsp ½ (⅛, ⅜) tsp ¾ (½, ¼) tsp 1 ½ (¾, ¼, 2/4) Cup ¾ ( 2/12, 4/12 ) Cup Review of fractions:
Baking Soda Salt Cinnamon Quick Rolled Oats Chocolate Chips
Begin the class with a funny video to get their minds in “fraction mode”! (http://youtu.be/5HbohlgNl-Y)
FOR: Fist of Five to check for student understanding.
video 6 equivalent fractions song. (2014). Youtube. Retrieved from: http://youtu.be/5HbohlgNl-Y Lesson 2 Smart Notebook
Before getting started on the concepts of adding and subtracting fractions, students must have a solid understanding of fractions from Grade 6. This involves reviewing the parts of a fraction, equivalent, proper and improper fractions. Use the Fraction Smart Notebook to review fractions. Start by reviewing the parts of a fraction, the numerator and denominator (page 1 of Smart Notebook). Move on to reviewing proper and improper fractions. Start with the “Proper Fractions” video and then move on to the use of manipulatives, working along with students on Smart Notebook (pages 210). Show the video on “Equivalent Fractions” and then move on to the review on the Smart Notebook (pages 11-28). Using a fist of five throughout the lesson to check for understanding. To conclude the lesson, have students use their devices to go to http://ca.ixl.com/math/grade-6/fractions-and-mixed-numbers-review and play the fractions review game to reinforce their learning. Have an exit pass at the end of class to formatively assess student’s understanding of fractions from Grade 6. The exit pass would be: students write the fraction ⅝ on a piece of paper and identify the numerator, the denominator, and whether this fraction proper, improper or mixed?
FOR: Exit Pass at the end of class to review Grade 6 concepts of fractions.
Proper Fractions (2014). Youtube. Retrieved from: http://youtu.be/PH0mTH52Q0I Equivalent Fractions. (2014). Youtube. Retrieved from: http://youtu.be/wL4hICyMLKU IXL. (2014). Grade 6. Retrieved from: http://ca.ixl.com/math/grade6/fractions-and-mixed-numbersreview *Book laptop cart* Materials Needed: -pencil -paper -own devices and/or school devices -SmartBoard Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. 6|Page
Unit Plan Template U of A/RDC Middle Years Program 3
Introducing the addition of fractions with common denominators: Read the book ‘Apple Fractions’ to the class. Start with the basic concept of addition and practice, as a class, adding fractions with common denominators. Use http://ca.ixl.com/math/grade7/add-and-subtract-fractions-with-like-denominators “Add and subtract fractions with like denominators” and go through 10 examples together. Check for understanding by having them use their red-yellow-green cups. If the vast majority of the class does not grasp the concept, do more questions together. After teaching the addition of fractions with common denominators, show students the first 3min 15sec of this video: https://www.khanacademy.org/math/arithmetic/fractions/fractionsunlike-denom/v/adding-and-subtracting-fractions For the last part of the class, have students complete the Lesson 3 Handout on adding fractions with common denominators.
FOR: RedYellow-Green Cups to check for understanding
*Book laptop cart* Palllotta, J. (2002). Apple fractions. Scholastic Inc.
AS: Students will be able to reflect on their learning and understanding of addition of fractions through review on IXL Lesson 3 Smart Notebook FOR: Lesson 3 Handout on the addition of fractions with common denominators
Lesson 3 Handout IXL. (2014). Grade 7. Retrieved from: http://ca.ixl.com/math/grade-7/addand-subtract-fractions-with-likedenominators Adding and subtracting fractions. (2014). Khan academy. Retrieved from: https://www.khanacademy.org/math/ arithmetic/fractions/fractions-unlikedenom/v/adding-and-subtractingfractions Dynamically Created Math Worksheets. (2014). Math-aids.com. 7|Page
Unit Plan Template U of A/RDC Middle Years Program Retrieved from: http://www.mathaids.com/Fractions/ Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited.
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Introducing the addition of fractions with uncommon denominators: Build on the concept of adding fractions, but extend the learning to addition of fractions with uncommon denominators. As we go through this lesson, have students show their understanding by giving you a “fist of five”. Begin the class by playing a game of “Bingo Fractions”. BINGO is a great way for kids to get excited and interested in learning Fractions. Teacher will have pre-made bingo cards. example: 3/4 - 1/8 Decide how many winning patterns you want. Use http://ca.ixl.com/math/grade-7/add-fractions-with-unlikedenominators “Add fractions with unlike denominators” to reinforce this concept. Do examples on this website until the end of class.
FOR: Fist of Five to check for understanding.
Materials Needed: -’Apple Fractions’ book -pencil -paper -red yellow green cups -Lesson 3 Handout -SmartBoard *Book laptop cart* IXL. (2014). Grade 7. Retrieved from: http://ca.ixl.com/math/grade-7 Adding and subtracting fractions bingo printable math game. (2014). Math lessons today. Retrieved from: http://www.mathlessons.ca/activities/addingsubfractions-bingo.htm Materials Needed: -pencil -paper -own devices and/or school devices -any materials and handouts for bingo fractions (BINGO cards, etc.) Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. 8|Page
Unit Plan Template U of A/RDC Middle Years Program 5
Introducing subtracting fractions: Show students subtracting fractions YouTube clip: http://www.youtube.com/watch?v=OXTn5aFRtSQ (idea of creating equivalent fractions (what you do to the top you do to the bottom), top minus top, bottom stays the same once they are same bottoms, answer in lowest terms) Using a Smart Board lesson walk through each step with the class on how to subtract fractions. 1. Find the denominators of the fractions. If you want to subtract fractions, then the first thing you have to do is to make sure that they have like denominators. 2. Find the least common multiple (LCM) of the denominators. The LCM of two numbers is the smallest number that is evenly divisible by both numbers. 3. Make the numerators of the fractions match their new denominators. 4. Write the new numerators over the lowest common denominator. 5. Subtract the numerators. 6. Simplify your answer.
FOR/AS: Metacognition Exit Pass
Smart Notebook lesson Khan, S. (Performer) (2007, January 08). Adding and subtracting fractions. Khan academy. [Video podcast]. Retrieved from https://www.khanacademy.org/math/ arithmetic/fractions/fractions-unlikedenom/v/adding-and-subtractingfractions Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. Materials Needed: -pencil -paper
Khan, S. (Performer) (2007, January 08). Adding and subtracting fractions. Khan academy. Retrieved from: https://www.khanacademy.org/math/arithmetic/fractions/fractionsunlike-denom/v/adding-and-subtracting-fractions Metacognition Exit Pass: On a piece of paper, answer the following questions for yourself and your teacher - What did we do today? How can I apply it? What did I learn? Why did we do it? What questions do I still have about subtracting fractions?
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Unit Plan Template U of A/RDC Middle Years Program 6
Continuation of adding and subtracting fractions: Introductory Activity: Pizza in the Classroom. Students each have a premade pizza on paper. On another sheet are all the toppings. From these toppings students will create their own pizza with however many and different toppings on their pizza as they wish. Then students will create and solve their own equations from the number of toppings on their pizza. For example, if you have 14 pepperoni out of all the toppings and 12 gummy bears out of all the toppings: (14/36) - (12/36) would be an equation. Problems can be made more difficult by changing the types of ways fractions are made from the toppings, such as, total gummy bears on the whole pizza out of all the toppings minus pepperoni toppings that are only on half of the pizza out of total number of toppings on half of the pizza: (12/36) - (4/17) Their work will be handed in at the end of class, to check for understanding.
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2 Roses & A Thorn: On a piece of paper, name 2 things that you liked about this lesson and 1 thing you did not like or you still have a question about. Continuation of adding and subtracting fractions: Students will be using “relational rods” at the beginning of this class to have a visual for adding and subtracting fractions. The resource for this is on pages 16, 17, 18 and 20 at: http://www.edugains.ca/resources/LearningMaterials/TIPS/tips4rm/grade 7/Unit7_FractionsDecimals.pdf Next, students will work through 2 pages of ‘Adding Fractions with Different Denominators’. This is on pages 13 and 14 at: http://www.edugains.ca/resources/LearningMaterials/TIPS/tips4rm/grade 7/Unit7_FractionsDecimals.pdf To wrap up the class, students will play ‘Math Man’. This is a version of Pac Man where students have to solve an adding or subtracting fractions
FOR/AS: 2 Roses & A Thorn
Have pre-made pizzas on paper Sheet with toppings Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. Materials Needed: -pencil -paper
FOR/AS: Student selfreflection on their strengths and areas of improvement in regard to adding and subtracting fractions. This is for the student and for the teacher to know where their level of
Unit 7 Fractions and Decimals. (2009). Grade 7 - Edugains. Retrieved from: http://www.edugains.ca/resources/Le arningMaterials/TIPS/tips4rm/grade7/ Unit7_FractionsDecimals.pdf *Book laptop cart* Math Man. (2014). Sheppard software. Retrieved from: http://www.sheppardsoftware.com/m athgames/fractions/mathman_add_su btract_fractions.htm Ryerson, M. (2007). Math links 7. 10 | P a g e
Unit Plan Template U of A/RDC Middle Years Program question and go “eat” the answer fraction in the Pac Man maze. This would understanding be a fun game for students but yet a review. lies. As a final note to the class, students will write a self-reflection on their strengths and areas that they feel they could improve in regards to adding and subtracting fractions. This is a self-reflection version of an exit pass.
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Working with adding and subtracting word problems: As a whole class we will go over different types of word problems both involving adding and subtracting fractions. At this point students will learn the process of these word problems and what is required to be successful when faced with this type of math problem. Students will be lead through different examples of word problems in the Smart Notebook lesson, showing the different steps, key words to look for in word problems, and how to incorporate the numbers from the problem in the process. Students will then get some practice through a worksheet of different adding and subtracting fractions word problems so that they are exposed to as many different examples as possible. This can also help in giving students more ideas leading into the next lesson where they are creating their own word problems. Three-Tab Book “Foldable”: Students will create a foldable to use as a review tool for this unit. It will have several fractions, a plus and minus sign, and several more fractions. This will give students a wide variety of questions to review the addition and subtraction of fractions.
FOR: Use whiteboards throughout class practice questions
McGraw-Hill Ryerson Limited. Materials Needed: -pencil -paper -own/school devices -premade relational rods handouts -2 page worksheet on ‘Adding Fractions with Different Denominators’ Smart Notebook Lesson How to Add and Subtract Fractions in Algebra for Dummies. (2014). Youtube. Retrieved from: http://youtu.be/t6Gz2zwmeD0
FOR: Three-Tab Book “Foldable Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. Materials Needed: -pencil -paper Word Problem worksheet (for practice)
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Unit Plan Template U of A/RDC Middle Years Program Example: Fraction
+/-
Fraction
Folding Instructions:
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Word Problems: Students will pick a sport from the following (basketball, football, hockey, baseball) and will use different team and player statistics to create their own word problems. From here students will create fraction word problems from statistics that they find. For example Adam Henrique had 23 out of his 67 points come from goals, whereas his teammate Jaromir Jagr had 31 goals out of his total 89 points. Between the 2 of them, what is their goal to point ratio in the form of a fraction. Students will create 10 word problems (problems can range from those 4 sports), and will show all of the work that would go along with solving this problem. Some of these word problems will then be featured on the unit exam.
FOR: Check in with each student in the class, and ask them how things are going in unit and if they need help with anything.
*Book laptop/computer lab for looking up stats* Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. Materials Needed: -pencil -paper -calculator
Statistics can be found from these websites: 12 | P a g e
Unit Plan Template U of A/RDC Middle Years Program NFL Stats http://www.nfl.com/stats/player http://www.nfl.com/stats/team NBA Stats http://stats.nba.com/?PlayerOrTeam=Player&StatCategory=Points MLB Stats http://espn.go.com/mlb/statistics http://mlb.mlb.com/stats/sortable.jsp#elem=%5Bobject+Object%5D&tab_ level=child&click_text=Sortable+Player+hitting&game_type='S'&season=20 14&season_type=ANY&league_code='MLB'&sectionType=sp&statType=hit ting&page=1&ts=1394739905931
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NHL Stats http://www.nhl.com/ice/statshome.htm This day will be used to continue to finish the creation of word problems from the sports statistics. Students should hand in their problems by the end of class. If students finish early they can play appropriate games on the computer. As preparation for the unit exam, students will use an online website to “text in their answer� to adding and subtracting questions, similar to those that will be on the unit exam. Unit Exam: Math bumper sticker to show before the unit test!
FOR: Text in your answer to review questions for upcoming unit exam.
Have laptops/computer labs booked for use to find stats
OF: Unit Test
Pre-made Unit Test, on paper
LocaModa Beta (2013). Monster Media. Retrieved from: http://wiffiti.locamoda.com/
Baroque music (60 bpm) Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. Materials Needed: -pencil
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Unit Plan Template U of A/RDC Middle Years Program
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Before starting test, ask students if they would enjoy listening to music while they write their exam, if so, play baroque music with 60 bpm. Mosaic Design/Construction: Students will create two mosaics with a particular picture or design of their choice. These mosaics will contain multiple colours from which students can add and create fractions from. First day, students will come up with their designs and start drawing the first mosaic. Mosaics will be drawn using different geometric shapes with spaces between them to create a larger overall picture (see examples to help explain). Designs are open for students to create their own that appeals to their interests as long as it is reasonable in a school setting. The mosaic must also contain at least 4 colours for the creation of different problems. Example mosaic:
FOR: Check in with students to make sure all is good with project and math.
Examples to show to class (on computer, paper examples), rubric, pencil crayons/markers Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. Materials Needed: -pencil -paper -pencil crayons -markers -any other materials needed for mosaics
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Unit Plan Template U of A/RDC Middle Years Program
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Mosaic Design/Construction:
FOR: see day 11
Second day students should finish drawing their first mosaic and work on drawing their second one.
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Mosaic Design/Construction: Third day students should finish drawing their second mosaic and start colouring their mosaics.
FOR: see day 11
(same as day 11) Materials Needed: -pencil -paper -pencil crayons -markers -any other materials needed for mosaics Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. Materials Needed: -pencil -paper -pencil crayons -markers -any other materials needed for mosaics
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Unit Plan Template U of A/RDC Middle Years Program 15
Mosaic Design/Construction:
FOR: see day 11
Fourth day students should finish colouring their mosaics. Both mosaics should be done by the end of this class period, if not students will have to finish what they have left on their mosaics for homework so they can participate in making equations during the next class from their mosaics.
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Equation Making and Solving Day: From students’ mosaics and the colours that are contained within these mosaics, students will create fractions for the colours out of the whole number of pieces in their mosaic (much like the pizza topping activity). From here students will create equations from similar colours in each of the mosaics (details of assignment can be seen in assignment sheet). For example, there could be 14 yellow pieces out of 62 total pieces and 24 blue pieces out of 62 total pieces would make the equation of 14/62 + 24/62.
OF: Finished mosaic with equations. FOR: Answer questions from other students.
Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. Materials Needed: -pencil -paper -pencil crayons -markers -any other materials needed for mosaics Extra sheet of paper for equations (to be attached to mosaics) Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. Materials Needed: -pencil -paper -pencil crayons -markers -any other materials needed for mosaics
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Unit Plan Template U of A/RDC Middle Years Program
Appendix - Resources What resources could you potentially use to enhance the unit and broaden the student experience and understanding about your topic? Consider audio, visual, technology, literature and community. Use APA formatting for your resources. MARIO FRACTIONS SONG by Heath. (2014). Youtube. Retrieved from: http://www.youtube.com/watch?v=-gloD9EmioQ Audio Miss Evick’s Adding and Subtracting Like Fractions Math Song. (2014). Youtube. Retrieved from: http://youtu.be/lZlY_63DPs8
Visual
Adding and Subtracting Fractions. (2013). Inside seattle schools. Retrieved from: https://inside.seattleschools.org/area/math/MIGs/grade5/Gr5Sup6-CCAP9AddSubFractions.pdf (worksheets & manipulatives activities) Adding and subtracting fractions. (2014). Khan academy. Retrieved from: https://www.khanacademy.org/math/arithmetic/fractions/fractions-unlike-denom/v/adding-and-subtracting-fractions How to Add and Subtract Fractions in Algebra for Dummies. (2014). Youtube. Retrieved from: http://youtu.be/t6Gz2zwmeD0 Math-aids.com. (n.d.). Fractions worksheets. Retrieved from http://www.math-aids.com/Fractions/ Proper Fractions. (2014). Youtube. Retrieved from: http://youtu.be/PH0mTH52Q0I Sheppard software. Math man. [Video podcast]. Retrieved from http://www.sheppardsoftware.com/mathgames/fractions/mathman_add_subtract_fractions.htm (game)
Technology
video 6 equivalent fractions song. (2014). Youtube. Retrieved from: http://youtu.be/5HbohlgNl-Y IXL. (2014). Grade 6. Retrieved from: http://ca.ixl.com/math/grade-6/fractions-and-mixed-numbers-review IXL. (2014). Grade 7. Retrieved from: http://ca.ixl.com/math/grade-7 SMART Exchange. (2012). Addition & subtraction of common fractions. Retrieved from: http://exchange.smarttech.com/search.html?q=add+and+subtract+fractions&subject=Mathematics&grade=Grade+7&re gion=en_CA
Literature
Palllotta, J. (2002). Apple fractions. Scholastic Inc. Ryerson, M. (2007). Math links 7. McGraw-Hill Ryerson Limited. 17 | P a g e
Unit Plan Template U of A/RDC Middle Years Program
Other resources
Adding and subtracting fractions bingo printable math game. (n.d.). Retrieved from http://www.mathlessons.ca/activities/addingsub-fractions-bingo.htm Alberta Education. (2014). Programs of study. Retrieved from Alberta Education: https://education.alberta.ca/teachers/program.aspx Dynamically Created Math Worksheets. (2014). Math-aids.com. Retrieved from: http://www.math-aids.com/Fractions/
Games for adding and subtracting fractions. (n.d.). Retrieved from http://www.ehow.com/info_8091576_gamesadding-subtracting-fractions.html
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