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Fractions, Decimals & Percents - Grade 7 &8

3/22/2015

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Finally!  After approximately 40 hours of "extra-curricular" work, the Fractions unit is complete!

I'm starting to get the hang of this centers-based unit planning and assessment thing, I think... this time I'm combining the 
new assessment/feedback templates I developed last time with our emerging understanding of a centers-based approach to teaching/learning.  

I'm also listening to students and families (mainly from one of the several classes I teach) who are telling/showing me they want more accountability and scaffolding to work independently.  To this end, I've developed a "learning passport", which students will use to track their progress through the various centers in this unit, and which they will show both me and their families at least three times over the course of the unit.  I'll also begin this unit with a little more classroom management review and practice of procedures to ensure transitions to and between centers are smoother than they have been for some students previously.
passport.docx
File Size: 5985 kb
File Type: docx
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The study of fractions in the Grade 7 & 8 Curriculum is often combined with an understanding of decimals, ratios and percents.  We'll do that, but focus primarily on Fractions, since that seems to traditionally be the area of greatest need (GAN) for students, as identified by the Ministry of Education.

Primary resources for this unit include the curriculum, some resources from Marion Small and the Math Makes Sense textbook, as well as the Ministry's Math CLIPS resource and TIPS4M.

Our Learning Goal:
We will understand that fractions can represent parts of wholes, parts of sets, parts of measures, division or ratios. We will see that there are many ways to represent fractions and different procedures for computing with fractions, just as with whole numbers.

Success Criteria - Grade 7:
  • I can show fractions, decimals & percents in different ways. 
  • I accurately compare and order fractions, decimals and percents. (i.e. I can tell which one is bigger or smaller, or if t. wo or more are equal in value) 
  • I know what a hundredth and a thousandth are, and how they are different from a hundred and a thousand. 
  • I can accurately add and subtract fractions using a variety of tools and strategies including mental math (e.g. doing it in my head). 
  • I can accurately multiply by a whole number to show repeated addition of fractions. 
  • I use estimation when solving problems involving fractions, whole numbers, decimals and percents, to help judge if my solution is reasonable. (e.g. I ask "Does it make sense?" and can prove that it does!) 
  • I can use concrete materials to show how to accurately divide whole numbers by simple fractions and decimal numbers.
Success Criteria - GRADE 8:
  • I can translate fractions into decimals, ratios & percents. 
  • I accurately compare and order fractions, decimals and percents.  (i.e. I can tell which one is bigger or smaller, or if two or more are equal in value) 
  • I can show clearly how to multiply fractions in more than one way. 
  • I can show clearly how to divide fractions in more than one way. 
  • I accurately solve problems involving addition, subtraction, multiplication and division of fractions. 
  • I use estimation when solving problems involving fractions, whole numbers, decimals, rates and percents, to help judge if my solution is reasonable. (e.g. I ask "Does it make sense?" and can prove that it does!) 
  • I understand and accurately solve problems involving proportion.
Students will be assessed initially through a series of "minds on" activities, including a partnered Kahoot, and Jo Boaler's paper folding exercise (which I intend to have students work on in groups, and get one student from each group to record on a device), and observation as they complete these tasks, to see areas of strength and areas for focus.  Following this there will be an opportunity for students to work at their centers over several weeks, while I and other teachers in my room support students in small groups or individually as needed. 

Assessment will include teacher observation of work at centers as well as during group problem solving classes, individual conversations/conferences with students, two quizzes, and a culminating task: a digital "Fractions Portfolio" of sorts.
As always, there will be homework expectations, some of which will be checked and recorded in class.

This time, students will also complete a short reflection at the end of each Centers period, in order to stay on track and facilitate communication with families.  Space for this reflection will be provided in the "learning passport", which will track student work, and which will include a spot for teacher and family feedback.

Selected Centers are uploaded below, as is the unit overview.  The ppt and some other lessons I am keeping to myself, because they are huge files and it took me almost a month to compile and create it all!!!
2_-_manipulatives.docx
File Size: 1200 kb
File Type: docx
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3_-_online_clips.docx
File Size: 315 kb
File Type: docx
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4_-_looking,_reading,_thinking.docx
File Size: 986 kb
File Type: docx
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6_-_problems.docx
File Size: 272 kb
File Type: docx
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fractions_overview_vocab_curric_expectations_big_ideas.docx
File Size: 41 kb
File Type: docx
Download File

Hope you enjoy this unit.  Feedback is welcomed, and any teachers interested in getting the full unit materials, including quizzes, culminating task, Mango problem ppt and other lesson ppts, bring me your data stick and an unsweetened bubble tea, and it's all yours!!! ;-P
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    About Vera...

    Vera & her Sons, April 2021
    After writing for several teacher and multiple birth publications, including ETFO's Voice Magazine, Multiple Moments, and the Bulletwin, Vera turned her written attention to prolific blogging for some years, including BiB,  "Learn to Fly with Vera!"  and SMARTbansho .  Homeschooling 4 was her travel blog in Argentina.  She now spends more time on her Instagram (@schalgzeug_usw)  than her blog (pictures are worth a thousand words?!) 
    DISCLAIMER
    The views expressed on this blog are the views of the author, and do not necessarily represent the perspectives of her family members or the position of her employer on the the issues she blogs about.  These posts are intended to share resources, document family life, and encourage critical thought on a variety of subjects.  They are not intended to cause harm to any individual or member of any group. By reading this blog and viewing this site, you agree to not hold Vera liable for any harm done by views expressed in this blog.
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Vera C. Teschow, OCT, M.Ed., MOT
Toronto, ON & St Peter's Harbour, PE
www.verateschow.ca 2021
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