Fractions Unit Plan: Brooke Kofflin Baker College - Alice Ernst

FRACTIONS UNIT PLAN
Brooke Kofflin
BAKER COLLEGE - Alice Ernst
Unit: Fractions Lesson Title: M & M Fractions Grade/Period: Fifth
Grade
CCSS or State Standards:
CCSS.MATH.CONTENT.5.NF.B.7
Apply and extend previous
understandings of division to
divide unit fractions by whole
numbers and whole numbers
by unit fractions.
Resources and Materials:

M&Ms
M&M Poster
Interactive Notebook Page
(can be attached)
Objective: I can: explain the details in a fraction by naming the parts of a

What students will know and be able to do fraction. I can also simplify fraction solutions.
stated in student friendly language (use
Blooms and DOK levels for higher level
thinking objectives)
Essential Question(s): 1. What is a fraction?

Over-arching questions of the lesson that will 2. How do you simplify a fraction?
indicate student understanding of
concepts/skills What is it you want the 3. Why do we simplify fractions?
students to learn/know? Why?
Inclusion Activity: https://www.youtube.com/watch?v=fp0wJ9d3pKE

Describe an activity that will ensure that all
students and their voices are included at the
beginning of the lesson. We would play the youtube video, then discuss what we learned
about simplifying fractions.
Sequence of Activities:
Provide an overview of the flow of the lesson. First, we would discuss what a fraction is and what they
Should also include estimates of
pacing/timing. remember about fractions.
What can you recall? How often have you worked with fractions
in the past? What is an example of a fraction? How do you think
we would simplify a fraction?
10 minutes.
Second, we would watch the youtube video, then discuss what

they learned about simplifying fractions.
10 minutes.
Next, we would complete the M&M activity. Students will create

an interactive notebook page and then, using M&Ms on a poster,
will find out the fractional amounts of colors in each of their
individual bags. With their interactive notebooks, they will draw
their fractions they have in that M&M in simplest form.
The interactive notebook is something that we have been

working with all year. They have one for each unit. This is meant
for students to keep and be able to refer to in the future. This is
something most students are very proud of because they have
created it all on their own.
For example, if Kimmy had 12 M&Ms all together and 3 were

blue. She would have 3/12 blue M&Ms, she would draw that
using whatever shape she chose then she would draw a new one
simplifying. We know when we simplify this is would be 1/4, so
she would draw that image in her interactive notebook as well.
If you complete this activity within the allotted time, you may
find a game online or an app on the iPad that has to do with
simplifying fractions. You must get approve from the grade.
During this time, I would be walking around the classroom

seeing how students were doing and guiding as needed.
35 minutes.
Lastly, we would come together as a whole to close the activity.

We would discuss what they learned and how the activity gave
them a better understanding of fractions and simplifying them.
15 minutes.
Activity Total Time: 70 minutes.

Instructional Strategies: Nonlinguistic Representations
Research-based strategies to help students
think critically about the concept/skill
Assessment: Formative: The formative assessment for this activity would be

List both formative and summative the M&M poster board and their interactive notebook page using
assessments that you will use to assess student
understanding. Formative assessments are their M&Ms.
given during instruction (check for
understanding), summative are after
completion of instruction (how will you grade
quiz, test, project, paper, presentation, Summative: There wouldnt be a summative assessment for this
demonstration, etc.).
specific activity. The summative assessment would come at the
end of the unit. When looking at the summative assessment, this
would be problems 1 and 5.
Differentiation: If students wanted to, they could work in pairs with another
Describe who will need additional or different person.
support during this lesson, and how you will
support them. Differentiated instruction could
include testing accommodations, preferential Students could also have longer time if they needed to complete
seating, segmented assignments, a copy of the
teachers notes, assignment notebook, peer the activity.
tutors, etc.
Students could just complete the M&M activity and not do the
interactive notebook page.
Conversion to their language.

Summary, Integration and This would be completed by discussing what we learned through
Reflection: our M&M activity and how the activity gave them a better
List the way that you will bring students understanding of fractions and simplifying them.
together to integrate and reflect on their
learning from this lesson
Initial plans could also contain the following:
Accessing Prior Knowledge: What data do you have about what the students already
know? What do they need to know before they can learn this new information? What do
the students know about this topic prior to instruction? How will you engage the students,
given what they already know about the subject?
I would expect students to already know what a fraction is. We will do a review on the
definition of a fraction, but they should already know what it is. In order to learn the new
information, they must have a full grasp on what a fraction is. They would also have to
understand what a common factor is. Depending on the student and where they came from,
I would expect students to know what a fraction is and that it can be simplified. I started
my unit with a fun activity, knowing that it will grab their attention.
Anticipatory Set: What will you do to grab the students attention at the start of the
lesson?
I have students watching a cute youtube video to grab their attention. The video is a rap on
simplifying fractions, very relatable to todays society.
Questions to Anticipate: What questions will students be asking you during the lesson?
How will you answer them?
I would expect students to ask if their fraction is simplified completely. Most know that
they can simplify it, but is it simplified enough? I would tell them to see if there was
another common factor and watch over them for guidance is needed.
Wrap-up Activity and Closure: How will you bring your lesson to an end and tie it to
previously learned material? This is the summary at the end of the lesson. What did they
learn?
This would be completed by discussing what we learned through our M&M activity and
how the activity gave them a better understanding of fractions and simplifying them.
Homework/ Independent Practice: Based on what they learned in class, what could they
do on their own to practice the skill they learned today? Examples include practice
problems, an investigation, a game, or any other activity to apply what they just learned.
I would give students independent time to play a game on the computer/iPads for
simplifying fractions. This will only be completed if students have finished the activity
during class. They are more than welcome to find games at home and report them back to
the class if they want.
Adaptations: List alternative plans you will make during your lesson as you consider
student strengths, challenges, and possible misunderstandings.
I may have to change from M&Ms to something else if the students already know how to
simplify fractions. I may need to make it a little bit harder.
If someone just isnt getting it, I would have to make it a little simpler. Like an activity with
maybe 3 colors and 8 different objects.
Remediation: What else can you do/have prepared to do with the students who did not
understand the information you presented?
If students are not ready for this step, I would have to back up a couple. We would do a
quick lesson on what a fraction is and what a common factor is. Once we have there two
concepts grasped, I think we would be able to move on with our lesson.
Enrichment: What else can you do/ have prepared for the student who totally understood
what you taught and needs to take it a step further and extend the information taught?
I could have students play a fraction game together. I have the idea of matching the
fractions. For example, we know that 3/12 in simplest form is 1/4, therefore they would
match those together. They would only have about 20 seconds to determine this or it
would go to the next person.
Changes to Future Lessons: Use your imagination- what do you think might be places in
this lesson you might want to change/ improve/ expand on in the future?
To change/improve this lesson plan, I think I would make it more advance. I tried to keep it
simple with it being the first of the unit to make sure students could grasp the concepts.
If I were to expand this lesson plan, I would add a worksheet on simplifying fractions. Then
I would have them compare with a partner to see why they came up with the answers that
they did.
Different Problems that can be used (Simplifying Fractions)
Unit: Fractions Lesson Title: Hold Em Grade/Period: Fifth
Grade
CCSS.MATH.CONTENT.5.NF.A.1
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. For example,
2/3 + 5/4 = 8/12 + 15/12 =
23/12. (In general, a/b + c/d =
(ad + bc)/bd.)

Fraction Cards
Two Dice
(can be attached)
Objective: I can: find like denominators and compare fractions.

What students will know and be able to do
Essential Question(s): 1. What are like denominators?

Over-arching questions of the lesson that will 2. How do you know one fraction is greater than the other?
concepts/skills What is it you want the
Inclusion Activity: I would have a small activity about fractions being greater than
Describe an activity that will ensure that all each other before we discuss the lesson for the day. We would
beginning of the lesson. look at several examples and students would tell me if they are
greater than the other fraction or not.
Provide an overview of the flow of the lesson. First, we would do the inclusion activity and discuss it. I would
pacing/timing. stress the importance of knowing the difference between less
than and greater than. We would go through the symbols several
times.
This should take roughly 15 minutes.

Second, I would put the students in groups of four or five. Each
group would need their own fraction cards and two dice.
The activity would be as follows

1. Shuffle the fraction cards.
2. Deal out the entire deck of cards.

3. Player 1 will roll the dice. The smallest number will be
the numerator. The larger one will be the denominator.
4. If the player who rolled the dice has a fraction card or
cards that are equivalent to the fraction made from
rolling the dice, they will discard their fraction card(s)
into a discard pile.
5. If the player does not have a fraction card equivalent,
they must pick up a card from the discard pile.
6. The play then moves to the next person.
7. The first person who gets rid of all of their cards is the
winner of the game.
During this time, I would be wondering from group to group to

make sure that this is being done correctly. I would give them
warning that they will be writing about their activity at the end
of the class.
Students will also be given a prompt of three fractions and they

must find fractions that are greater than them for homework.
This should take about 30 minutes.
After this, I would want students to take the time to fill in their
interactive notebook for this section. They will be telling
whether or not 5 problems of their choice are less than or
greater than each other.
Lastly, we would discuss how the activity went. What would they
change if they could? What did they learn when following these
set of directions? What was complicated? What was easy?
This should take about 10 to 15 minutes.
Activity Total Time: 75 to 80 minutes.

Instructional Strategies: Cooperative Learning
Assessment: Formative: I would give students points for participating in the

List both formative and summative activity and giving their feedback in the end. If students do not
understanding. Formative assessments are feel like sharing their response, they are more than welcome to
given during instruction (check for write it down and turn it in.
quiz, test, project, paper, presentation,
Summative: There wouldnt be a summative assessment for this
end of the unit. There would be two problems on the summative
assessment, numbers 10 and 12 for this lesson.
Differentiation: Students could use an easier or harder set of fractions.

Describe who will need additional or different
support them. Differentiated instruction could Students could have partners within their team.
include testing accommodations, preferential
teachers notes, assignment notebook, peer Conversion to their language.
tutors, etc.
Summary, Integration and We would discuss how the activity went. What would they
Reflection: change if they could? What did they learn when following these
List the way that you will bring students set of directions? What was complicated? What was easy?
Students would have to know what a denominator is. This is something that should have
been taught to them in years prior. They need this information to move on with this lesson.
Students know what a fraction is and how to simplify it from the previous lesson. I will
engage students by discussing with them what they already know.
lesson?
This lesson will start with a small activity of Which is the greater fractions? as a class
whole.
I would expect student to ask questions about the denominators. For example, do I need to
simplify or do I need to make the fraction larger? I would advise them to try and make the
fractions smaller (simplify) because that is the lesson that we have already done.
learn?
We would discuss how the activity went. What would they change if they could? What did
they learn when following these set of directions? How did you use simplifying fractions in
this lesson? What was complicated? What was easy?
Students love when they are able to give their input on what they could change with an
activity.
I would have students find three fractions that are the same, but were not used within the
activity. They could use their textbook or an online source that must be sited. This would
be done at home and brought into class the next day.
I think I would make my adaptions based on what my students told me should be changed.
If many of them agree one part of the activity was too complicated, I would try to rework it.
This being the second lesson, I would assume they would know most of the information,
but if not we would take a few minutes to discuss. I would ask questions at the beginning of
the unit to determine this.
I would have these students be group leaders and help guide their group. Students could
also extend the interdependent practice problems.
I could have students write about their independent practice. How did they discover one
was greater than the other? Once students gave their feedback, I could also make
alterations to this lesson.
Different Problems that can be used (Comparing fractions)
Unit: Fractions Lesson Title: Mixed Fraction to Grade/Period: Fifth
Improper Fraction Grade
fractions with like
2/3 + 5/4 = 8/12 + 15/12 =
(ad + bc)/bd.)

Interactive Notebook
Markers
Powerpoint
Whiteboards
(can be attached)
Objective: I can: change a mixed number into an improper fraction.

Essential Question(s): 1. What is a mixed number?

Over-arching questions of the lesson that will 2. What is an improper fraction?
Inclusion Activity: We would start the class with an interactive powerpoint. The
Describe an activity that will ensure that all students would be in groups of three or four to answer the
beginning of the lesson. questions on a small whiteboard.
Provide an overview of the flow of the lesson. First, we would complete the inclusion activity. This activity
pacing/timing. would take the majority of the lesson. Students would be broken
in groups of three or four to answer the questions on the
interactive powerpoint.
During this activity, I would be at the front on the class going
through the powerpoint with the students. During work time on
the powerpoint, I would walk around and ask questions as
needed. But I would want them to mainly stay within group
discussion.
This would take about 25 minutes.
Second, we would get out our interactive notebooks to complete

three mixed numbers into improper fractions. In their
interactive notebooks they must write the mixed number,
convert it to an improper number, then draw images and color
the portions of the fractions like on the powerpoint.
During this time, I would be walking around and answering

questions as needed.
When they finished this, I would have students find an improper

fraction and have a group discussion on what they found. I
would like them to write their results down so I could view their
intake on improper fractions and mixed numbers.
Lastly, we are going to do an exit ticket to turn in. The exit ticket
question would be One thing I need to remember from todays
lesson is
This should only take about 5 minutes.
Total Activity Time: 55 Minutes.

Research-based strategies to help students Nonlinguistic Representations
Assessment: Formative: The formative assessment would be their

List both formative and summative interactive notebook page.
understanding. Formative assessments are
completion of instruction (how will you grade Summative: There wouldnt be a summative assessment for this
quiz, test, project, paper, presentation, specific activity. The summative assessment would come at the
end of the unit. On the summative assessment, this would be
problems 3, 4, and 11. This has the most questions because this
is an important topic to grasp.
Differentiation: Students could only complete one of the fractions.
support them. Differentiated instruction could Students could continue to work into groups within their
include testing accommodations, preferential interactive notebook.
teachers notes, assignment notebook, peer
tutors, etc. Students could have extra time to complete the activity if
needed.
Summary, Integration and We are going to do an exit ticket to turn in. The exit ticket
Reflection: question would be One thing I need to remember from todays
List the way that you will bring students lesson is
I would expect students to have retained knowledge from the other two lessons. They must
also know what it means to convert. This is something we will discuss, but I would expect
them to have some basic knowledge of the term. Students know how to simplify fractions
and compare them to each other, we are going to be doing the exact opposite of this. I will
engage students by letting them be in groups and with an interactive powerpoint.
lesson?
I would grab students attention to start the lesson by allowing them to work with their
friends through the interactive powerpoint.
I would expect students to ask several questions about the conversion of mixed numbers to
improper fractions. How do we complete this task again? I would tell them to refer to the
powerpoint screen to see if they could figure it out themselves.
learn?
I would allow students to quietly complete their exit ticket.
I would allow students to find an activity about improper fractions that they could share
with the class.
I would be prepared to do the interactive notebook as a whole class. Then adding an

addition activity. This is a hard topic to grasp the concept of. Students could easily confuse
the steps which would lead them in the wrong direction.
We would quickly do a review of what we already have learned about fractions.
I would have these students write about improper fractions. I would want them to include
why they understand them and how they learned to grasp this concept. When done with
this, they could use technology to play a game relating to improper fractions.
I would give more direction. I like the idea of group work, but Im unsure with a topic like
this it is the right way to start out. In the future, I think I would add a worksheet with the
work to the first few problems done so they would have something to reference while
practicing how to convert mixed numbers into improper fractions.
Different Problems that can be used (Mixed numbers and improper fractions)
Unit: Fractions Lesson Title: Adding and Grade/Period: Fifth
Subtracting LIKE Fractions Grade
fractions with like
2/3 + 5/4 = 8/12 + 15/12 =
(ad + bc)/bd.)
Markers
Interactive Powerpoint w/
smartboard
(can be attached)
Objective: I can: add and subtract like fractions.

Essential Question(s): 1. What do you need in order to add or subtract like fractions?
Over-arching questions of the lesson that will
concepts/skills What is it you want the 2. How do you make fractions a like fraction?
Inclusion Activity: We would start the class with an interactive powerpoint. We

Describe an activity that will ensure that all would discuss the important terms and how to add and subtract
beginning of the lesson. fractions.
Provide an overview of the flow of the lesson. First, we would start with the interactive powerpoint. I wouldnt
pacing/timing. want to go too in depth with this. This is something I would
expect most students to be able to grasp knowing that you only
have to add or subtract the numerator in these problems. This is
huge in understanding this section.
Second, we would do a few problems in groups to make sure

that the students were grasping the concept of adding with like
denominators.
I would be there to answer questions if needed, but I would want

this to mostly be group work.
Third, we would create an interactive notebook page adding or

subtracting three different problems.
If they finish, they can complete the enrichment activity or come

get a worksheet for independent practice on adding and
subtracting fractions with like denominators.
I will continue to walk around the room and answer questions.
During this time, if I find a student is struggling, I would like to

meet with them and try to figure out where exactly they are
struggling.
Lastly, we would come together as a whole to discuss what they

learned about adding and subtracting fractions with like
denominators. I would want the students to try to guess what we
would be doing next with fractions knowing all of the
information we have about fractions.
Total Activity time: 65 minutes.

Assessment: Formative: The formative assessment would be the interactive
List both formative and summative notebook page along with the group problems that they would
understanding. Formative assessments are complete.
quiz, test, project, paper, presentation, Summative: There wouldnt be a summative assessment for this
end of the unit. On the summative assessment this would be
problems 6 and 7.
Differentiation: Students could only complete half the problems.

support them. Differentiated instruction could Students could have longer to do the problems.
include testing accommodations, preferential
teachers notes, assignment notebook, peer Students could work in groups within their interactive notebook.
tutors, etc.

Summary, Integration and We would come together as a whole to discuss what they
Reflection: learned about adding and subtracting fractions with like
List the way that you will bring students denominators. I would want the students to try to guess what we
learning from this lesson would be doing next with fractions knowing all of the
information we have about fractions.
I would expect students to know the information that we have learned in the previous
lessons without having to recall back on them. Students would need to understand what a
like denominator is to complete these activities. I would engage students by a powerpoint
that allows them to interact with it.
lesson?
A powerpoint that allows students to interact with it.
I wouldnt really expect many questions from students during this activity. One that can
come to mind is, do we add the like denominators? I would stress to the students that if the
denominator is like, then you are only adding the numerator.
learn?
We would come together as a whole to discuss what they learned about adding and
subtracting fractions with like denominators. I would want the students to try to guess
what we would be doing next with fractions knowing all of the information we have about
fractions.
I could give the students more addition and subtraction fractions to work with if they
needed the extra practice. I would try to relate some of them to real life, like a pizza or a
cake fraction. You could relate this to addition and subtraction.
I think if the students are going to struggle with anything, it would be switching between
the signs. I would have to stress to them to pay attention to the sign.
If students are not where they need to, I would do a quick review of what we have learned
to better grasp todays concepts.
I would allow the students to get on the computer and find a game with adding and
subtracting fractions. I would expect these students to be able to share the game and
discuss the pros and cons of it.
If I were to change the lesson plan, I think I would be adding or subtracting something from
the lesson. I would hope that students could handle this, especially switching activities
through the lesson.
Different problems that can be used (Adding and Subtracting Fractions with LIKE
denominators)
Unit: Fractions Lesson Title: Adding and Grade/Period: Fifth
Subtracting mixed numbers Grade
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. For example, 2/3
+ 5/4 = 8/12 + 15/12 = 23/12.
(In general, a/b + c/d = (ad +
bc)/bd.)

Jeopardy LINK
(https://www.superteachertoo
ls.us/jeopardyx/jeopardy-
review-
game.php?gamefile=173600#.
V05Bf1fotjs)
(can be attached)
Objective: I can: add and subtract mixed numbers.

Essential Question(s): 1. How is solving equations with fractions different from solving
Over-arching questions of the lesson that will equations with whole numbers?
students to learn/know? Why? 2. How do you add and subtract fractions when theyre mixed
numbers? Is it any different then adding and subtracting
fractions?
3. How do you use what you know about fractions to add and
subtract mixed numbers?
Inclusion Activity: I would start this class by recalling mixed numbers and
Describe an activity that will ensure that all improper fractions. Then we would talk about adding and
beginning of the lesson. subtracting fractions. I would play a game with the students to
determine if they have grasped these concepts.
Sequence of Activities: First, I would start this class by recalling mixed numbers and
Provide an overview of the flow of the lesson. improper fractions. Then we would talk about adding and
pacing/timing. subtracting fractions. I would play a game with the students to
Secondly, we would get into groups to work on our interactive

notebook page. They would complete four problems adding or
subtracting mixed numbers.
I would be walking around answering questions as needed.
Students will be given some mixed number addition and

subtraction problems to teach their parents within the next few
days. It would not be do the following day due to the summative
assessment being completed that day.
Third, we would begin playing jeopardy. This is over all of the

lessons as quick review to make sure our students are ready for
the SUMMATIVE assessment that would be the following day.
Students would be in groups of 5 or 6.
This will be a student run game. I will be meeting with students

who I feel need additional help during this time. I will still be in
the classroom to observe, but will not be actively in the game.
Lastly, we would come together to discuss what we have learned

throughout this unit. I would allow students to ask any questions
that they need to ask to make sure they are ready for the
summative assessment the following day. We would end with an
exit ticket asking what they learned today.
Total Activity Time: 100 minutes.

Research-based strategies to help students Nonlinguistic Representations
Assessment: Formative: The formative assessment for this activity would be
List both formative and summative their interactive notebook.
understanding. Formative assessments are
completion of instruction (how will you grade Summative: There wouldnt be a summative assessment for this
quiz, test, project, paper, presentation, specific activity. The summative assessment would come at the
end of the unit. This would be problems 2, 8, and 9. Problem 2 is
more of a review that should be a gimme, but it will help them
when trying to solve the other problems.
Differentiation: Students would be allowed to use any of their notes during

Describe who will need additional or different jeopardy.
support them. Differentiated instruction could
include testing accommodations, preferential Students would have extra time on the activities, if needed.
teachers notes, assignment notebook, peer
tutors, etc. Conversion to their language.
Summary, Integration and We would come together to discuss what we have learned
Reflection: throughout this unit. I would allow students to ask any questions
List the way that you will bring students that they need to ask to make sure they are ready for the
learning from this lesson summative assessment the following day. We would end with an
exit ticket asking what they learned today.
I would expect students to have the knowledge from the previous lessons at this point. We
would be playing jeopardy to review for the summative assessment of this activity. This
lesson is using everything that the students know thus far about fractions and combining
them.
lesson?
I would start this class by recalling mixed numbers and improper fractions. Then we would
talk about adding and subtracting fractions. I would play a game with the students to
I dont expect students to have any questions at this point. This should be previous
knowledge combined into the lesson. If they asked one, I would answer accordingly.
learn?
We would come together to discuss what we have learned throughout this unit. I would
allow students to ask any questions that they need to ask to make sure they are ready for
the summative assessment the following day. We would end with an exit ticket asking what
they learned today.
I would give students an activity to complete with their parents and or siblings at home. I
would want the student to teach someone else how to add and subtract mixed numbers. All
work must be shown.
If needed, I would develop a different review activity if the internet wasnt working. I liked
this because students love jeopardy.
Before the lesson, we could do a quick review about all of the lessons. I would ask students
what they have learned about fractions and where they stand with their knowledge.
I would want students to create an activity of their own based on adding or subtracting
mixed numbers. They could choose which.
If I changed something, I think I would change the interactive notebook. I really like the
idea though. It is something that students can be proud of creating and they can recall it in
the future. Maybe I could add more to the interactive notebook. I would like to have had
one to reference to see how they turned out in the end.
Different problems that can be used (Adding and Subtracting Mixed Numbers)
SUMMATIVE ASSESSMENT: (Can be converted to different languages if needed).
NAME:_____________________________________ DATE:______________________________
1. Choose an equivalent fraction for 4/5 and explain

why they are equivalent.
A. 12/5 B. 12/15
C. 15/12 D. 4/15
2. What is the GCF of 16 and 24? Show your work.
Answer:
3. Rename 55/22 as a mixed number. _______
Explain how you got your answer on the lines below:

_____________________________________________________________
_____________________________
________________________________________
________________________________________
4. Rename 6 2/3 as an improper fraction.
Answer:
5. Find an equivalent fraction for 2/8.
Show ALL of your work!
Add or subtract the following. Show all your

work. Reduce final answer to lowest terms.
6. 5/9
- 2/9
___________________
8. 6/12
+ 3/12
__________________
7. 7 4/6
+5 5/12
_________________
9. 11
3 4/12
__________________
10. Compare the fractions below by using
<, >, or =
4/6 1/8 7/12
11. Suzie has 3 3/12 feet of red ribbon, 6 5/12 feet

of pink ribbon. How many feet of ribbon does Suzie
have altogether? Show all of your work. Simplify
your answer into lowest terms.
Answer:
12. Compare the following using <, >, =.
a. 15/20 3/4
b. 9/10 8/10
DATA (Based off Exit Ticket in Mixed Fraction to Improper Fraction
STUDENT SCORE (1-5)

GIRL ONE 2
GIRL TWO 2
GIRL THREE 2
GIRL FOUR 5
GIRL FIVE 5
GIRL SIX 3
GIRL SEVEN 4
GIRL EIGHT 4
GIRL NINE 4
GIRL TEN 3
GIRL ELEVEN 4
GIRL TWELEVE 4
GIRL THIRTEEN 4
GRIL FOURTEEN 3
GIRL FIFTEEN 3
BOY ONE 2
BOY TWO 5
BOY THREE 3
BOY FOUR 3
BOY FIVE 3
BOY SIX 3
BOY SEVEN 4
BOY EIGHT 3
BOY NINE 3
BOY TEN 4
BOY ELEVEN 4
BOY TWELEVE 4
BOY THIRTEEN 4
BOY FOURTEEN 4
BOY FIFTEEN 4
BOY SIXTEEN 4
BOY SEVENTEEN 3
BOY EIGHTEEN 3
BOY NINETEEN 3
AVERAGE: 3.47
After looking through the exit tickets for this activity, I found that my students who are
lower than grade level are still struggling. The students who were above grade level, still
scored well on the exit ticket. Everyone else seemed to grasp the concepts of this exit ticket.

Fractions Unit Plan: Brooke Kofflin Baker College - Alice Ernst

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Fractions Unit Plan: Brooke Kofflin Baker College - Alice Ernst

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FRACTIONS UNIT PLAN

Resources and Materials:

Objective: I can: explain the details in a fraction by naming the parts of a

Essential Question(s): 1. What is a fraction?

Inclusion Activity: https://www.youtube.com/watch?v=fp0wJ9d3pKE

Second, we would watch the youtube video, then discuss what

Next, we would complete the M&M activity. Students will create

The interactive notebook is something that we have been

For example, if Kimmy had 12 M&Ms all together and 3 were

During this time, I would be walking around the classroom

Lastly, we would come together as a whole to close the activity.

Activity Total Time: 70 minutes.

Assessment: Formative: The formative assessment for this activity would be

Conversion to their language.

Initial plans could also contain the following:

Resources and Materials:

Objective: I can: find like denominators and compare fractions.

Essential Question(s): 1. What are like denominators?

This should take roughly 15 minutes.

The activity would be as follows

2. Deal out the entire deck of cards.

During this time, I would be wondering from group to group to

Students will also be given a prompt of three fractions and they

This should take about 30 minutes.

This should take about 20 minutes.

This should take about 10 to 15 minutes.

Activity Total Time: 75 to 80 minutes.

Assessment: Formative: I would give students points for participating in the

Differentiation: Students could use an easier or harder set of fractions.

Initial plans could also contain the following:

Resources and Materials:

Objective: I can: change a mixed number into an improper fraction.

Essential Question(s): 1. What is a mixed number?

This would take about 25 minutes.

Second, we would get out our interactive notebooks to complete

During this time, I would be walking around and answering

When they finished this, I would have students find an improper

This would take about 25 minutes.

This should only take about 5 minutes.

Total Activity Time: 55 Minutes.

Instructional Strategies: Cooperative Learning

Assessment: Formative: The formative assessment would be their

Conversion to their language.

Initial plans could also contain the following:

I would allow students to quietly complete their exit ticket.

I would be prepared to do the interactive notebook as a whole class. Then adding an

We would quickly do a review of what we already have learned about fractions.

Resources and Materials:

Objective: I can: add and subtract like fractions.

Inclusion Activity: We would start the class with an interactive powerpoint. We

This should take about 15 minutes.

Second, we would do a few problems in groups to make sure

I would be there to answer questions if needed, but I would want

This should take about 15 minutes.

Third, we would create an interactive notebook page adding or

If they finish, they can complete the enrichment activity or come

I will continue to walk around the room and answer questions.

During this time, if I find a student is struggling, I would like to

This should take about 20 minutes.

Lastly, we would come together as a whole to discuss what they

This should take about 15 minutes.

Total Activity time: 65 minutes.

Instructional Strategies: Cooperative Learning