Unit - Numbers
Subject: Mathematics
Grade Level: GRADE 6
Approx # weeks: 8
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Big Idea(s):
1. Mixed numbers and decimal numbers represent quantities that can be decomposed into parts and wholes.
2. Computational fluency and flexibility with numbers extend to operations with whole numbers and decimals.
Guiding Questions:
1. How does place value help us understand and work with large numbers and decimals?
2. What strategies can we use to compare and order whole numbers, fractions, and decimals?
3. How can we convert between fractions, decimals, and percentages, and why is this skill useful in real life?
4. What are the different methods for adding, subtracting, multiplying, and dividing whole numbers, fractions, and decimals, and when should each method
be used?
5. How can we use our understanding of numbers to solve real-world problems, and what steps are involved in the problem-solving process?
6. How can we clearly communicate our mathematical thinking and reasoning verbally and in writing?
Unit Description:
This unit aims to develop students' understanding and proficiency with various numerical concepts, including whole numbers, fractions, decimals,
and percentages. Students will explore these concepts through practical applications, problem-solving, and reasoning tasks. The unit emphasizes
place value, operations, relationships between different forms of numbers, and the use of mathematical reasoning to solve real-world problems.
Core Competencies:
Which core competency or competencies will be focused on in this unit?
Communication Thinking Personal and Social
I can communicate confidently, using forms and I can get new ideas or reinterpret others’ ideas I can show a sense of accomplishment and joy,
strategies that show attention to my audience in novel ways. and express some wants, needs, and
and purpose. preferences. I can sometimes recognize my
I can use evidence to make simple judgments. emotions.
I contribute during group activities with peers
and share roles and responsibilities to achieve I can gather and combine new evidence with I am aware of myself as different from others.
goals. what I already know to develop reasoned
I can facilitate group processes and encourage conclusions, judgments, or plans. I can interact with others and the environment
collective responsibility for our progress. respectfully and thoughtfully.
Saltus Values: Respect, empathy, belonging
Curricular Competencies:
Students are expected to be able to do the following:
Reasoning and analysing
● Use logic and patterns to solve puzzles and play games
● Use reasoning and logic to explore, analyse, and apply mathematical ideas
● Estimate reasonably
● Demonstrate and apply mental math strategies
● Use tools or technology to explore and create patterns and relationships and test conjectures
● Model mathematics in contextualized experiences
Understanding and solving
● Apply multiple strategies to solve problems in both abstract and contextualized situations
● Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem-solving.
● Visualise to explore mathematical concepts
● Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities,
the local community, and other cultures
Communicating and representing
● Use mathematical vocabulary and language to contribute to mathematical discussions
● Explain and justify mathematical ideas and decisions
● Communicate mathematical thinking in many ways
● Represent mathematical ideas in concrete, pictorial, and symbolic forms
Connecting and reflecting
● Reflect on mathematical thinking
● Connect mathematical concepts to each other and other areas and personal interests
● Use mathematical arguments to support personal choices
● Incorporate First Peoples' worldviews and perspectives to make connections to mathematical concepts
Content Learning Standards:
Students are expected to know the following:
● small to large numbers:
★ place value from thousandths to billions, operations with thousandths to billions
★ Numbers used in science, medicine, technology, and media
★ compare, order, estimate
● facts to 100:
★ mental math strategies (e.g., the double-double strategy to multiply 23 x 4)
● order of operations:
★ includes the use of brackets but excludes exponents
★ quotients can be rational numbers
● factors and multiples:
★ prime and composite numbers, divisibility rules, factor trees, prime factor phrase (e.g., 300 = 22 x 3 x 52 )
★ using graphic organisers (e.g., Venn diagrams) to compare numbers for common factors and common multiples
● improper fractions:
★ using benchmarks, number lines, and common denominators to compare and order, including whole numbers
★ using pattern blocks, Cuisenaire Rods, fraction strips, fraction circles, grids
★ birchbark biting
● ratios:
★ comparing numbers, comparing quantities, equivalent ratios
★ part-to-part ratios and part-to-whole ratios
● percents:
★ using base 10 blocks, geoboard, and 10x10 grid to represent the whole number percent
★ finding missing parts (whole or percentage)
★ 50% = 1/2 = 0.5 = 50:100
● decimals:
★ 0.125 x 3 or 7.2 ÷ 9
★ using base 10 block array
★ birchbark biting.
Assessment
Formative:
Assessment How will information be gathered about what students already know (i.e., pre-assessment/accessing prior knowledge)? What
FOR Learning strategies will be used to evaluate student learning and adjust teaching? Where will students have the opportunity to share their
understanding to receive feedback, revise and improve?
1. Diagnostic Assessment: Gauge students' prior knowledge and misconceptions.
Methods:
○ Pre-Assessment Quiz: A short quiz covering basic concepts of place value, operations with whole numbers, fractions, and decimals.
○ K-W-L Chart: Students fill out what they know (K), what they want to know (W), and later, what they learned (L) about numbers.
2. Observations and Anecdotal Records: Collect real-time student understanding and engagement data.
Methods:
○ Classroom Observations: Monitor student interactions during activities, noting their problem-solving strategies and misconceptions.
○ Anecdotal Notes: Record specific instances of student behaviour and understanding to track progress over time.
3. Questioning Techniques: Elicit deeper understanding and stimulate critical thinking.
Methods:
○ Open-Ended Questions: Ask questions that require more than yes/no answers (e.g., "Explain how you would convert this fraction to a
decimal and why this method works.").
○ Think-Pair-Share: Students think individually, discuss with a partner, and then share with the class.
4. Student Self-Assessment: Encourage students to reflect on their learning and identify areas for improvement.
Methods:
○ Self-Assessment Checklists: Students assess their understanding of specific concepts (e.g., "I can compare and order decimals").
○ Learning Journals: Regular entries where students reflect on their learning, challenges, and questions.
5. Peer Assessment: Provide opportunities for students to give and receive feedback.
Methods:
○ Peer Review of Work: Students exchange and review each other's assignments using a rubric.
○ Peer Tutoring: Pairs or small groups work together, with one student explaining concepts to others.
6. Exit Tickets: Quickly assess student understanding at the end of a lesson.
Methods:
○ Daily Exit Tickets: Short prompts or questions related to the day's lesson (e.g., "Write a decimal that is larger than 0.75 but smaller
than 0.8 and explain your reasoning.").
7. Interactive Activities: Engage students in hands-on learning while assessing their understanding.
Methods:
○ Math Centers: Rotating stations with activities focusing on place value, operations, fractions, and decimals. Teachers can observe
and interact with students at each centre.
○ Manipulatives: Explore concepts using base-ten blocks, fraction circles, and decimal grids. Observe how students use these tools to
solve problems.
8. Formative Quizzes: Regularly check for understanding and inform instruction.
Methods:
○ Weekly Quizzes: Short quizzes focusing on recent topics (e.g., operations with decimals, comparing fractions).
○ Quick Polls: Use technology (e.g., Kahoot, Google Forms) to conduct instant polls and quizzes.
Assessment REFLECTION/SELF-ASSESSMENT:
As Learning What opportunities will there be for students to reflect on their thinking and feelings as part of their learning (partner talk, self-assessment,
reflection log)?
1. Self-Assessment: Help students reflect on their understanding and identify areas for improvement.
Methods:
○ Self-Assessment Checklists: Students use checklists to assess their mastery of specific skills, such as "I can add and subtract large
numbers accurately" or "I understand how to convert fractions to decimals."
○ Reflection Journals: Students maintain journals where they reflect on what they have learned, challenges they faced, and strategies
that helped them succeed.
2. Peer Feedback: Enable students to learn from each other and develop critical thinking skills.
Methods:
○ Peer Review Sessions: Students review each other's work, providing constructive feedback based on criteria or rubrics provided by
the teacher.
○ Group Discussions: Small groups discuss their problem-solving approaches and reasoning for their answers, facilitating peer
learning.
3. Goal Setting: Encourage students to set personal learning goals and track their progress.
Methods:
○ SMART Goals: Students set Specific, Measurable, Achievable, Relevant, and Time-bound goals related to their math learning.
○ Progress Trackers: Visual tools like charts or graphs where students can track their progress toward their goals.
4. Metacognitive Strategies: Help students understand their thinking processes and strategies.
Methods:
○ Think-Alouds: Students verbalise their thought process while solving problems, helping them and their peers understand different
approaches.
○ Learning Logs: Regular entries where students describe strategies, what worked and what didn’t, and plan for future learning.
5. Choice and Voice: Empower students by giving them choices in learning activities and assessment methods.
Methods:
○ Choice Boards: Students choose from various activities to demonstrate their concept understanding (e.g., creating a poster, solving a
real-world problem, or making a video explanation).
○ Student-Led Conferences: Students present their learning progress and reflections to teachers and/or parents.
Assessment Summative:
OF Learning How will students demonstrate their understanding of the above curricular connections (performance task, project, portfolio, test,
etc.)? How will the assessment criteria be communicated to or created with students?
1. Summative Tests: Evaluate students' understanding and skills in the Numbers unit.
Methods:
○ End-of-Unit Test: A comprehensive test covering place value and operations with whole numbers, fractions, decimals, and
percentages.
○ Standardised Tests: Use standardised test formats to prepare students for provincial assessments.
2. Performance Tasks: Assess students' ability to apply their knowledge in practical, real-world scenarios.
Methods:
○ Project-Based Assessments: Assign projects where students must solve a complex problem involving various number concepts
(e.g., planning a budget for an event, creating a survey and analysing data).
○ Real-World Problems: Provide problems that require the application of multiple concepts learned in the unit (e.g., calculating the
total cost of items, including taxes and discounts).
3. Portfolios: Showcase students' work and progress over time.
Methods:
○ Math Portfolios: Collect student work, including tests, quizzes, projects, and reflective writing, to demonstrate their learning journey.
○ Digital Portfolios: Use digital tools to compile and present student work, making it easy to review and share with parents and other
stakeholders.
4. Rubrics and Scoring Guides: Provide clear criteria for evaluating student performance on complex tasks.
Methods:
○ Rubrics: Develop detailed rubrics for each assessment task, outlining expectations for performance levels (e.g., exemplary,
proficient, developing, beginning).
○ Scoring Guides: Create scoring guides for tests and performance tasks to ensure consistent and fair grading.
5. Final Projects and Presentations: Assess students' ability to synthesise and communicate their understanding.
Methods:
○ Final Project: Assign a culminating project that integrates multiple aspects of the Numbers unit (e.g., creating a presentation on how
fractions, decimals, and percentages are used in various professions).
○ Presentations: Have students present their projects to the class, demonstrating their understanding and ability to communicate
mathematical concepts.
Lesson Activities Materials/Resources Assessment
Place Value and Whole Numbers
Activities:
Day 1-2: Introduction to Manipulatives: Base-ten Quick quizzes and
Place Value ● Interactive place value charts. blocks, place value charts. exit slips.
● Place value scavenger hunt (students find numbers in the
classroom or textbook and identify the place value of digits) Worksheets: Place value
practice sheets and
Learning Goals: Understand Competency:
comparison exercises.
place value up to 1,000,000.
Content: Technology: Interactive
whiteboard for
demonstrations, Khan
Academy videos on place
value.
Day 3-4: Addition and Activities: Assessment: In-
Subtraction of Whole class exercises and
Numbers ● Group work on word problems. homework
● Math centres with different addition and subtraction activities. assignments.
Learning Goals: Perform
addition and subtraction with
large whole numbers.
Day 5: Review and Activities:
Assessment
● Review games (e.g., Kahoot!).
● Formative assessment through a short quiz.
Multiplication and Division
Day 6-7: Multiplication of Activities: Base-Ten Blocks: To visualise Assessment:
Whole Numbers and understand multi-digit Classwork and timed
● Multiplication drills. multiplication and division. drills.
Learning Goals: Multiply large ● Real-world problem-solving (e.g., calculating the cost of Counters and Arrays: For
modelling multiplication and
whole numbers. multiple items).
division problems.
Multiplication and Division
Flashcards: For practice and
reinforcement of basic facts.
Number Lines: These help
understand multiplication and
Day 8-9: Division of Whole Activities: division as repeated addition Assessment:
Numbers and subtraction. Homework and in-
● Long division practice. Multiplication Grids: To assist class exercises.
Learning Goals: Divide large ● Group activity: Dividing items among groups (e.g., dividing a with understanding and
practising multiplication facts.
whole numbers and set of candies among classmates).
understand remainders.
Day 10: Review and Activities:
Assessment
● Group review sessions.
● Formative assessment through a quiz.
Decimals and Fractions
Manipulatives: Fraction
Day 11-12: Understanding Activities: circles, decimal grids. Assessment: Quick
Decimals Worksheets: Fraction quizzes and in-class
● Decimal place value charts. comparison and operations exercises.
Learning Goals: Represent ● Interactive activities with money to understand decimals. sheets, decimal conversion
practice.
and compare decimals.
Books: Math literature
integrating fractions and
decimals into stories.
Day 13-14: Addition and Activities: Assessment:
Subtraction of Decimals Classwork and
● Real-life problem-solving activities (e.g., calculating the total homework
Learning Goals: Perform cost of groceries). assignments.
addition and subtraction with ● Group work with decimal operations.
decimals.
Day 15: Introduction to Activities:
Fractions
● Fraction circles and bars.
Learning Goals: Understand ● Fraction games (e.g., fraction bingo).
and represent fractions.
Fractions and Conversions
Day 16-17: Operations with Activities: Assessment:
Fractions Homework and
● Group problem-solving activities. classwork.
Learning Goals: Add, ● Fraction worksheets and manipulatives.
subtract, and compare
fractions.
Day 18: Converting Between Activities: Assessment: In-
Fractions, Decimals, and class exercises and
Percentages ● Conversion exercises. quizzes.
● Real-world applications (e.g., finding discounts).
Learning Goals: Convert
fractions to decimals and
percentages, and vice versa.
Day 19: Real-World Problem Activities: Assessment:
Solving Project presentations
● Group projects (e.g., planning a party with a budget). and problem-solving
Learning Goals: Apply ● Individual problem-solving tasks. assessments.
knowledge of numbers to solve
real-world problems.
Day 20: Review and Activities:
Summative Assessment
● Comprehensive review session.
● A summative assessment covering all topics in the unit.
