Objective:
The student is expected to: determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one.
The student is expected to understand why when multiplying by a fraction greater than 1, the number increases and when multiplying by a fraction less than one, the number decreases.
Standards:
6.3(B) determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one
6th Grade STAAR Standards Snapshot
Review:
6th Grade Unpacked Math TEKS.docx page 14
Warm-up – Daily Review.
Vocabulary:
6th Grade Mathematics – Vocabulary
Guided Practice.
Guided practice of the skill, to practice the key concepts of the lesson, and to build students’ understanding of the content. Warm-up – Daily Review. Math videos & Skill Builders from my blog (to be completed as homework if not completed in class). 5E Model of Instructional Procedures: (Engage, Explore, Explain, Extend/Elaborate, Evaluate)
I DO… (You Watch)
You can view more of my math videos in my YouTube channel
WE DO…(Together)
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YOU DO… (I watch/guide)
FR26 Fractions_x_Whole
FR24 Multiply_Fractions
FR07 Fractions Word Problems
Hands-on, online curriculum aligned math worksheets that automatically tracks student progress.
Differentiation:
Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual. Differentiation will be through small groups, visuals, use of calculators, extra time, supplemental aids and reteach if necessary.
Homework:
Solve two real world problems involving multiplication of fractions and whole numbers.
Journal:
Explain why multiplying or dividing the top and bottom of a fraction by the same number does not change the overall amount the fraction represents.
Describe how to simplify fractions.
