Unit Overview
Content Area: Math
Unit Title: Fractions, Decimals, and Percents
Target Course/Grade Level: Sixth Grade
Unit: 4
Timeline: 4 weeks
Unit Summary: Students build on their previous knowledge of fractions, decimals, and ratios and connect
these ideas to percents. They use equivalent forms of fractions, decimals, and percents to solve problems.
Students explore these relationships through the use of area models, bar models, and number lines. These
models allow students to compare and order fractions, decimals, and percents. They apply these
relationships to estimating and solving problems with percents. The ability to convert between fractions,
decimals, and percents is crucial as students become efficient problem solvers.
Primary interdisciplinary connections: Language Arts and Technology
9.1 21st-Centuries Life & Career Skills
Standard 9.1 All students will demonstrate the creative, critical thinking, collaboration, and
problem-solving skills needed to function successfully as both global citizens and workers in
diverse ethnic and organizational cultures.
Strand: A. Critical Thinking and Problem Solving
B. Creativity and Innovation
C. Collaboration, Teamwork and Leadership
Content Statement:
9.1.8: A The ability to recognize a problem and apply critical thinking skills and problem
solving skills to solve the problem is a lifelong skill that develops over time.
9.1.8: B Gathering and Evaluating knowledge and information from a variety of sources,
including global perspective, fosters creativity and innovative thinking.
9.1.8: C Collaboration and team work enable individuals or groups to achieve common goals
with greater efficiency.
Leadership abilities develop over time through participation in group and or teams that
that are engaged in challenging or competitive activities.
21st Century themes and skills: Critical Thinking and Problem Solving, Collaboration, Teamwork and
Leadership, Creativity and Innovation
Mathematical Practices:
6.MP.1 Make sense of problems and persevere in solving them.
6.MP.2 Reason abstractly and quantitatively.
6.MP.4 Model with mathematics.
6.MP.5 Use appropriate tools strategically.
6.MP.7 Look for and make use of structure.
Learning Targets
Domain: Number System
Cluster: Apply and extend previous understandings of numbers to the system of rational numbers
Standard #
Standards
6.RP.3c
Understand ratio concepts and use ratio reasoning to solve problems.
9.1.8.A.1
Develop strategies to reinforce positive attitudes and productive behaviors that impact
critical thinking and problem-solving skills.
9.1.8.A.2
Implement problem-solving strategies to solve a problem in school or the community.
9.1.8.B.2
Assess data gathered to solve problems for which there are varying perspective (e.g., cross
cultural, gender specific, generational, etc.) and determine how the data can best be used to
design the multiple solutions.
9.1.8.C.1
Determine an individual’s responsibility for personal actions and contributions to group
activities.
9.1.8.C.2
Demonstrate the use of compromise, consensus and community building strategies for
carrying out different task, assignments and projects.
9.1.8.C.3
Model leadership skills during classroom and extracurricular activities.
Unit Essential Questions
Unit Enduring Understandings
 How can the relationship between fractions,
 Numbers can be written in many different forms.
decimals, and percents be used to solve
For example, fractions, decimals, mixed numbers,
mathematical and real-world problems?
percents.
 How are fractions and decimals similar? How
 Percent means “out of 100.”
are they different?
 When comparing and ordering various numbers,
 How are percents related to fractions and
they must be put into the same form.
decimals?
 Describe a real world situation in which it is
useful to compare fractions, decimals, and
percents?
Unit Learning Targets
Students will ...
 Students will use models to illustrate the meaning of percents.
 Students will write percents as fractions.
 Students will write fractions as percents.
 Students will write percents greater than 100% and percents less than 1% as fractions and as decimals,
and vice versa.
 Students will find fractional parts of a number.
 Students will estimate the percent of a number.
 Students will use percents to solve problems.
 Students will find the percent of a number.
 Students will solve problems by solving a simpler problem.
Evidence of Learning
Summative Assessment
 Find and use equivalent forms of fractions, decimals, and percents to solve problems
 Compare and order fractions, decimals, and percents
 Estimate the results of computation with percent
Equipment needed: base 10 models, number lines, Smart Board, white boards, calculators, Elmo
Teacher Instructional Resources: Textbook (to be determined)
Study Island
Khan Academy Videos
Formative Assessments
 Skill sheets
 Quizzes/Tests
 Student workbook
 Homework
 Math games
 Study Island
Integration of Technology:
 Smart Board to play online games, utilize online resources, generate models with Smart Software.
 Kahn Academy Videos
 Elmo – for demonstration
 Study Island
Technology Resources:
http://www.purplemath.com
http://www.khanacademy.org – Interactive 2.0 instructional and practice site. Students can view
instructional videos and complete practice modules for additional practice/remediation.
http://www.studyisland.com/ - Web-based instruction, practice, assessment and reporting built from NJ
standards.
http://www.ixl.com/math/grade-6 - IXL 6th grade online interactive activities for the students to
complete
http://www.aaamath.com/grade6.html - AAA math 6th grade – online interactive activities and
problems for the student to complete.
http://www.adaptedmind.com/Math-Worksheets.html?type=hstb – Grade level material for practice,
lessons, games, etc.
Opportunities for Differentiation:
Decelerate: Create a poster with common percent and fraction equivalents.
Accelerated: Have students research batting averages for 10 baseball players and write their averages as a
fraction in simplest form. Ask them to compare the decimal and fraction form and explain why they think
the decimal form is used in sports statistic.
Have student pairs write five fractions as decimals that have denominators of 9, 11, 33, or 99 and then
have them look for any patterns between the decimals and fractions.
Teacher Notes: Have students create a number line to compare fractions, decimals and percent.