A Fraction of Your Life!
6th Grade
(5 Day Unit Plan)
*Fraction Bars* *Foam Shapes* *TI Interactive*
*National Library Virtual Manipulatives*
*Computers/Online* *Graphing Calculators*
BRYAN PASHONG
I2T2 WORKSHOP
DECEMBER 2ND 2007
1
TABLE OF CONTENTS
A) Overview of 5 Day Unit
Page 3
B) Objectives of 5 Day Unit
Page 4
C) NYS Standards & NCTM Standards
Page 4-5
D) Materials Used
Page 5
E) Resources Used
Page 6
F) Day One:
Fraction Introduction
Visual Exploration of Part vs. Whole
with Fraction Bars
Common Denominator
Page 7
G) Day Two:
Equivalent Fractions / Comparing Fractions
Finding Factors / Finding LCM’s
Page 9
H) Day Three:
More Fraction Bars
Shapes and Fractions
Adding Fractions
Subtracting Fractions
Page 11
I) Day Four:
Multiplying Fractions
Multiplying Fractions for Real Life Settings
Page 14
J) Day Five:
Problem Solving with Fractions
Using Fractions in Everyday Life
Page 17
2
OVERVIEW OF UNIT
Day
Description
Materials
*Fraction Introduction
*Common Denominator
*Visual Exploration of
part vs. whole with
fraction bars
An introduction and exploration
of fractions will be taught
including definitions,
representations, how to read them
and finding common denominators.
*Math Notebooks
*Overhead & Transparencies
*Fraction Bars
*Computer Access
*National Library of Virtual
Manipulatives
2
*Equivalent Fractions
*Comparing Fractions
*Finding Factors
*Finding LCM's
Students will use the program TI
Interactive to explore how fractions
can be compared and find their
equivalencies. They will also find
factors to help compare fractions
and then be able to find the Lowest
Common Multiples (LCM).
*Math Notebooks
*Computer Lab
*Overhead & Transparencies
*TI Interactive Program
*National Library of Virtual
Manipulatives
3
*More Fraction Bars
*Shapes and Fractions
*Adding Fractions
*Subtracting Fractions
Students will use a variety of
manipulatives to explore more
with fractions; including part vs.
whole and a variety of shapes. They
will learn how to add and subtract
fractions with both same and
different denominators.
*Math Notebooks
*Fraction Bars
*Shapes
*Overhead & Transparencies
*Multiplying Fractions
*Convert Mixed Fraction
to Improper Fractions
*Add, Subtract, Multiply
with mixed numbers
*Begin Real Life Explore
Students will use websites, graphing
calculators, and paper/pencil to see
the many ways of multiplying
fractions with like and unlike
denominators and how to add,
subtract, multiply mixed fractions.
*Math Notebooks
*Graphing Calculators
*Computer Access
*Various Websites
*Overhead & Transparencies
*Problem Solving with
Fractions
*Using Fractions in
Everyday Life
Students will learn to solve a
variety of word problems which
incorporated fractions in real-life
settings. They will see the
important role that they play in
everyday life. Lastly they will
complete a hands-on activity to
explore the relationship between
fractions, proportions, and M&M's.
*Math Notebooks
*Various Websites
*M&M's
1
4
5
Lesson Title
3
OBJECTIVES OF UNIT
Students will:
• Use common denominators when comparing and ordering fractions.
• Learn how to find the simplest form of a fraction.
• Recognize the idea that the whole is made of several parts.
• Recognize fractions in everyday life.
• Express which fractions are equivalent to each other.
• Use fraction bars to add and subtract fractions with like and unlike denominators
• See parts of fractions and the relationships between halves, thirds, fourths, fifths,
sixths, eighths, ninths, tenths, and twelfths with fraction bars.
• Add and subtract fractions with common and unlike denominators without using
manipulatives.
• Use various computer websites, especially NVLM, to learn about various components
of fractions.
NYS STANDARDS
•
•
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•
•
•
•
5.N.5 Compare and order fractions including unlike denominators (with and without
the use of a number line.)
5.N.19 Simplify fractions to lowest terms.
5.N.20 Convert improper fractions to mixed numbers, and mixed numbers to
improper fractions.
5.N.22 Add and subtract mixed numbers with like denominators.
6.PS.3 Interpret information correctly, identify the problem, and generate possible
strategies and solutions.
6.PS.13 Model problems with pictures/diagrams or physical objects.
6.PS.14 Analyze problems by observing patterns.
6.RP.1 Recognize that mathematical ideas can be supported using a variety of
strategies.
6.RP.2 Understand that mathematical statements can be supported, using models,
facts, and relationships to explain their thinking.
6.R.1 Use physical objects, drawings, charts, tables, graphs, symbols, equations, or
objects created using technology as representations.
6.CN.1 Understand and make connections and conjectures in their everyday
experiences to mathematical ideas.
6.N.3 Connect and apply mathematical information to solve problems.
6.CN.4 Understand multiple representations and how they are related.
6.CN.6 Recognize and provide examples of the presence of mathematics in their daily
lives.
6.N.16 Add and subtract fractions with unlike denominators.
6.N.17 Multiply and divide fractions with unlike denominators.
6.N.18 Add, subtract, multiply, and divide mixed numbers with unlike
denominators
NCTM STANDARDS
4
•
Number and Operations Standard
o Understanding numbers, ways of representing numbers, relationships among
numbers, and number systems.
 Grades 6-8: Compare and order fractions. . .
o Compute fluently and make reasonable estimates
 Grade 6-8: Select appropriate methods and tools for computing with
fractions…mental computation, estimation, calculators or computers,
and paper and pencil, depending on the situation, and applying the
selected methods.
•
Problem Solving Standard
o Build new mathematical knowledge through problem solving.
o Solve problems that arise in mathematics and in other contexts.
o Apply and adapt a variety of appropriate strategies to solve problems.
•
Representation Standard
o Select, apply, and translate among mathematical representations to solve
problems.
o Use representations to model and interpret physical, social, and mathematical
phenomena.
MATERIALS USED
•
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•
•
Math Notebooks
Computer Lab/ Access
Overhead Unit
Overhead Transparencies
Overhead Markers
Fraction Bars
Foam Shapes
Various Websites
o www.nlvm.com (National Library of Virtual Manipulatives)
o http://ali.apple.com/ali_sites/ali/lessonideas/DayWithFractions.html
(Video on Everyday Life Fractions)
TI Interactive Program
Graphing Calculators
“M&M's”
Various Worksheets
Middle Grades Math, Prentice Hall
Middle Grades Math Workbook, Prentice Hall
RESOURCES USED
5
•
•
•
•
•
•
•
•
•
•
Prentice Hall, Middle Grades Math, Authors: (Susan Chapin, Mark Illingworth,
Marsha Landau, Joanna Masingila, Leah McCracken), Chapters: 4,5 (Pages 146,
147, 149, 195, 208, 209, 228, 229) Copy Right Date: 2001
Prentice Hall, Middle Grades Math Workbook, (Part of Book Above) Page: 28
TI Interactive
www.yahoo.com
www.wikipedia.com
http://nlvm.usu.edu/en/nav/vlibrary.html (National Library of Virtual
Manipulatives) Utah State University
http://score.kings.k12.ca.us/lessons/ (M&M’s) Kings County Office of Education
http://mathforum.org/paths/fractions/frac.recipe.html (Recipe)
http://ali.apple.com/ali_sites/ali/lessonideas/DayWithFractions.html (Video on
Everyday Life Fractions) Apple Learning Interchange
http://math.rice.edu/~lanius/Patterns/ (Fraction Shapes Sheet) Cynthia Lanius
DAY ONE OF UNIT PLAN
*Fraction Introduction*
6
*Visual Exploration of Part vs. Whole with Fraction Bars*
*Common Denominator*
(A) Daily Objectives:
• Students will learn what fractions are, how to read them, how to find a common
denominator, and the representations of them through fraction bars.
(B) Daily Outline:
• On the overhead show the following:
• Fraction Definition: any part of a unit, or a quotient of a numbers, e.g. ¾
• A fraction is read by stating a part out of a whole, a number divided by another
number, or one number over another number, or as a one number: e.g. “Three
parts out of Four whole parts” “Three divided by Four” “Three over Four” or
most commonly “Three Fourths.” The numerator = top & denominator = bottom.
• Mixed Number Definition: the sum of a whole number and a proper fraction, e.g.
“You could have two entire cakes and three quarters of another cake. The whole
and fractional parts of the number are written next to each other: 2 + ¾ = 2 ¾.
• Students are to be given fraction bars and make discoveries such as:
o Find which bar is equal to a whole, or = 1
o Find which bar is equal to three quarters, or = ¾
o Find which bar is equal to a half, or = ½
o Find which bar is equal to one quarter, or = ¼
o Find which bar is equal to one eight, or = ⅛
• Students should make discoveries realizing that ½ + ½ = 1, ¾ + ¼ = 1, etc . . .
• Finding a Common Denominator
o Process: You must find a number that is similar in multiple between each
of the two denominators
 3/4 + 3/5 where the denominators are 4 and 5. These have a
common multiple of 20. In most cases, such as here you just
multiply 4*5 = 20. This doesn’t not always give the solution in
lowest terms though
• Reducing: When a fraction has a numerator and a denominator that can be divided
by the same number then they can be reduced or placed into lowest terms. For
example:
!2$ !1$
"""# %%%& = """# %%%&
6
3
! 3 $ !1$
%% = "" %%
"""#
12 %& "# 4 %&
! 20 $ ! 2 $
%% = "" %%
"""#
50 %& "# 5 %&
true
true
true
*Both 2 and 6 can be divided by 2*
*Both 20 and 50 can be divided by 10*
*Both 3 and 12 can be divided by 3*
(C) Daily Student Handouts: (including supporting screenshots or graphics that assist the
student in completion of tasks), transparencies (optional), and homework (if not from
textbook)
• Homework Assignment(s):
7
o Online Explore: “National Library of Virtual Manipulatives”
 Students are to complete: “Fractions-Adding” (Under Grades 6-8)
where they can practice exploration to adding and finding common
denominators with fractions and visual aids.
o Practice Workbook: “Math for Middle Grades” (Prentice Hall)
 Students are to complete: Practice 4-1, Relating Fractions to
Models.
(D) Daily Answer Keys:
• Homework Assignment(s):
o Online Explore: Answers are self corrected through website.
o Practice Workbook Answers:
 1) 3/4
 2) 7/12
 3) 1/4
 4) 3 3/4
 5) 1 5/6
 6) 2 2/3
 7) 1 1/2
 8) 9/25
 9) 2 2/5
 10) a)7/12 b) 5/12
 11-14) Answers may vary
 15) 5/26
 16) Answers may vary
DAY TWO OF UNIT PLAN
*Equivalent Fractions* + *Comparing Fractions*
8
*Finding Factors* + *Finding LCM’s*
(A) Daily Objectives:
• Students will use the TI Interactive math program to explore how fractions can be
compared and find their equivalencies. It will show a relationship between
finding factors and LCM (Lowest Common Multiple) of the denominators.
(B) Daily Outline:
• On the overhead show the following:
• Read “Think and Discuss” on page 147 in “Middle Grades Math” (Prentice Hall):
o “Suppose you and a friend do volunteer work at the animal shelter. Both
of you are at the shelter today. You volunteer every third day and your
friend volunteers every fourth day. After how many days will both be at
the center on the same day?”
•
So, you will see each other at the shelter on the twelfth day.
The diagram represents the multiple numbers of each 3 and 4.
A Multiple of a number is the product of the numbers and a nonzero whole
number.
The LCM (Least Common Multiple) of two numbers is the least number that is a
multiple of both. The LCM of 3 and 4 is 12.
o Have students figure out what the multiple of 6 and 9 are:
 6: 6,12,18,24,30
 9: 9,18,27,36
 Therefore 18 is the LCM of 6 and 9
•
Showing equivalency in shaded bars of same size
•
•
Diagram A: 3/4 is shaded
f
Diagram B: 6/8 = 3/4 is shaded
Diagram C: 12/16 = 6/8 = 3/4
• A Factor is a whole number that divides
another whole number with no
remainder
9
o This can be found by multiplying the numerator and denominator by the
same number: i.e.
! 2 $ '! 2 $ ! 4 $
""" %%% """ %%% = """ %%%
#" 3 &% #" 2 &% #" 6 &%
o Two is factor of 4 and 6. And 6 is a common denominator of 2 and 3
•
Lastly students will use the TI Interactive Program to practice and explore
equivalent fractions, adding, and subtracting
o By using the INSERT, MATH BOX, function- students can type in a
fraction and then automatically have answer appear to check after solving
themselves. It is imperative that students are shown the proper
way to type in parenthesis, adding, and subtraction signs.
(C) Daily Student Handouts: (including supporting screenshots or graphics that assist the
student in completion of tasks), transparencies (optional), and homework (if not from
textbook)
• Homework Assignment(s):
o Online Explore: “National Library of Virtual Manipulatives”
 Students are to complete: “Fractions-Comparing” & “FractionsEquivalent” (Under Grades 6-8) where they can practice making
comparison between fractions and explore their equivalencies.
The interactive setup also allows students to change the number of
pieces the fraction is divisible by to see which factors of the
denominator will match up.
o Textbook: “Math for Middle Grades” (Prentice Hall)
 Students are to complete: Page 149, #1-4, 7-9, 13, 17-19, 25-27
(D) Daily Answer Keys:
• Homework Assignment(s):
o Textbooks Answers
 1) 1,17
 2) 1,2,36,9,18
 3) 1,2,4,8,16,32
 4) 1,2,3,6,7,14,21,42
 7) 7,14,21,28,35
 8) 4,8,12,16,20
 9) 9,18,27,36,45
 13) Answers may vary
 17) 12
 18) 36
 19) 40
 25) 30
 26) 45
 27) 48
DAY THREE OF UNIT PLAN
10
*More Fraction Bars*
*Shapes and Fractions*
*Adding Fractions*
*Subtracting Fractions*
(A) Daily Objectives:
• Students will use manipulatives (fraction bars and shapes) to explore more
fraction representations. They will compare the shapes as fractions of another
shape. They will learn how to add and subtract fractions with same and different
denominators.
(B) Daily Outline:
• Hand out the fraction bars to students again and have them get reacquainted.
• Explain that models can help you understand more of the meaning of fractions.
• Break the class (ideally take 20 students for an even number) into halves and then
have half of the students stand and the other half sit.
• Now break the class into thirds: Have a third of the class stand up, then have
another third stand up to have two thirds standing, and then the last third to have
three out of three standing or a whole.
• This can be repeated for fourths, fifths, etc
•
Have students work with a partner using shapes to complete “Fraction Shapes”
(SEE SHEET BELOW) and #1-3 on page 144 of the textbook. Here they will see
part vs. whole representations.
o Page 144 ANS:
 1) a) 2 b) ½
2) a) 6 b) 1/6 3) a) 3 b) 1/3
o “Fraction Shapes” ANS:
 1) 2 2) 3 3) 2 4) 6 5) 3 6) 1 ½ 7) 1/6 8) 1/3 9) ½ 10) 2/3
•
•
On the overhead show the following:
Adding Fractions With Same Denominator:
o Process: Add the top two numerators together and place over the
denominator which stays the same number. You are adding two parts of a
same equal whole together.
•
•
3
1
4
4
2
6
+ =
+ =
5
5
5
8
8
8
Adding Fractions With Different Denominators:
o Process: You must first find a common denominator, and then you add
just the same as your would for fractions of same denominators.
! 18 $ ! 10 $ 28
3
2
6!3
5!2
28
14
+ =
+
""
%% + ""
%% =
=
!
!
#
&
#
&
5
6
56
65
" 30 % " 30 % 30
30
15
Adding Fractions With Fraction Bars:
o Have students add fractions with the bars, seeing that:
11
•
• ½+½=1
• ¾+¼=1
• 1/6 + 5/6 = 1
• ½+¼=¾
• 1/3 + 1/3 = 2/3
Subtracting Fractions With Same Denominators:
o Process: When fractions have the same denominator you subtract the
second numerator from the first numerator, and place that answer over the
denominator (which is the same as the original two fractions.)
!3$ !2$
"""# %%%& - """# %%%&
5
5
!3$ !2$
"""# %%%& - """# %%%&
8
8
! 7 $ ! 4 $
%% - ""
"""#
%%
11 %& "# 11 %&
1
5
1
8
3
11
! 5 $ ! 2 $
%% - ""
"""#
%%
12 %& "# 12 %&
1
4
*Notice in last example on far right that 5-2 = 3 over 12, but when reduced = 1/4
Subtracting Fractions With Different Denominators:
o Process: When fractions have different denominators you must first find a
common denominator, make the fractions equivalent, and then subtract the
fractions as you would above. For example:
!3$ !1$
"" %% - "" %%
#" 5 &% #" 4 &%
-->
!7$ !3$
"" %% - "" %%
#" 8 &% #" 5 &%
-->
! 3$4 % ! 1$5 %
""
"
&
"#" 20 &&&'& - "#"" 20 &'&&
-->
! 7$5 % ! 3$8 %
""
"
&
"#" 40 &&'&& - ""#" 40 &'&&
-->
! 12 $ ! 5 $
""
%-"
%
#" 20 %&% "#" 20 %&%
=
! 35 $ ! 24 $
""
%-"
%
#" 40 %&% "#" 40 %&%
=
! 7 $
""
%
#" 20 %&%
! 11 $
""
%
#" 40 %&%
(C) Daily Student Handouts: (including supporting screenshots or graphics that assist the
student in completion of tasks), transparencies (optional), and homework (if not from
textbook)
• Homework Assignment(s):
o Textbook: “Math for Middle Grades” (Prentice Hall)
 Students are to complete: Page 195, #1-10, #14-23
(D) Daily Answer Keys:
• Homework Assignment(s):
o Textbook Answers:
1) 5/7
6) 1 27/40
2) 4/5
7) 1 3/10
3) 1 1/6
8) 2
4) 3/4
9) 1 3/4
5) 1 5/8
10) 1 17/24
14) 3/5
15) 3/5
16) 8/15
17) 1/2
18) 1/2
19) 5/12
20) 1/2
21) 1/6
22) 7/20
23) 5/12
Name:__________________________ Date:______
12
Fraction Shapes
1. How many
are in
?
6. How many
= ____
2. How many
are in
? = _____
are in
Based on these relations,
? = _____
7. If
3. How many
in
are
= 1,
= ___ .
? = _____
8. If
= 1,
= ___ .
4. How many
are in
? = ______
9. If
= 1,
= ___ .
5. How many
are in
? = _____
10. If
= 1,
= ___ .
DAY FOUR OF UNIT PLAN
13
*Multiplying Fractions*
*Multiplying Fractions for Real Life Settings*
(A) Daily Objectives:
• Students will be introduced to the multiplication of fractions, being able to
multiply when like/unlike denominators and mixed fractions are present. They
will explore various websites which enable students to practice multiplication
skills. Lastly students will explore the internet to find how fractions play a role in
everyday life.
(B) Daily Outline:
• To multiply fractions you must multiply the numerator of the first fraction by the
numerator of the second fraction to produce the new numerator in the answer.
The denominator of the first fraction must be multiplied by the denominator in the
second fraction to then produce the new denominator in the answer.
• On the overhead show the following:
o Shorter form:(Top * Top)/(Bottom * Bottom) = (TopTop)(BottomBottom)
! 7 $ '! 2
"" %% ""
#" 8 &% #" 3
! 2 $ '! 5 $
""" %%% """
%
# 6 & # 12 %%&
5
36
•
! 1 $ '! 3 $
""" %%% """ %%%
#5& #8&
3
40
$ ! 14 $
%% = ""
%
&% #" 24 %&%
! 13 $ ' ! 2 $
"""
% " %
# 14 %%& ""# 2 %%&
13
14
!
""" 2 +
#
! 3 $ $ '!
""" %%% %%% """ 3 +
# 4 && #
! 4 $$
""" %%% %%%
# 7 &&
275
28
When adding, subtracting, or multiplying mixed numbers you must first create an
improper fraction, or a fraction where the numerator is larger than or equal to its
denominator:
o 1) By converting the mixed number to an improper fraction you can then
find a common denominator and add, subtract, or multiply as normal.
First you multiply the denominator by the whole number and then add
the numerator, and place that number over the original denominator.
This creates an improper fraction, where the numerator is larger than the
denominator.
SUBTRACTION EXAMPLE:
ADDITION EXAMPLE:
14
!
! $$
""" 3 + """ 4 %%% %%%
"#
"# 5 &% &%
!
! 2 $$
"
""" %%% %%%
2
+
"
- ""#
"# 5 &% &%
5!"# 3 $% + 4
19
3!"# 2 $% + 2
So...
! 19 $
%%
""#
" 5 &%
4!"# 3 $% + 1
So...
! 12 $
""
%
#" 5 %&%
5!"# 2 $% + 2
12
!
! $$
""" 2 + """ 2 %%% %%%
"#
"# 3 &% &%
Then...
! 19 $ ! 12 $
"""
%-"
%
#" 5 %&%% ""#" 5 %&%%
And...
!7$
! $
"" %% = 1 + "" 2 %%
#" 5 &%
#" 5 &%
8
13
7
5
!
! 1 $$
"
""" %%% %%%
3
+
"
+ ""#
"# 4 &% &%
So...
!8$
""# %%&
"3%
So...
! 13 $
""
%
#" 4 %&%
! 8 $ ! 13 $
"""# %%%& + """#
%%%&
Then... " 3 % " 4 %
71
12
! 71 $
!
$
%% = 5 + "" 11 %%
""#
&
#" 12 &%
And… " 12 %
MULTIPLICATION EXAMPLE:
!
! $$ !
! $$
"" 5 + "" 2 %% %% '"" 2 + "" 1 %% %%
"#
"# 3 &% &% #"
"# 6 %& %&
! 17 $ ! 13 $
""
% "
%
"#" 3 %%&% + ""#" 6 %%&%
So...
•
3! "# 5$% + 2
47
6
17
6! "# 2$% + 1
13
! 47 $
! $
""
%% = 7 + "" 5 %%
#
&
#" 6 &%
And... " 6 %
Students will be given graphing calculators to explore multiplication of fractions
and also introducing them the concept of converting fractions to decimals and
vice versa.
(C) Daily Student Handouts: (including supporting screenshots or graphics that assist the
student in completion of tasks), transparencies (optional), and homework (if not from
textbook)
• Homework Assignment(s):
o Online Explore:
 Students are to: Find one recipe online that contains fractions and
print it out to bring to class.
o Textbook: “Math for Middle Grades” (Prentice Hall)
 Students are to complete: Page 208, #13-17
Page 209 #25-32, #45
(D) Daily Answer Keys:
• Homework Assignment(s):
15
o Online Assessment: Will be based on the recipe brought to class
o Textbook Answers
 13) 1 1/8
 14) 4/15
 15) 4/25
 16) 3
 17) 15









25) 7 1/8
26) 15
27) 18
28) 22 2/9
29) 7 1/3
30) 3 1/4
31) 4/5
32) 28
45) 34.5lbs
DAY FIVE OF UNIT PLAN
16
*Problem Solving with Fractions*
*Using Fractions in Everyday Life*
(A) Daily Objectives:
• Students will learn how to read fractions within word problems. They will also
discover that fractions play a major role in everyday life situations; recipes,
shopping, time, percentages/proportions, taxes, etc.
(B) Daily Outline:
• Show the video from “iLife Lessons: A Day with Fractions - Elementary Math
Lesson Idea.” This video shows some of the many ways fractions play a role in
everyday life.
o http://ali.apple.com/ali_sites/ali/lessonideas/DayWithFractions.html
• Next as a class complete the following three word problems
o “Bill, Joe, and Diana went shopping for new sneakers. The sign said, ‘All
sneakers are 1/5 off of the original price.’ If the pair that Diana wanted
was originally $80, how much are they now?”
 ANS: $80 * (1/5) = 1$6
$80 - $16 = $64
o “John worked on his homework for 40 minutes, while in the mean time his
friend had already finished. He told John, ‘I finished my homework in a
quarter of the time that it took you. How long did the homework take for
John’s friend to complete?
 ANS: 40minutes * (1/4) = 10 minutes
o “When Ashley received her paycheck she figured out that 1/8 of her
original pay was taken out for taxes and other deductions. If her original
pay was $350, then how much money was taken out? how much did she
actually get to take home? (Round to the nearest hundredths place)
 ANS: $350*(1/8) = $43.75[out]
$350-$43.75 = $306.25[home]
•
Now take your recipe that you found online for homework the night before and
say you are having 30 people over for dinner. The recipe may only be based on a
ten person serving, so now you want to triple it (in lowest terms.) When they are
finished have them quadruple the recipe (in lowest terms.) Have them hand in
and check for accuracy.
ORIGINAL MYSTERY RECIPE:
1 C butter/margarine, softened
2 C granulated sugar
4 eggs
2 t vanilla
1 1/3 C flour
3/4 C Hershey's Cocoa
1 t baking powder
1/2 t salt
2/3 C chopped nuts, optional
6 ounces of cream cheese
TRIPLED:
3 Cups
6 Cups
12 Eggs
6 Teaspoons
4 Cups
2 1/4 Cups
3 Teaspoons
1 1/2 Teaspoons
2 Cups
18 Ounces
QUADRUPLED:
4 Cups
8 Cups
16 Eggs
8 Teaspoons
5 1/3 Cups
3 Cups
4 Teaspoons
2 Teaspoons
2 2/3 Cups
24 Ounces
17
1/3 C granulated sugar
3/4 t vanilla
•
1 Cup
2 1/4 Teaspoons
1 1/3 Cups
3 Teaspoons
Now pass out a bag of “M&M’s” to each student with the worksheet below and
have them follow the directions at the top. Then have them create a fractional
piece for each color.
(C) Daily Student Handouts: (including supporting screenshots or graphics that assist the
student in completion of tasks), transparencies (optional), and homework (if not from
textbook)
• Transparency Diagram of “M&M’s” Chart: SEE SHEET BELOW
•
Homework Assignment(s):
o “M&M’s” Continued:
 Students are to find the fraction by color to the whole bag of
“M&M’s.” They are also to turn each fraction into a percentage
and a decimal.
o Textbook: “Math for Middle Grades” (Prentice Hall)
 Students are to complete: Page 146 #10
Page 228 #12-14
Page 229 #6
(D) Daily Answer Keys:
• Homework Assignment(s):
o M&M’s Continued: Answers will depend on answers found in class
o Textbook Answers:
 10) a) 2,4,8 b) Each denominator is twice preceding c) 1/16, 1/32



12) $32
13) 40 rows
14) 4 people

6) D
Name:__________________________
Date:________
18
M&M's ®
Without opening or touching your bag of "M&M's", estimate how many are inside and
record below. Predict how many of each color you will have. (If your estimated total is
10 "M&M's" in your bag then your total prediction of "M&M's" colors should also add to
10.) Then open your bag and find your actual total and how many you have of each color.
Record your results below.
Estimated total=
Colors:
Prediction:
Red
Orange
Yellow
Green
Blue
Dark Brown
Total=
Actual total=
Actual Amount:
Now show the Fractional Number of M&M’s by color below:
Red:
Orange:
Yellow:
Green:
Blue:
Dark Brown:
19