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Durdan Unit Plan Title: Decimals- Business Plan Subject: Math Strand: Decimals Grade: 6 Term 1 2 Dates: No ember-December Teacher: A. Durdan
Unit Summar! "#ationale$ This unit is intended to provide students with an understanding of decimals and operations including decimals. The unit will include opportunities to explore decimals in the real world and develop problem solving and research skills. %ocus &uestions ' Primar! (bjecti es Understand decimals concepts (definitions, number lines, ordering, place value) earn operations with decimals Use calculations to create a business plan and support a proposal for a bank loan

)earnin* +,-ectations: Use !ntario "inistr# of $ducation %urriculum documents. http&''www.edu.gov.on.ca'eng'curriculum' Overall Expectations:

Read, represent, compare, and order whole numbers to 1,000,000, decimal numbers to thousandths, proper and improper fractions, and mixed numbers Solve problems involving the multiplication and division of whole numbers, and the addition and subtraction of decimal numbers to thousandths, using a variety of strategies Collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including continuous line graphs

Specific Objectives:

Represent, compare, and order whole numbers and decimal numbers from 0.001 to 1,000,000, using a variety of tools Demonstrate an understanding of place value in whole numbers and decimal numbers from 0.001 to 1,000,000, using a variety of tools and strategies Add and subtract decimal numbers to thousandths, using concrete materials, estimation, algorithms, and calculators ultiply and divide decimal numbers to tenths by whole numbers, using concrete materials, estimation, algorithms, and calculators ultiply whole numbers by 0!1, 0!01 and 0!001 using mental strategies ultiply and divide decimal numbers by 10, 100, 1000, and 10,000 using mental strategies "se estimation when solving problems involving the addition and subtraction of whole numbers and decimals, to help #udge the reasonableness of a solution Represent relationships using unit rates Select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph

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A. Durdan
Cross-Curricular Connections (highlight any that apply): Dance Drama usic !isual "rts # $ealth %hys&E'& # ath # Science # Social Stu'ies # (")*+"*E: # (istening Spea,ing -ea'ing .riting /ext 0orms -eflecting e'ia (iteracy # 0rench # 1nformation /echnology # Computers Other: 2222222222

$anguage% generate, gather, and organize ideas and information to write for an intended purpose and audience& $anguage% reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process. Visual Arts: Creating and Presenting: apply the creative process (see pages 1922) to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies

(earning S,ills 3 focus in unit http&''www.edu.gov.on.ca'eng'polic#funding'success.html -esponsibility # Organi4ation # 1n'epen'ent .or, # Collaboration # 1nitiative # Self--egulation #

Knowledge of content (e.g., facts, terms, procedural skills, use of tools) Understanding of mathematical concepts Use of planning skills understanding the problem (e.g., formulating and interpreting the problem, making conjectures) Making a plan for solving the problem Use of processing skills carrying out a plan (e.g., collecting data, questioning, testing, revising, modeling, solving, inferring, forming conclusions) Looking back at the solution (e.g., evaluating reasonableness, making convincing arguments, reasoning, justifying, proving, reflecting) Use of critical/creative thinking processes (e.g., problem solving, inquiry) Expression and organization of ideas and mathematical thinking (e.g., clarity of expression, logical organization), using oral, visual, and written forms (e.g., pictorial, graphic, dynamic, numeric, algebraic forms; concrete materials) Communication for different audiences (e.g., peers, teachers) and purposes (e.g., to present data, justify a solution, express a mathematical argument) in oral, visual, and written forms Use of conventions, vocabulary, and terminology of the discipline (e.g., terms, symbols) in oral, visual, and written forms Application of knowledge and skills in familiar contexts Transfer of knowledge and skills to new contexts Making connections within and between various contexts (e.g., connections between concepts, representations, and forms within mathematics; connections involving use of prior knowledge and experience; connections between mathematics, other disciplines, and the real world)

Careers into "ction 3 focus in unit http&''www.edu.gov.on.ca'eng'document'curricul'secondar#'choices'choicee.pdf Stu'ent Development # 1nterpersonal Development # Career Development (select appropriate hea'ing)

Learning skills, preferences, and strategies (e.g., memorizing, working independently, assessing themselves, managing their time Self'management Getting along with others
Work, society, and the economy

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A. Durdan
%rior 5no6le'ge (inclu'ing s,ills7 concepts7 content ,no6le'ge etc&) 5no6le'ge of the operations +se of number lines Concept of a 6hole an' a part

Stu'ent Engagement ($an's-on7 self-'irecte'7 problem-base' learning7 in8uiry base' learning etc&) +se of money 9ase ten bloc,s Creating a business plan

.--ro,imate Time Needed )) * weeks () /, periods /) 0, -) 1ovember. December minutes per da# in the block

Mana*ement'(r*ani/ation Ti-s 0 %lassroom set up, routines Desks in groups of 2et up of work stations on particular da#s 2trong classroom management for group work sessions

Materials1 #esources 2 Su--lies #e3uired 4or Unit Stu'ent aterials: $xamples of business plans 3ase ten blocks 4retend mone# Decimals worksheets 5ubrics and peer evaluation forms

/exts: 1'A "''itional %rint aterial: Decimal problem solving 8uestions E8uipment : Supplies: Smart 9oar' Computer $ar'6are # Computer Soft6are # /echnology # 1nternet (list specific sites): )oteboo, presentations %eople# 0iel' /rips (parent volunteers7 experts7 community): 6ind a banker to come present what is looked for in a good business plan Student .ssessment 0 7ndicate assessment tool (observation, short answer, pro8ect, report etc.) and recording format (checklist, anecdotal, marking rubric, letter grade, marks, level) http&''www.edu.gov.on.ca'eng'polic#funding'success.html

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A. Durdan
"ssessment 0or (earning (inclu'e pre-testing#assessing prior ,no6le'ge): 9: chart about decimals Decimals classroom scavenger hunt "ssessment "s (earning (inclu'e self-assessment7 peer-assessment etc&): 4eer assessment of business plan 2elf assessment of learning at the end of the unit "ssessment Of (earning: Decimals test $valuation of calculations in the business plan Stu'ents 6ith 1E%s 3 not i'entifie' Stu'ent i'entifie' 6ith 1E%s 3ilingual math dictionaries (made b# student with teacher support) !pportunities to present part of business plan in first language 4referential grouping Use of manipulatives %lass notes when necessar# Text to speech technolog# for assessments "odifications to work when specified on 7$4 !pportunities to further explore the creation of a business .ccommodations Needed ; ist names of students < specific accommodation that will be focused on E(( Stu'ents

Extension "ctivities: *ifte' Stu'ents

#e-ort .eighting relate' to report car' or course mar,s (eg& elementary - ; of < units re8uire'7 secon'ary 3 <=> of final mar,): 0,= of term ( mark (),= of final grade based on >uebec expectations) "spects of unit to be commente' on in report car'& Understanding of decimals concepts %reation of a successful' persuasive business plan

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