6th Fraction Unit Plan 1

Fractions
6th Grade
Lesson Plan Author
1. Introduction to Fractions Kara Tonneberger & Jacoba Rohrbough
2. Why Fractions are important, and how do Kara Tonneberger & Jacoba Rohrbough
we use them? Use the problems.
3. Why are fractions important, and how do Kara Tonneberger & Jacoba Rohrbough
we use them? Exploration.
4. Exploring Unique types of fractions and Kara Tonneberger & Jacoba Rohrbough
mixed numbers.
5. Subtraction with different bases, common Kara Tonneberger & Jacoba Rohrbough
denominators, scaling, and LCM
6. Addition with fractions, common Kara Tonneberger & Jacoba Rohrbough

denominators & unlike denominators
7. Mixed numbers and the improper fractions Kara Tonneberger & Jacoba Rohrbough
8. Addition of improper fractions and mixed Kara Tonneberger & Jacoba Rohrbough
numbers
9. Subtraction with improper fractions and Kara Tonneberger & Jacoba Rohrbough
mixed numbers.
10. Wrap up and testing knowledge of adding Kara Tonneberger & Jacoba Rohrbough
and subtracting.
11. Review of multiplication and basic Mary Baars

fractions.
12. Multiplying whole numbers by fractions Mary Baars

using fraction strips.
13. Multiplying fractions by fractions using a Mary Baars

rectangular array.
14. Multiplying fractions by fractions using Mary Baars

fraction circles.
15. Multiplying fractions using the shortcut Mary Baars

method.
16. Review of Division and Fraction Basics Peter Lombardo
17. Learning KCF: Division of Fractions Peter Lombardo
18. Practice with KCF: Division of Fractions Peter Lombardo
19. Review of Multiplication and Division of Peter Lombardo

Fractions
20. Review of Addition, Subtraction, Peter Lombardo

Multiplication, and Division of Fractions
1
Common Core Standards used throughout the Unit Plan
CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators. For example, 2/3 +
5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction
models or equations to represent the problem. Use benchmark fractions and number
sense of fractions to estimate mentally and assess the reasonableness of answers.
For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 <
1/2.
CCSS.MATH.CONTENT.5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).

Solve word problems involving division of whole numbers leading to answers in the
form of fractions or mixed numbers, e.g., by using visual fraction models or
equations to represent the problem. For example, interpret 3/4 as the result of
dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are
shared equally among 4 people each person has a share of size 3/4. If 9 people
want to share a 50-pound sack of rice equally by weight, how many pounds of rice
should each person get? Between what two whole numbers does your answer lie?
Apply and extend previous understandings of multiplication to multiply a fraction or

whole number by a fraction.
CCSS.MATH.CONTENT.5.NF.B.4.A
Interpret the product (a/b) × q as a parts of a partition of q into b equal parts;

equivalently, as the result of a sequence of operations a × q ÷ b. For example,
use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context
for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d)
= (ac)/(bd).
CCSS.MATH.CONTENT.5.NF.B.4.B
2
Find the area of a rectangle with fractional side lengths by tiling it with unit
squares of the appropriate unit fraction side lengths, and show that the area is
the same as would be found by multiplying the side lengths. Multiply fractional
side lengths to find areas of rectangles, and represent fraction products as
rectangular areas.
Interpret multiplication as scaling (resizing), by:

Comparing the size of a product to the size of one factor on the basis of the size
of the other factor, without performing the indicated multiplication.
Explaining why multiplying a given number by a fraction greater than 1 results in

a product greater than the given number (recognizing multiplication by whole
numbers greater than 1 as a familiar case); explaining why multiplying a given
number by a fraction less than 1 results in a product smaller than the given
number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to
the effect of multiplying a/b by 1.
Solve real world problems involving multiplication of fractions and mixed numbers,
e.g., by using visual fraction models or equations to represent the problem.
Apply and extend previous understandings of division to divide unit fractions by

whole numbers and whole numbers by unit fractions.1
Interpret division of a unit fraction by a non-zero whole number, and compute

such quotients. For example, create a story context for (1/3) ÷ 4, and use a
visual fraction model to show the quotient. Use the relationship between
multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 =
1/3.
3
Interpret division of a whole number by a unit fraction, and compute such
quotients. For example, create a story context for 4 ÷ (1/5), and use a visual
fraction model to show the quotient. Use the relationship between multiplication
and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
CCSS.MATH.CONTENT.5.NF.B.7.C
Solve real world problems involving division of unit fractions by non-zero whole
numbers and division of whole numbers by unit fractions, e.g., by using visual
fraction models and equations to represent the problem. For example, how
much chocolate will each person get if 3 people share 1/2 lb of chocolate
equally? How many 1/3-cup servings are in 2 cups of raisins?
4
Lesson 1: Introduction to fractions.
Grade Level/Content 6th grade, fraction basics and definition. Parent/Caregiver
notes
Standards CCSS.MATH.CONTENT.5.NF.A.1 These standards are

Addressed what we will be
CCSS.MATH.CONTENT.5.NF.A.2 covering over the
next 10 lessons.
Video Link https://www.loom.com/share/984ea21741bb4e50a2

11fbb8513662b5
Lesson Overview We will ask the students questions like:

In this lesson we will be defining a lot of the main
parts that go into understanding what a fraction is.
We will use visuals in order to show how this is
divided up and defined. The students will
understand what equal parts, whole, part, fractions,
whole numbers, numerators, denominators, and
how to identify parts of the whole are.
Prior Knowledge Some knowledge of fractions and their definitions.
This pizza is cut in equal parts.
Vocabulary Equal Parts - to be the same size. To help the student
Whole - an object as one piece. understand these
Part - when the whole is cut up into pieces, these definitions please
pieces are labeled as the part. refer to the video.
Fractions express parts of a whole. Fractions can
be written using two whole numbers and a line. You could also make
Whole number: in the faction ⅙, both 1 and 6 are flashcards and help
whole numbers. the student to
Numerators: the whole number above the line. In identify these items
the fraction ⅙, the 1 is the numerator. Numerators when working with
tell us how many parts are taken from the whole. them to help them
Denominator: the whole number below the line. In learn.
the fraction ⅙, the 6 is the denominator.
Denominators tell us the total number of parts in a
whole. The denominators can never be zero since
we cannot take 0 parts of a whole.
Suggested Materials Pizza cut outs I will provide a
People cut outs. worksheet and
interactive link with
For Online option: pictures of a pizza
https://jamboard.google.com/d/1o6WBItlWMfjU-3Vw8Du8lQWrWioI0w- for the students to
MEjpW-oo_cBk/edit?usp=sharing
continue to cut and
draw on. We are
able to visualize with
the students that are
able to draw and
5
physically move the
pieces.
Teaching The lesson will start by showing the student a When doing work
Instructions picture of an uncut pizza, we call it a whole. We will with the students we
show a picture of 6 people who are wanting to have will always default to
a slice. We cut the pizza in 6 equal parts, this using visuals. It can
means that all of the pieces are the same size. We be intimidating to
take a slice and put it on a plate, we call this slice ⅙. have students just
If we put two slices on another plate, we will call this look at numbers.
2/6. Both ⅙ and 2/6 are fractions and called a part. Fractions default to
Parts are pieces of the whole. The whole number using the idea of a
above the line is the numerator. In the fraction ⅙, the pie or a pizza. In our
1 is the numerator. Numerators tell us how many lessons we will
parts are taken from the whole. continue to use the
The whole number below the line is the idea of pizza.
denominator. In the fraction ⅙, the 6 is the
denominator. Denominators tell us the total number
of parts in a whole. The denominators can never be
zero since we cannot take 0 parts of a whole.
6
Worksheet Lesson 1: Parts and Wholes
Name: ______________________________
Complete the following problems.
1.) The head is what fraction of the whole worm?

____________
1
2.) Draw a worm whose head is 7
of the whole.
1
3.) This triangle is 2
. Make the whole.
1
4.) This donut is 6
of the group. Draw the rest of the group.
5.) This is 1 whole group. Circle ⅖ of the group.
Lesson 1 Worksheet: Parts and Wholes.
7
ANSWER KEY
Name: _______________________________
Complete the following problems
1.) The head is what fraction of the whole worm?

1
____ _______
6
1
2.) Draw a worm whose head is 7
of the whole.
1
3.) This triangle is 2
. Make the whole.
1
4.) This donut is 6
of the group. Draw the rest of the group.
5.) This is 1 whole group. Circle ⅖ of the group.
8
Lesson 2: Why are fractions important, and how do we use them? Use the problems.
Grade Level/Content 6th grade: real life application of fractions Parent/Caregiver
notes
Standards CCSS.MATH.CONTENT.5.NF.A.1
Addressed
Video Link https://www.loom.com/share/1d4fe8054c8a4fbf988f

030da85997b7
Lesson Overview In this lesson, students will learn about the real
world application of fractions. Students will have the
opportunity to work with several examples
including: a pizza, a beaker of water, and a
Hershey bar. By the end of this exploration students
will be able to answer the following questions: What
is 2/2, ½, ¼, ¾, of the pizza? How much liquid is
approximately in this cup?, When looking at this
Hershey bar how many people could have 1 piece,
2 pieces, or 3 pieces. Overall, how many people
could this Hershey bar feed?
Prior Knowledge To successfully complete this activity, students will
need prior knowledge addressed in lesson 1.
Vocabulary Equal Parts - to be the same size.
Whole - an object as one piece.
Part - when the whole is cut up into pieces, these
pieces are labeled as the part.
be written using two whole numbers and a line.
Whole number: in the faction ⅙, both 1 and 6 are
whole numbers.
Numerators: the whole number above the line. In
the fraction ⅙, the 1 is the numerator. Numerators
tell us how many parts are taken from the whole.
Denominator: the whole number below the line. In
Suggested Materials Pizza cut outs
For Online option:
https://jamboard.google.com/d/1o6WBItlWMfjU-3Vw8Du8lQWrWioI0w-
Teaching Instructions The students will click on the jamboard and will If a student is
start at slide 2 (the students can use the paper cut struggling with the
outs if online resources are unavailable). We will content, remind the
9
cover the concept of what a whole means and what student to think of
that looks like in a fraction. The students will be dividing the
tasked with dragging the pieces of a pizza into the pizza/material piece
box (or table if online resources are not available) by piece. The
and show multiple different representations of student can then
fractions. First we will have the students show what visualize and apply
2/2 looks like, the student should then drag all to the material in a
pieces of the pizza into the box. Once the students more complex
have finished their submission, the teacher will then manner. When will
discuss the submissions from the students and talk then estimate the
about what it means to be a whole when amount of water, this
represented by a fraction. The next part of the is not supposed to
lesson will go through different types of fractions be exact, it is just
and how they are represented with a visual (pizza). taking an educated
We will have them show ½, ⅔. guess.
10
Lesson 2 Worksheet: Fraction identification.
Name: _______________________________
Complete the following problems.
1
1.) Divide this circle into fourths. Shade 4
.
2.) What fraction of all your fingers are your 2 thumbs?
____________
3.)What fraction of the fish did Alta catch?
____________
4.) What fraction of the corn did Yuet eat?
____________
11
Lesson 2 Worksheet: Fraction Identification. ANSWER KEY
Name: _______________________________
Complete the following problems
1
1.) Divide this circle into fourths. Shade 4
.
2.) What fraction of all your fingers are your 2 thumbs?
2
____ ________
10
3.)What fraction of the fish did Alta catch?
4
_____ _______
10
4.) What fraction of the corn did Yuet eat?
2
______ ______
9
12
Lesson 3: Why are fractions important, how do we use them? Exploration.
Grade Level/Content 6th grade, real life application of fractions. Parent/Caregiver
notes
Addressed
Video Link https://www.loom.com/share/ea8fffdd87eb4381aba4

15182dc746a7
Lesson Overview The students will be able to think of things that
could be represented by a fraction. This could be
anything from a couch (how many people can sit on
the couch, if you take one cushion off out of 8 what
does that one cushion represent), to cake
ingredients, candy bars, shampoo left in a bottle.
The students will be able to identify what fractions
look like in real life objects.
Prior Knowledge All information from lesson 2.
Vocabulary Equal Parts - to be the same size.
Whole - an object as one piece.
Part - when the whole is cut up into pieces, these
pieces are labeled as the part.
Whole number: in the faction ⅙, both 1 and 6 are
whole numbers.
Numerators: the whole number above the line. In
the fraction ⅙, the 1 is the numerator. Numerators
Denominator: the whole number below the line. In
Suggested Materials Students will record their findings on pages 11-12:
Teaching The teacher will begin the lesson by having the students Allow for the
Instructions brainstorm about where fractions could be found. The students to be able
teacher will list these ideas on sticky notes on slide 11 to explore without
and we will lead a discussion on whether we think this any input from
could be accurate. The teacher will then give the
parent/caregiver. We
students time to explore their surroundings and set a
timer for 5 minutes, when the timer goes off the students are trying to
are to return with their findings. The teacher will give the implement creativity
students 2 minutes to write on their sticky note and
13
provide an explanation. The class will then take time and and exploration for
read through the answers, once this is complete we will the students.
have the students reflect on ones that they believe are
the most unexpected.
****Student work is in the discussion of whether they can find fractions in real life and if they can
explain how it is used.
Lesson 4: Exploring unique types of fractions and mixed numbers
Grade 6th grade, real life application of fractions with Parent/Caregiver
Level/Content subtraction an notes
Addressed
Video Link https://www.loom.com/share/67e398b983c94938888

61b0462ad0cb2
Lesson Overview In this lesson the students will be given multiple
subtraction equations with fractions that have the
same denominator. The student will be able to
complete the equation with confidence and
understand what simplifying a fraction means. The
students will be able to ask questions about things
they don’t understand and will have
need prior knowledge addressed in lesson 3. How to
divide numbers that have common dividers.
Vocabulary Simplest Form: When the numerator and
denominator of a fraction cannot be any smaller,
while still being whole numbers.
Common denominator: when the fractions have the
same denominator.
Suggested The teacher will use slide 14 for instructional
Materials purposes and students will record their findings on
slides 15-16:
https://jamboard.google.com/d/1o6WBItlWMfjU-3Vw8Du8lQWrWioI0w-M
EjpW-oo_cBk/edit?usp=sharing
Teaching The teacher will begin this lesson by asking the We can place more
Instructions students, “How is subtracting fractions like than one numerator
subtracting whole numbers? How is it different?”. over a single
The teacher will start the discussion with the denominator
students. The teacher will then begin walking because they have
students through the process of subtracting fractions the same base.
with common denominators using slide 14. The
teacher will demonstrate and explain why more than Wait until the end to
one numerator can be written over a single simply/reduce before
denominator. They have the same denominators so solving.!
they can be combined together. Next, the teacher
will walk students through finding a fraction in
simplest form, by finding what we can divide both
numbers by. The students should have knowledge of
division. Then, students will have the opportunity to
practice these methods independently on slides 15
14
and 16. Students will be shown the difference in
simplifying before solving and when the equation
has been solved and then simplified. Students will
be asked if these two strategies produce the same
result.
Worksheet Lesson 4: Subtracting fractions with common denominators.
Name: ___________________________
Subtract.
3 1
1.)
5
− 5
=
Find n.
5 4 𝑛
2.)
10
− 10
= 10
n=_____
6 2 𝑛
3.)
7
− 7
= 7
n=_____
4 3 𝑛
4.)
8
− 8
= 8
n=_____
7 3 1 𝑛
5.)
12
− 12
− 12
= 12
n=_____
Solve.
6.) The Smith family bought a 1-pound (16 ounce) bag of popcorn kernels. On
Sunday they popped 2 ounces, on Monday they popped 4 ounces, and on
Tuesday they popped 3 ounces. What fraction of the popcorn is left?
7.) How is subtracting fractions like subtracting whole numbers? How is it

different?
15
Worksheet Lesson 4: ANSWER KEY
Name: ___________________________
Subtract.
3 1 2
1.)
5
− 5
= 5
Find n.
5 4 𝑛
2.)
10
− 10
= 10
n=___1__
6 2 𝑛
3.)
7
− 7
= 7
n=___4__
4 3 𝑛
4.)
8
− 8
= 8
n=___1__
7 3 1 𝑛
5.)
12
− 12
− 12
= 12
n=___3__
Solve.
6.) The Smith family bought a 1-pound (16 ounce) bag of popcorn kernels. On
Sunday they popped 2 ounces, on Monday they popped 4 ounces, and on
Tuesday they popped 3 ounces. What fraction of the popcorn is left?
16 2 4 3 7
16
− 16
− 16
− 16
= 16
is the amount used.
16
16 7 9
16
− 16
= 16
is the amount left.
7.) How is subtracting fractions like subtracting whole numbers? How is it

different?
When subtracting fractions from whole numbers, change the whole number into a
fraction, then form a common denominator and subtract the two numerators.
Lesson 5: Subtraction with different bases, common denominators, scaling, and LCM
Grade Level/Content 6th grade, subtraction with different bases, finding Parent/Caregiver
common denominators, and scaling fractions notes
Addressed
Video Link https://www.loom.com/share/af780875f16c4bc9a2ee7dd5

a6edac28?sharedAppSource=personal_library
Lesson Overview The students will be able to solve subtraction
equations of fractions that do not have the same
denominator, and know how to find the Least
Common Multiple to find a common denominator.
The students will be able to scale the fractions to
make a common denominator then solve.
need prior knowledge addressed in lesson 4.
Vocabulary Scale Factor: Ratio between corresponding Least common multiples
measurements of an object and a representation (LCM) are the smallest
common number that is a
(copy) of that object. multiple of the
Multiple: Sequence of products using the same denominators. In the
base number multiplied by different numbers. example we have done
Least Common Multiple: Of two numbers is the least on slides 18 and 19 show
what we will be using as
smallest non-zero common number that is a multiple the LCM.
of both the numbers.
Suggested Materials The teacher will use slide 18 for instructional
purposes and students will record their findings on
slide 19:
Teaching Instructions The teacher will start the lesson by defining the key
vocabulary words listed in the box above. We will review
what a Least Common Multiple is and how we will use
that to solve subtraction problems that have different
denominators. The teacher will go through the problem
on slide 18. The students will be able to walk through the
17
question and ask questions where they are confused.
The students will then be given the question on slide 19,
and asked to solve. When all of the students have
completed the question the teacher will then ask one
student to show the class their work. Once the class has
a good understanding of how to use the least common
multiple to find common denominators the class will
receive the worksheet below. The teacher will monitor the
students work and address if students are confused.
Worksheet: Lesson 5: finding the LCM to find common denominators and solve
subtraction problems.
Name: __________________________________
7 2
1.)
9
− 3
=?
1 1
2.)
2
− 5
= ?
1 1
3.)
2
− 6
= ?
5 3
4.)
6
− 9
= ?
3 1
5.)
4
− 3
= ?
2 4
6.)
3
− 12
= ?
18
9 3
7.)
10
− 4
= ?
7 11
8.)
8
− 16
= ?
18 3
9.)
20
− 5
= ?
12 33
10.)
17
− 51
= ?
Worksheet: Lesson 5: finding the LCM to find common denominators and solve
subtraction problems.
ANSWER KEY
Name: __________________________________
7 2 7 2 3 7 6 1
1.)
9
− 3
= 9
− (3) 3
= 9
− 9
= 9
1 1 5 1 1 2 5 2 3
2.)
2
− 5
= 5
(2) − 5
(2) = 10
− 10
= 10
1 1 3 1 1 3 1 2 2 1
3.)
2
− 6
= 3
(2) − 6
= 6
− 6
= 6
÷ 2
= 3
4.)
5 3 3 5 3 2 15 6 9 9 1
6
− 9
= 3
(6) − (9) 2
= 18
− 18
= 18
÷ 9
= 2
OR
5 3 5 3 3 5 1 5 1 2 5 2
6
− 9
= 6
− (9 ÷ 3) = 6
− 3
= 6
− (3) 2
= 6
− 6
19
3 1 3 3 1 4 9 4 5
5.)
4
− 3
= 3
(4) − (3) 4
= 12
− 12
= 12
6.)
2 4 4 2 4 8 4 4 4 1
3
− 12
= 4
(3) − 12
= 12
− 12
= 12
÷ 4
= 3
9 3 2 9 3 5 18 15 3
7.)
10
− 4
= 2
( 10 ) − 4
( 5 )= 20 − 20
= 20
7 11 2 7 11 14 11 3
8.)
8
− 16
= 2
(8) − 16
= 16
− 16
= 16
9.)
18 3 18 3 4 18 12 6 2 3
20
− 5
= 20
− (5) 4
= 20
− 20
= 20
÷ 2
= 10
10.)
12 33 3 12 33 36 33 3 3 1
17
− 51
= 3
( 17 ) − 51
= 51
− 51
= 51
÷ 3
= 17
Lesson 6: Addition with Fractions, common denominator & unlike denominator

Grade Level/Content 6th grade, addition, common denominator, and Parent/Caregiver
uncommon denominator. notes
Addressed
Video Link https://www.loom.com/share/b93002b305b04c479ff410f6

10f50ad6?sharedAppSource=personal_library
Lesson Overview The students will learn how to add fractions that
have the same denominator and unlike
denominators. The students will use their prior
knowledge of scaling and LCM to solve and reach a
common denominator. Students will be able to see
their answer and be able to determine whether it can
be simplified more.
20
Prior Knowledge Common denominator, addition of whole numbers,
unlike denominator, scaling, simplest form, and
LCM.
Vocabulary No new vocabulary
Suggested Materials The teacher will use slides 2-4 for instructional
purposes and students will then explore this topic by
completing the attached worksheet.
https://jamboard.google.com/d/1kHF95v6x4mIk_6RRHiz-VqEZAVu0j59C
GLbp71gK5aI/edit?usp=sharing
Teaching Instructions The teacher will start by reviewing how to add The students may
fractions that have common denominators by use their prior
showing the problem on slide 2 of the Jamboard. knowledge of
The teacher will then show the students how to write addition to solve the
out the problem and solve it step by step. The numerator (top of
teacher will then have the students solve the second the fraction) when
problem on slide 2 to make sure all students are the denominator
ready for the next topic of unlike denominators. The (base/bottom) is the
students will then move onto slide 3 where we as a same. When we
class will solve a problem with an unlike have two fractions
denominator. The teacher will find the LCM of the with unlike
fractions and then scale. Once we have scaled the denominators we
fractions we will solve by adding the numerator will find the
‘straight across’. Once we have solved the equation, denominators then
we will look to see if the fraction can be simplified. we can add straight
On slide 4, the students will repeat the process of across.
finding the LCM (least common multiple) of the two
fractions, then scale. Once the students solve the
equation, they will find an improper fraction. We will
explain that this is how we will leave the fraction for
now until we gain more knowledge of how to simplify
these further.
Worksheet: Lesson 6: Addition with Fractions, common denominator & unlike denominator
Name: __________________________________
Find the sum of the following fractions:
4 9
1.)
5
+ 11
=
5 2
2.)
6
+ 9
=
21
5 3
3.)
9
+ 8
=
2 5
4.)
12
+ 8
=
4 4
5.)
12
+ 12
=
1 7
6.)
4
+ 10
=
5 6
7.)
6
+ 12
=
2 3
8.)
7
+ 7
=
1 2
9.)
2
+ 6
=
1 3
10.)
3
+ 12
=
Worksheet: Lesson 6: Addition with Fractions, common denominator & unlike denominator
ANSWER KEY
Name: __________________________________
1.)
4
5
+
9
11
11
=( 11 )
4
5
+
9
11 ( )=
5
5
44
55
+
45
55
=
89
55
22
2.)
5
6
+
2
9
=( 3 )
3 5
6
+
2
9 ( )=2
2
15
18
+
4
18
=
19
18
5 3 8 5 3 9 40 27 67
3.) 9
+ 8
=( 8 ) 9
+ 8
(9) = 72
+ 72
= 72
2 5 2 2 5 3 4 15 19
4.) 12
+ 8
=( 2 ) 12
+ 8
(3) = 24
+ 24
= 24
4 4 8
5.) 12
+ 12
= 12
1 7 10 1 7 4 10 28 38 2 19
6.) 4
+ 10
=( 10 ) 4
+ 10
(4) = 40
+ 40
= 40
÷ 2
= 20
5 6 2 5 6 10 6 16
7.) 6
+ 12
=( 2 ) 6
+ 12
= 12
+ 12
= 12
2 3 5
8.) 7
+ 7
=7
1 2 3 1 2 3 2 5
9.) 2
+ 6
=( 3 ) 2
+ 6
= 6
+ 6
= 6
1 3 4 1 3 4 3 7
10.) 3
+ 12
=( 4 ) 3
+ 12
= 12
+ 12
= 12
Lesson 7: Mixed numbers, and the improper fractions.

Grade Level/Content 6th grade, mixed numbers, and improper fractions. Parent/Caregiver
notes
23
Addressed
Video Link https://www.loom.com/share/b79803cc4e9540e3983

32f64260af71a?sharedAppSource=personal_library
Lesson Overview The students will be given an improper fraction and
will be able to simplify and make it a mixed number.
Prior Knowledge Numerator, denominator, whole number, whole, part.
Vocabulary Improper Fraction: When the numerator is the same
or larger than the denominator
Mixed Numbers: a number consisting of an integer
(whole number), and a proper fraction. The mixed
number is also the sum of the integer and the proper
fraction.
purposes and then students will explore these ideas
further on the attached worksheet.
Teaching Instructions The teacher will start the lesson by explaining to the Please see the
students what an improper fraction is and what it answer key for step
looks like. We will also cover what a mixed number is by step instructions
and what it looks like. We will show slide 6 to show of how to solve
what an improper fraction looks like visually with the these equations.
shaded boxes. We can see that again when a
7
fraction is shown as 7 that this is a whole which is Remind students to
“fill the cup” when
represented by the number 1. We can see this as an
the numerator (top)
important part when converting an improper fraction
is larger than the
into a mixed number. The students will work on the
denominator
problem given on slide 7 to test whether they can
(bottom). If the
complete this on their own. If students are struggling
fraction you are
with the problem the teacher will walk them through 16
giving them physical (or virtual) hands on given is 13 . You
manipulatives. Once the students have a good idea pour an entire cup
of how to solve these addition problems they will be 13
(which fills the
13
given the worksheet to work on.
whole cup = 1) and
in your other cup
3
you still have 13 of
your other cup left.
***Students will complete slides 8 and 9 to test their knowledge before moving on*****
Lesson 8: Addition of improper fractions and mixed numbers
24
Grade Level/Content 6th grade, addition of fractions, mixed numbers, and Parent/Caregiver
improper fractions. notes
Addressed
Video Link https://www.loom.com/share/0d3f476450294c55be6

deb6deb2238ea
Lesson Overview The students will be able to solve addition problems
that will result in an improper fraction which then can
be simplified into a mixed number. The students will
be able to solve an addition problem when the
numbers given are in a mixed number, then simplify
and solve.
Prior Knowledge Mixed number, improper fraction, scaling,
denominator, unlike denominator, numerator,
multiplication, division, addition.
Vocabulary No new vocabulary, review Mixed number, improper
fraction, and scaling.
Suggested Materials Slides 11 and 12 for instructional pieces then
students will solve the information.
Teaching Instructions The teacher will begin the lesson by reviewing with Please see slide 12
the students about what it means to be an improper for the beginning
fraction, mixed number, and how we solve and steps of this
simplify these. The teacher will provide the students problem. The
with an addition problem where the denominators students will have
are not the same. We will have the students solve two ways to solve
the equation and the result will be an improper the mixed number
fraction. We will guide the students to make it a equation, please
mixed number by asking them how many times does see how to start on
the numerator go into the denominator, then how slide 12.
much is left over? This will prompt the students to
put their answer into a mixed number. Once the
students have a good understanding of how to
complete this simplification of the answer, we will
provide the worksheet below. Once the students
have made a good start on this worksheet, the
teacher will then redirect the students back to the
Jamboard when we will then show how to solve a
problem which begins with mixed numbers.
Worksheet: Lesson 8: Mixed numbers, and the improper fractions.
25
Name: __________________________________
5 6
1.)
11
+ 30
=
7 1
2.)
8
+ 2
=
1 3
3.)
3
+ 15
=
5 8
4.)
6
+ 10
=
19 32
5.)
40
+ 40
=
19 6
6.)
20
+ 20
=
7 5
7.)
9
+ 18
=
3 3
8.)
25
+ 11
=
6 3
9.)
12
+ 4
=
26
Worksheet: Lesson 8: Mixed numbers, and the improper fractions.
ANSWER KEY
Name: __________________________________
5 6
1.)
11
+ 30
=
30 5 6 11 150 66 216 6 36
( )
30 11
+ 30
( 11 ) = 330
+ 330
= 330
÷ 6
= 55
7 1 1 7 1 4 7 4 11 3
2.)
8
+ 2
=(1) 8
+ 2
(4) = 8
+ 8
= 8
=1 8
1 3 5 1 3 1 5 3 8
3.)
3
+ 15
=( 5 ) 3
+ 15
(1) = 15
+ 15
= 15
5 8 5 5 8 3 25 24 49 19
4.)
6
+ 10
=( 5 ) 6
+ 10
(3) = 30
+ 30
= 30
=1 30
19 32 19 32 51 11
5.)
40
+ 40
= 40 + 40
= 40
=1 40
19 6 19 6 25 5 5 1
6.)
20
+ 20
= 20 + 20
= 20
÷ 5
= 4
=1 4
7 5 2 7 5 14 5 19 1
7.)
9
+ 18
=( 2 ) 9
+ 18
= 18
+ 18
= 18
=1 18
3 3 11 3 3 25 33 75 108
8.)
25
+ 11
=( 11 ) 25
+ 11
( 25 ) = 275
+ 275
= 275
6 3
9.)
12
+ 4
=
6 3 3 6 9 15 3 5 1
12
+ 4
(3) = 12
+ 12
= 12
÷ (3) = 4
=1 4
27
Lesson 9: Subtraction with improper fractions and mixed numbers.
Grade Level/Content 6th grade, subtraction with improper fractions and Parent/Caregiver
converting to mixed numbers. notes
Addressed
Video Link https://www.loom.com/share/86a8db131eec45e0b86f

6cf483875d3a
Lesson Overview The students will practice subtracting improper
fractions and subtracting mixed numbers with
different denominators. They will use their prior
knowledge of scaling and LCM to solve.
Prior Knowledge Common denominator, unlike denominator, scaling,
simplest form, and LCM.
purposes, which demonstrate two methods for
subtracting improper fractions. Students will then
explore these ideas further on the attached
worksheet.
Teaching Instructions The teacher will start this lesson by explaining to the Please see the
students that when the denominators are the same answer key for step
for the problem we can separate the whole numbers by step directions of
and solve them apart from the fractions. See slide 13 how to solve these
for details. The teacher will show the two ways to equations.
subtract problems when they have the same
denominators. The teacher will walk the students step
by step in order to get the answer in its simplest form.
After the students will test their knowledge by solving
a problem which does not have common
denominators. To test the students' knowledge of the
subtraction with mixed numbers and improper
fractions, they will then work on the worksheet below.
28
Worksheet: Lesson 9: Subtraction with improper fractions and mixed numbers.
Name: __________________________________
4 4
1.) 2 −1 =
9 6
5 5
2.) 3 −2 =
9 6
6 1
3.) 4 −2 =
9 3
7 2
4.) 4 −3 =
12 6
1 1
5.) 3 −2 =
5 5
2 4
6.) 5 −3 =
8 8
3 4
7.) 4 −2 =
9 6
2 3
8.) 6 −3 =
5 7
2 5
9.) 6 −1 =
3 4
29
2 2
10.) 6 −2 =
6 12
Worksheet: Lesson 9: Subtraction with improper fractions and mixed numbers.

ANSWER KEY
Name: __________________________________
4 4
1.) 2 9
−1 6
=
(2*9)+4
9
−
(1*6)+4
6
=
22
9
−
10
6
= (2)
2 22
9
− ( ) 3
3
10
6
=
44
18
−
30
18
=
14
18
=
7
9
5 5
2.) 3 9
−2 6
=
(3*9)+5
9
−
(2*6)+5
6
=
32
9
−
17
6
= (2)
2 32
9
− ( ) 3
3
17
6
=
64
18
−
51
18
=
13
18
6 1
3.) 4 9
−2 3
=
(4*9)+6
9
−
(2*3)+1
3
=
42
9
−
7
3
= (1)
1 42
9
− ( ) 3
3
7
3
=
42
9
−
21
9
=
21
9
÷
3
3
=
7
3
=2
1
3
7 2
4.) 4 12
−3 6
=
(4*12)+7
12
−
(3*6)+2
6
=
55
12
−
20
6
= (1)
1 55
12
− ( ) 2
2
20
6
=
55
12
−
40
12
=
15
12
=1
3
12
=1
1
4
1 1
5.) 3
5
−2 5
=(3-2) + ( 15 −
1
5
)=1
4 2
6.) 5
8
−3 8
=(5-3) + ( 48 −
2
8
)=2
2
8
=2
1
4
30
3 4
7.) 4 −2 =
9 6
(4*9)+3 (2*6)+4 39 16 2 39 16 3 78 48 30 12 2
9
− 6
= 9
− 6
= (2) 9
− 6
(3) = 18
− 18
= 18
=1 18
=1 3
2 3
8.) 6 −3 =
5 7
(6*5)+2 (3*7)+3 32 24 7 32 24 5 224 120 104 34
5
− 7
= 5
− 7
= (7) 5
− 7
(5) = 35
− 35
= 35
=2 35
2 5
9.) 6 −1 =
3 4
(6*3)+2 (1*4)+5 20 9 4 20 9 3 80 27 53 5
3
− 4
= 3
− 4
= (4) 3
− 4
(3) = 12
− 12
= 12
=4 12
2 2
10.) 6 6
−2 12
=
(6*6)+2 (2*12)+2 38 26 2 38 26 76 26 50 2 1
6
− 12
= 6
− 12
= (2) 6
− 12
= 12
− 12
= 12
=4 12
=4 6
Lesson 10: Wrap up and Testing Knowledge of adding and subtracting fractions.
Grade Level/Content 6th grade, addition and subtraction of fractions, mixed Parent/Caregiver
numbers, and improper fractions. notes
Addressed
Video Link https://www.loom.com/share/e1e10bbeb83c48ab8304

2f9d27a108c6?sharedAppSource=personal_library
Lesson Overview The students will have the opportunity to showcase
their understanding from the material learned in
previous lessons (1-9). They will use their prior
knowledge of addition and subtraction of fractions and
31
working with mixed numbers and improper fractions to
solve.
Prior Knowledge Common denominator, unlike denominator, scaling,
simplest form, and LCM.
Suggested Materials Students will demonstrate their understanding from
the material explored in Lessons 1-9 within the
attached worksheet.
Teaching Instructions The teacher will begin this lesson by reviewing specific The results of the
terms learned in past lessons. They will cover terms worksheet can be a
such as improper fraction, mixed number, scale factor, great way to gage
multiple, least common multiple, simplest form, student
common denominators, uncommon denominators, etc. understanding and
After this, students will test their knowledge by solving can guide future
several pizza related problems that require strategies instruction.
of adding and subtracting fractions, which can be
found on the worksheet below.
Congratulations! You’ve been hired at Peppy’s Pizzeria, a local favorite. Use the key below and
the blank pizza template to create custom orders for your customers!
Pepperoni: Green Peppers: Mushrooms:
Bacon: Green Olives: Black Olives:
Sauce+Cheese:
32
* Small Pizza = 4 slices
* Medium Pizza = 6 slices
* Large Pizza = 8 slices
*Extra-Large Pizza = 10 slices
Customer Orders!
* Don’t forget to color the cust, cheese, and sauce for every pizza
(1) Medium Pizza - 6/6 pepperoni, ½ black olives, ⅚ bacon, and ⅓ mushroom
(2) Extra-Large Pizza - ½ Bacon, 4/10 black olives, 1/10 green peppers, 7/10 pepperoni
(3) Small Pizza - ¼ green olives, ½ mushroom, and ¾ bacon
33
(4) Large Pizza - ⅛ pepperoni, ½ mushrooms, ⅝ green peppers, and ¼ green olives
7 1
(5) Ben has 4 12
pizzas, but 2 12
of them have no toppings. How many of Ben’s pizzas have
toppings?
1
(6) Kirsten made 4 pizzas for her brother’s birthday party. She topped 2 9 of the pizzas with
5
bacon and 9
of the pizza with green olives. She then added pepperoni to the rest of the
pizza. How much pizza was topped with pepperoni slices?
1 5
(7) Mario made2 7 pizzas and ordered another 7 of a pizza from a local pizzeria. If he shares
2
1 7 of his pizza with friends, how much pizza will be left over?
34
15
(8) Amelia has 16 of a pineapple pizza in her refrigerator. If she orders 2 more pineapple
3
pizzas and only eats1 16
of her pizzas for lunch, how much pizza does she have left?
ANSWER KEY
(1) Medium Pizza - 6/6 pepperoni, ½ black olives, ⅚ bacon, and ⅓ mushroom
35
(2) Extra-Large Pizza - ½ Bacon, 4/10 black olives, 1/10 green peppers, 7/10 pepperoni
(3) Small Pizza - ¼ green olives, ½ mushroom, and ¾ bacon
(4) Large Pizza - ⅛ pepperoni, ½ mushrooms, ⅝ green peppers, and ¼ green olives
36
7 1
(5) Ben has 4 12
pizzas, but 2 12
of them have no toppings. How many of Ben’s pizzas have
toppings?
7 1 6 6÷6 1
4 12
−2 12
=2 12
=2 12÷6
=2 2
1
(6) Kirsten made 4 pizzas for her brother’s birthday party. She topped 2 9 of the pizzas with
5
bacon and 9
of the pizza with green olives. She then added pepperoni to the rest of the
pizza. How much pizza was topped with pepperoni slices?
1 5 6 6÷3 2
2 9
+ 9
=2 9
=2 9÷3
=2 3
2 1
4−2 3
=1 3
1 5
(7) Mario made2 7 pizzas and ordered another 7 of a pizza from a local pizzeria. If he shares
2
1 7 of his pizza with friends, how much pizza will be left over?
1 5 6
2 7
+ 7
=2 7
6 2 4
2 7
−1 7
=1 7
15
(8) Amelia has 16 of a pineapple pizza in her refrigerator. If she orders 2 more pineapple
3
pizzas and only eats1 16
of her pizzas for lunch, how much pizza does she have left?
15 15
16
+2=2 16
15 3 12
2 16
−1 16
=1 16
37
12 12÷4 3
1 16
=1 16÷4
=1 4
HANDS ON CUT OUTS!
38
Lessons 1-5: For Online option:
https://jamboard.google.com/d/1o6WBItlWMfjU-3Vw8Du8lQWrWioI0w-MEjpW-oo_cBk/edit?usp=sharing
Lessons 6-10: For Online option:
https://jamboard.google.com/d/1kHF95v6x4mIk_6RRHiz-VqEZAVu0j59CGLbp71gK5aI/edit?usp=sharing
Name of Activity: Lesson 11: Review of Multiplication and Fraction Basics.

Grade Level/Content 6th grade, preview activity. Parent/Caregiver
notes
Standards CCSS.MATH.CONTENT.5.NF.B.3 These standards are

CCSS.MATH.CONTENT.5.NF.B.5 covering over the
current lesson.
Video Link Lesson 11 Video
Lesson Overview During lesson 11, we will be reviewing basic

multiplication and fraction definitions by completing
a worksheet in small groups. After the students are
given ample time to complete the worksheet, go
over the worksheet answers using the video link
and the google jamboard provided in the materials
link. Ask for participation from each group in order
to ensure that everyone is caught up and ready to
move on to new material.
Prior Knowledge Definition of a fraction.
How to multiply two whole numbers.
How to turn a whole number into a fraction.
Understand that 2x3 is 2 groups of 3 or 3 groups of
2.
Know that addition and multiplication are related.
Definition of a numerator.
Definition of a denominator.
Definition of a mixed number.
Vocabulary Fractions express parts of a whole. Fractions can To help the student
be written using two whole numbers and a line. understand these
Numerators: the whole number above the line. In definitions please
the fraction ⅙, the 1 is the numerator. Numerators refer to the video.
Denominator: the whole number below the line. In You could also make
the fraction ⅙, the 6 is the denominator. flashcards and help
Denominators tell us the total number of parts in a the student to
whole. The denominators can never be zero since identify these items
we cannot take 0 parts of a whole. when working with
Whole number: in the faction ⅙, both 1 and 6 are them to help them
whole numbers. learn.
number is also the sum of the integer and the
proper fraction.
39
Suggested Materials Google Jamboard Have the students
Zoom follow along using
the google jamboard
For Online option: while doing a zoom
https://jamboard.google.com/d/1FN7_Dm7LHoyxJrWW6lGNJnIElZasD lesson. Please see
0gK3f9mg7zdIIE/viewer
the video link for
more information.
Teaching Distribute the Lesson 11 worksheet at the beginning
Instructions of class. Group the students by pairing two strong
math students with two weaker math students to
ensure a cooperative and positive experience for all
of the students. Give the students ample time to
work on the worksheet and walk around from group
to group to see if anyone needs a hint. Remind
everyone that this is just a review to see where
everyone is at before new material is introduced.
Review the answers using the video link and google
jamboard. End the session by asking the class if
anyone has any questions. Give students an update
about what to expect for lesson 12.
40
Worksheet: Lesson 11: Review of Multiplication and Fraction Basics
Name______________________
1. If you multiply a whole number by a whole number, do you get something that is bigger
or smaller?
2. If you multiply a fraction by a fraction, do you think you will get something that is bigger
or smaller?
3. How do you turn a whole number into a fraction?
4. What other operation are we using besides multiplication?
5. Is the numerator on the top or the bottom?
6. Is the denominator on the top or the bottom?
7. What is 10/3 as a mixed number?
41
Answer Key Worksheet: Lesson 11: Review of Multiplication and Fraction Basics
Name______________________
1. If you multiply a whole number by a whole number, do you get something that is bigger
or smaller?
Bigger
2. If you multiply a fraction by a fraction, do you think you will get something that is bigger
or smaller?
Smaller
3. How do you turn a whole number into a fraction?
You take the whole number and put it over 1.
4. What other operation are we using besides multiplication?
Addition
5. Is the numerator on the top or the bottom?
Top
6. Is the denominator on the top or the bottom?
Bottom
7. What is 10/3 as a mixed number?
3 1/3
42
Name of Activity: Lesson 12: Multiplying a Whole Number by a Fraction.
Grade Level/Content 6th grade, multiplying a whole number by a fraction Parent/Caregiver
using fraction bars or fraction strips. notes
Standards CCSS.MATH.CONTENT.5.NF.B.4 This standard is

covering during the
current lesson.
Video Link Whole Number by Fraction
Lesson 12 video
Lesson Overview During lesson 12, we will be focusing on multiplying

whole numbers by a fractional component. We will
use fraction bars to represent a whole number
multiplied by a fraction. To begin the lesson, have all
of the students watch the video titled “Whole
Number by Fraction”. Continue the lesson by having
the students follow along on the google jamboard
during your zoom lecture. After the lecture is over,
hand out the worksheet and have them work in
small groups.
Prior Knowledge How to represent a whole number as a fraction.
Definition of fraction bar.
Vocabulary Whole - an object as one piece. To help the student
Part - when the whole is cut up into pieces, these understand these
pieces are labeled as the part. definitions please
Fractions express parts of a whole. Fractions can refer to the video.
Fraction bars or Fraction strips a part to whole You could also make
representational model. flashcards and help
Multiply Across Multiply the numerators together the student to
then multiply the denominators together. Lastly, identify these items
simplify your answer if necessary. when working with
them to help them
learn.
the google jamboard
For Online option: while doing a zoom
https://jamboard.google.com/d/1FN7_Dm7LHoyxJrWW6lGNJnIElZasD lesson. Please see
the video link for
more information.
43
Teaching Start the class by asking if there are any other
Instructions questions from lesson 11. Firstly, watch the video on
multiplying whole numbers by a fraction. This video
can be found under the video link “whole number by
fraction”. Next, lecture using the google jamboard
slides. Encourage participation from the class. After
the lecture, hand out the worksheet for lesson 12
and have them work in small groups. Review the
answers using the provided answer key. End the
session by asking the class if anyone has any
questions. Give students an update about what to
expect for lesson 13.
Worksheet with answer key:

Multiplying Whole Numbers by Fractions
44
Name of Activity: Lesson 13: Multiplying a Fraction by a Fraction Using an Area Model.
Grade Level/Content 6th grade, multiplying fractions using a rectangular Parent/Caregiver notes
array.
Standards CCSS.MATH.CONTENT.5.NF.B.4 This standard is what we will

Addressed be covering during the
current lesson.
Video Link Fraction by Fraction Using an Area Model
Lesson 13 video
Lesson Overview During lesson 13, we will be extending our learning

of fractions by multiplying a fraction by a fraction
using an area model or rectangular array. We can
start by watching the video labeled “Fraction by
Fraction Using an Area Model”. Next, partner up the
students and have them explore using the
manipulative labeled “Virtual manipulative using an
array”. They enter in two fractions and then hit “go”
to show the overlapping area. After this activity, go
through the lecture using zoom video link and
google jamboard. After this is finished, handout the
accompanying worksheet to have the students
finish on their own. Review the worksheet with the
students before they leave.
Prior Knowledge Students need to know how to draw a rectangular
grid and what each shaded square means.
They should know what overlap means and identify
that it means something special with fractions.
Vocabulary Multiply Across Multiply the numerators together To help the student
then multiply the denominators together. Lastly, understand these definitions
simplify your answer if necessary. please refer to the video.
Rectangular Array or Grid An arrangement of
objects, pictures, or numbers in rows and columns. You could also make
Virtual Manipulative dynamic objects on the flashcards and help the
computer that can be manipulated in the same way student to identify these
as physical manipulatives. items when working with
Overlap to extend over or past and cover part of them to help them learn.
Shading the darkening or coloring of an illustration
or diagram with parallel lines or a block of color.
Suggested Materials Google Jamboard Have the students follow
Zoom along using the google
jamboard while doing a
For Online option: zoom lesson. Please see the
https://jamboard.google.com/d/1FN7_Dm7LHoyxJrWW6lGNJnIElZasD video link for more
information.
45
Instructions questions from lesson 12. Firstly, watch the video
on multiplying fractions using a rectangular array.
This video is under video links and is labeled
“Fraction by fraction using an area model”. Next let
the students pair up and play around on the
geogebra website. This is found under video links
titled “Virtual manipulative using an array”. They can
visually watch the two boxes move on top of one
another and can determine what the shaded area
represents. After this activity, go through the lecture
using the google jamboard and at the end pass out
the accompanying worksheet. Students may work
alone or in partners to complete this assignment.
Before class ends, make sure to review the answers
and ask for any questions. Give the students an
update for upcoming lesson 14.

Multiplication Using an Area Model
46
Name of Activity: Lesson 14: Multiplying a Fraction by a Fraction Using Fraction Circles.
Grade Level/Content 6th grade,multiplying fractions using a circular Parent/Caregiver notes
model.
Standards CCSS.MATH.CONTENT.5.NF.B.4 This standard is what we will

Addressed be covering during the
current lesson.
Video Link Fraction by Fraction Using a Circle
Virtual Manipulative Fraction Circles
Lesson 14 video
Lesson Overview During lesson 14, we will learn a different method of
multiplying fractions using a circular model. We will
begin class by watching the video labeled “Fraction
by fraction using a circle”. Then the students will get
in partners or work alone and discover more
knowledge about fractions using the virtual
manipulative in video links labeled “Virtual
manipulative fraction circles”. Here they can play
around and move the sections to make a whole
circle. The next part of this lesson is the lecture
using the google jamboard as always. Afterwards,
the students will complete the worksheet and review
their answers with the entire class using the
associated answer key. End the session by asking if
there are any further questions.
Prior Knowledge What a fraction circle looks like - example would be
a pizza.
When you multiply a fraction by 1 you get the same
fraction.
Vocabulary Virtual Manipulative dynamic objects on the To help the student
computer that can be manipulated in the same way understand these definitions
as physical manipulatives. please refer to the video.
Multiply Across Multiply the numerators together
then multiply the denominators together. Lastly, You could also make
simplify your answer if necessary. flashcards and help the
Fraction Circle tool that enables students to explore student to identify these
fractions, fractional equivalences, add, subtract, items when working with
multiply fractions, work with mixed numbers, and them to help them learn.
more. Each fraction circle is broken into equal
fractional parts and uses the same-sized whole.
Circle a round shaped figure that has no corners or
edges - examples include pizza, pie, etc.
information.
47
Teaching Start the class by asking if there are any other Encourage students to be
Instructions questions from lesson 13. Firstly, watch the video open minded and that there
on multiplying fractions using fraction circles in the are multiple ways to multiply
video link category labeled “Fraction by fraction fractions and get the same
using a circle”. Next, let the students play around answer. What works for one
using the virtual manipulative, titled “Virtual person, may not make
manipulative fraction circles”. Here, students can sense to another person.
move circular parts around to create a whole circle. Encourage students to use
Next, go through the google jamboard lecture and mental math instead of
complete the review worksheet. Use the answer key relying on a calculator to do
that is attached to grade their work! As always, ask the work for them!
for questions and wrap up with a preview for lesson
15.
48
Worksheet: Lesson 14: Multiplying a fraction by a fraction using fraction circles
Name______________________
1. What multiplication expression is represented by this circle?
49
Answer Key Worksheet: Lesson 14: Multiplying a fraction by a fraction using fraction circles
Name______________________
1.
1 1 1
4
× 3
= 12
2.
1 1 1
2
× 5
= 10
3.
1 1 1
2
× 4
= 8
50
Name of Activity: Lesson 15: Multiplying Complex Fractions using the Short Cut
Grade Level/Content 6th grade,multiplying fractions using the short cut Parent/Caregiver notes
Standards CCSS.MATH.CONTENT.5.NF.B.4 These standards are what

Addressed we will be covering over the
CCSS.MATH.CONTENT.5.NF.B.6 current lesson.
Video Link Multiplying Fractions Short Cut

Lesson 15 video
Lesson Overview During lesson 15, the focus of the lesson will be on
using the short cut method and practicing
multiplying fractions including mixed numbers. The
class will begin with a video as always. The video is
titled “Multiplying fractions short cut”. The
accompanying worksheet is to be done during class
and can be done in groups of students or by oneself
if preferred. Near the end of class, each group will
present a problem using any of the methods that
has been discussed in class. This lesson will wrap
up multiplication of fractions.
Prior Knowledge Know the multiplication tables well.
Know how to multiply using a calculator if needed.
Understand the short cut method and know that you
multiply the numerators across and then multiply the
denominators across.
How to reduce fractions and how to turn them into
mixed numbers if needed.
Vocabulary Multiply Across Multiply the numerators together To help the student
then multiply the denominators together. Lastly, understand these definitions
simplify your answer if necessary. please refer to the video.
(whole number), and a proper fraction. The mixed You could also make
number is also the sum of the integer and the flashcards and help the
proper fraction. student to identify these
Reduced Fraction a fraction written in lowest terms, items when working with
which means dividing the numerator and them to help them learn.
denominator through by their greatest common
divisor.

information.
51
Instructions questions from lesson 14. Explain the difference
between visually multiplying fractions using arrays
or circles, and algebraically finding the answer
without drawing anything out. Watch the youtube
video “Multiplying fractions short cut” to enhance the
students’ learning. Have the students fill out the
worksheet for lesson 15 in small groups or by
themself. Review the answers at the end of the
lesson using the answer key. Always be open to
questions and encourage working with one another.
This lesson will wrap up multiplying fractions.

Multiplying Fractions using the Shortcut
Name of Activity: Lesson 16: Review of Division and Fraction Basics.

Grade Level/Content 6th grade, preview activity. Parent/Caregiver
notes
Standards CCSS.MATH.CONTENT.5.NF.B.7 These standards are

covering over the
current lesson.
Video Link https://www.loom.com/share/7302255586744957bb
1d74c64061d6d5?sharedAppSource=personal_libr
ary
Lesson Overview During lesson 16, we will be reviewing basic division

and fraction definitions by completing a worksheet
in small groups. After the students are given ample
time to complete the worksheet, go over the
worksheet answers using the google jamboard
provided in the video link. Ask for participation from
each group in order to ensure that everyone is
caught up and ready to move on to new material.
Prior Knowledge Definition of a fraction.
Division of numbers.
How to turn a whole number into a fraction.
Definition of a numerator.
Definition of a denominator.
Definition of a mixed number.
52
proper fraction.
Warm Up Link: https://toytheater.com/fraction-strips/ the google jamboard
while doing a zoom
For Online option: lesson. Please see
https://jamboard.google.com/d/1oDcNFUo2XYu-8uYn9CRs6lCvatFD5M the video link for
t-6UrobXy_XFI/edit?usp=sharing
more information.
Teaching As a warm up, allow students to access the link

Instructions provided. Allow for 5-10 mins for students to explore
this activity and manipulate the fractions. Next,
distribute the Lesson 16 worksheet. Group students
in groups of 2 to 4. Give the students ample time to
work on the worksheet and walk around from group
to group to see if anyone needs a hint. Remind
everyone that this is just a review to see where
everyone is at before new material is introduced.
Review the answers using the video link and google
jamboard. End the session by asking the class if
anyone has any questions.
Worksheet: Lesson 16: Intro to Division with Fractions
Name______________________
1. If Susie had to share a pizza she bought with her friends, how many slices out of the
whole pizza would each friend get? The pizza has 12 slices and there are 4 friends total
including Susie. Each friend gets _________slices. Provide your answer as a fraction
53
and color in how many slices one friend will get. Show your work below.
2. Lucy went to the store and bought a bag of 20 gummy bears. She wants to save a ¼ of
the bag for her little sister when she gets home. How many gummy bears will she save?
Show your work below.
3. 30 ÷⅓ = 4. 2 ÷ ½ =
Answer Key Worksheet: Lesson 16: Intro to Division with Fractions
Name______________________
4. If Susie had to share a pizza she bought with her friends, how many slices out of the
whole pizza would each friend get? The pizza has 12 slices and there are 4 friends total
including Susie. Each friend gets _________slices. Provide your answer as a fraction
54
and color in how many slices one friend will get. Show your work below.
12 slices divided amongst 4 friends would mean each friends receives 3 slices. 12/4=3
When shading in the pizza above, you would shade in 3 triangles to represent 3/12 of
the pizza.
5. Lucy went to the store and bought a bag of 20 gummy bears. She wants to save a ¼ of
the bag for her little sister when she gets home. How many gummy bears will she save?
Show your work below.
20 divided by 4 would result in 5 gummies bears. ¼ of 20 is 5. Although this is not direct
division, it allows students to think about what a quarter of a bag looks like.
6. 30 ÷⅓ = 90 4. 2 ÷ ½ = 4
Students will most likely want to put 10 and 1 as an answer, but this provides a great opportunity
to introduce that dividing a whole number by a fraction always results in a larger number. 30 x
3/1 = 90 and 2 x 2/1 = 4. Must flip the fraction in order to perform multiplication across.
Name of Activity: Lesson 17: Learning KCF: Division of Fractions.

Grade Level/Content 6th grade, learning how to divide by a fraction. Parent/Caregiver
notes
Standards CCSS.MATH.CONTENT.5.NF.B.7.A These standards are

covering over the
current lesson.
55
Video Link https://www.loom.com/share/be19d02b006047e7a6
6f48f4bfb7a7fa?sharedAppSource=personal_library
Lesson Overview During lesson 17, we will learn how to divide both
fractions by fractions as well as whole numbers by
fractions. Students will be taught the “Keep-
Change- Flip” or KCF method. For the warm up,
students will view the short video attached and take
notes. After viewing the video, a worksheet will be
handed out. After the students are given ample time
to complete the worksheet, go over the worksheet
answers. Ask for participation from each group in
order to ensure that everyone is caught up and
ready to move on to new material.
K-keep the first fraction or number the same
C- change the division symbol to multiplication
F-flip the fraction or whole number to create a
reciprocal in which allows you to multiply across
Prior Knowledge Multiplication across fractions.
Understanding of reciprocals
proper fraction.
Reciprocal: the reciprocal of a number is found by
one divided by that number or flipping a fraction
the google jamboard
while doing a zoom
For Online option: lesson. Please see
https://jamboard.google.com/d/1oDcNFUo2XYu-8u the video link for
Yn9CRs6lCvatFD5Mt-6UrobXy_XFI/edit?usp=shari more information.
ng
56
Teaching As a warm up, allow students to access the video
Instructions link provided. Allow students to take notes and
when the video is finished, answer any outstanding
questions. Next, distribute the two Lesson 17
worksheets. Group students in groups of 2 to 4.
Give the students ample time to work on the
worksheet and walk around from group to group to
see if anyone needs a hint. With 10 mins left of
class, choose a group for each question and allow
them to come up and share their work on the board
for the whole class to see. Collectively as a class,
go through the work and find the correct answers by
also learning from misunderstandings.
Division of Whole Number by Fraction

https://www.k5learning.com/worksheets/math/grade-6-dividing-whole-numbers-by-fractions-a.pd
f
Division of Fractions by Fractions

https://www.k5learning.com/worksheets/math/grade-6-dividing-fractions-a.pdf
Name of Activity: Lesson 18: Practice with KCF: Division of Fractions.

Grade Level/Content 6th grade, learning how to divide by a fraction. Parent/Caregiver
notes

CCSS.MATH.CONTENT.5.NF.B.7.C covering over the
current lesson.
Video Link https://www.loom.com/share/341215b1a25a473ea4

2dcb0b59a001c9?sharedAppSource=personal_libra
ry
Lesson Overview During lesson 18, we will be focusing on practicing

division of fractions using the KCF method learned
in the prior lesson. Students will continue working
on standard problems as well as short real world
problems. For practice in class, students should
access the link attached for Khan Academy. A
worksheet will be handed out and students will work
in groups to attempt the problems. At the end, the
teacher will go through the worksheet as a class.
Prior Knowledge Multiplication across fractions.
Understanding of KCF.
57
Vocabulary Keep-Change-Flip To help the student
K-keep the first fraction or number the same understand these
C- change the division symbol to multiplication definitions please
F-flip the fraction or whole number to create a refer to the video.
reciprocal in which allows you to multiply across
You could also make
flashcards and help
the student to
identify these items
when working with
them to help them
learn.
the google jamboard
Khan Academy while doing a zoom
https://www.khanacademy.org/math/cc-sixth-grade- lesson. Please see
math/cc-6th-arithmetic-operations/cc-6th-dividing-fra the video link for
ctions/e/dividing-fractions-by-fractions-word-proble more information.
ms
DividingFractionsMathDoodle-1.pdf
For Online option:

https://jamboard.google.com/d/1oDcNFUo2XYu-8uYn9CRs6lCvatFD5M
Teaching As a warm up, allow students to access the video

Instructions link provided. Next, prompt the students to access
the Khan Academy link attached in which they will
have virtual practice with solving division with
fraction problems. After allowing about 10 mins on
Khan Academy, pass out the worksheet attached
and allow students to work on the rest of class and
hand in. This should be practice that they try by
themselves on their own. Have them hand in for
grading .
Lesson 18 Worksheet
58
Answer Key:
For problem one, 12 ÷ ½ = 12 x 2/1= 24 cups.

Problem Two: 20 ÷ ½ = 20 x 2/1 = 40 trips
KCF = ¾ x 8/1 = 24/4= 6
59
Name of Activity: Lesson 19: Review of Multiplication and Division of Fractions.
Grade Level/Content 6th grade, review of how to multiply and divide Parent/Caregiver
fractions. notes

current lesson.
Video Link https://www.loom.com/share/547d663eda944d4196

c314e4ef717922?sharedAppSource=personal_libra
ry
Lesson Overview During lesson 19, we will be focusing on reviewing

our understanding of multiplying and dividing
fractions. To do this, we will practice with problems
that require students to apply both multiplication and
division in order to solve a problem.
60
Prior Knowledge Understanding of Multiplication and Division of
Fractions
Vocabulary No New Vocab To help the student
understand these
definitions please
refer to the video.
You could also make

flashcards and help
the student to
when working with
them to help them
learn.
the google jamboard
Worksheets attached below. while doing a zoom
lesson. Please see
the video link for
For Online option: more information.
Teaching To begin this lesson, allow students to view the

Instructions short video attached above. After viewing the video,
this lesson will serve as a review of the students'
understanding of multiplication and division of
fractions. They may have to apply both operations
or one or the other depending on the problem being
asked. It can be up to the teacher if they want
students to work alone or in pairs to work on the
attached worksheets. Allow students to work on the
worksheets and provide the answer keys at the end
for students to compare work.
61
Answer Key:
62
Name of Activity: Lesson 20: Review of Addition, Subtraction, Multiplication, and Division of
Fractions.
Grade Level/Content 6th grade, review of how to subtract, add, multiply, Parent/Caregiver
and divide fractions. notes
63
current lesson.
Video Link https://www.loom.com/share/81061e86e3534ac8b4

11ef455a395ead?sharedAppSource=personal_libra
ry
Lesson Overview During Lesson 20, students will participate in a

cumulative review of the past 20 lessons. They will
be placed into groups of 3-4 and work on the 4 page
packet below of worksheets. This period serves as
a time to answer or address any misunderstandings
and to help those who may need extra assistance.
Prior Knowledge Understanding of Addition, Subtraction,

Multiplication, and Division of Fractions
Vocabulary No New Vocab To help the student
understand these
definitions please
refer to the video.
You could also make

flashcards and help
the student to
when working with
them to help them
learn.
the google jamboard
Worksheets attached below. while doing a zoom
lesson. Please see
the video link for
For Online option: more information.
64
Teaching As a warm up, have students view the attached
Instructions video. Once finished, students will be handed out a
packet consisting of the four worksheets below.
They are to work on the packets as a group and
check their work with answer keys that are posted
around the room in different locations. Teachers
should roam the room for any questions and answer
any misunderstandings that may be present.
Addition
https://www.k5learning.com/worksheets/math/grade-6-adding-unlike-fractions-denominators-2-1
2-a.pdf
Subtraction
https://www.k5learning.com/worksheets/math/grade-6-subtracting-unlike-fractions-denominators
-2-12-a.pdf
Multiplication
https://www.k5learning.com/worksheets/math/grade-6-multiplying-fractions-denominators-2-12-c
.pdf
Division
https://www.k5learning.com/worksheets/math/grade-6-dividing-fractions-c.pdf
65

6th Fraction Unit Plan 1

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Fractions

Lesson Plan Author

1. Introduction to Fractions Kara Tonneberger & Jacoba Rohrbough

6. Addition with fractions, common Kara Tonneberger & Jacoba Rohrbough

11. Review of multiplication and basic Mary Baars

12. Multiplying whole numbers by fractions Mary Baars

13. Multiplying fractions by fractions using a Mary Baars

14. Multiplying fractions by fractions using Mary Baars

15. Multiplying fractions using the shortcut Mary Baars

17. Learning KCF: Division of Fractions Peter Lombardo

18. Practice with KCF: Division of Fractions Peter Lombardo

19. Review of Multiplication and Division of Peter Lombardo

20. Review of Addition, Subtraction, Peter Lombardo

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).

Apply and extend previous understandings of multiplication to multiply a fraction or

Interpret the product (a/b) × q as a parts of a partition of q into b equal parts;

Interpret multiplication as scaling (resizing), by:

Explaining why multiplying a given number by a fraction greater than 1 results in

Apply and extend previous understandings of division to divide unit fractions by

Interpret division of a unit fraction by a non-zero whole number, and compute

Standards CCSS.MATH.CONTENT.5.NF.A.1 These standards are

Video Link https://www.loom.com/share/984ea21741bb4e50a2

Lesson Overview We will ask the students questions like:

Complete the following problems.

1.) The head is what fraction of the whole worm?

5.) This is 1 whole group. Circle ⅖ of the group.

Lesson 1 Worksheet: Parts and Wholes.

1.) The head is what fraction of the whole worm?

5.) This is 1 whole group. Circle ⅖ of the group.

Video Link https://www.loom.com/share/1d4fe8054c8a4fbf988f

2.) What fraction of all your fingers are your 2 thumbs?

2.) What fraction of all your fingers are your 2 thumbs?

Video Link https://www.loom.com/share/ea8fffdd87eb4381aba4

Video Link https://www.loom.com/share/67e398b983c94938888

Worksheet Lesson 4: Subtracting fractions with common denominators.

7.) How is subtracting fractions like subtracting whole numbers? How is it

7.) How is subtracting fractions like subtracting whole numbers? How is it

Video Link https://www.loom.com/share/af780875f16c4bc9a2ee7dd5

Lesson 6: Addition with Fractions, common denominator & unlike denominator

Video Link https://www.loom.com/share/b93002b305b04c479ff410f6

Find the sum of the following fractions:

Find the sum of the following fractions:

Lesson 7: Mixed numbers, and the improper fractions.

Video Link https://www.loom.com/share/b79803cc4e9540e3983

Lesson 8: Addition of improper fractions and mixed numbers

Video Link https://www.loom.com/share/0d3f476450294c55be6

Worksheet: Lesson 8: Mixed numbers, and the improper fractions.

Find the sum of the following fractions:

Find the sum of the following fractions:

Video Link https://www.loom.com/share/86a8db131eec45e0b86f

Worksheet: Lesson 9: Subtraction with improper fractions and mixed numbers.

Video Link https://www.loom.com/share/e1e10bbeb83c48ab8304

Pepperoni: Green Peppers: Mushrooms:

Bacon: Green Olives: Black Olives:

(3) Small Pizza - ¼ green olives, ½ mushroom, and ¾ bacon

(3) Small Pizza - ¼ green olives, ½ mushroom, and ¾ bacon

HANDS ON CUT OUTS!

Name of Activity: Lesson 11: Review of Multiplication and Fraction Basics.

Standards CCSS.MATH.CONTENT.5.NF.B.3 These standards are