6th Grade Math Computational Fluency Skills

Part 1: Identification of Learning Problem

General Audience
The general audience consists of sixth grade students in a Title 1 school setting in the state of
Georgia, USA. This group is composed of both males and females in their pre-teens aged
between 11 and 12. With sixth grade being the first year of middle school after elementary, it can
be a difficult transition. The students are developing from childhood to adolescence. The primary
audience contains students that are from low-income families.

Problem Identification
In sixth grade math, students develop math skills in the number system, ratios and proportional
relationships, expressions and equations, geometry, and statistics. This is an immense difference
from elementary mathematics which is focused on more basic math skills. The problem
identified with sixth graders is the lack of computational fluency. The first unit of sixth grade is
understanding the number system. The topics in this unit contain place value and all operations
(addition, subtraction, multiplication, and division) with decimals and fractions. This unit should
be a review of fifth grade math skills, but the teachers are spending more time on re-teaching.
The lack of computational fluency is affecting student’s success in higher math classes
evidenced by the 2015-2016 Georgia Milestone testing results. Math teachers within Clayton
County Public schools have concluded the decrease in math test scores come from units that
assess computational fluency. Therefore, the purpose of this instructional design is to fill in
mathematical learning gaps from elementary to middle school.

Instructional Goals
 The learners will be able to understand arithmetic.
 The learner will be able to fluently add, subtract, multiply and divide decimals.
 The learner will be able to fluently add, subtract, multiply and divide fractions.
 The learner will be able to make real-world connection to better understand number
fluency.
 The learner will be able to interchange fractions, decimals, and percent’s.
 Part II: Learner Analysis
Introduction

The targeted group of learners are 6th graders at Rex Mill Middle School in Rex, Georgia. The

students range from ages 11 to 13, with the most common age being 11. There are 10 girls and

18 boys out of whom 2 students have been retained. The class consists of 14 African Americans,

12 Hispanics, and 2 Multi-Cultural learners. There are 2 students that are served by special

education for speech impairment and small group for ELA. There are 5 English Language

Learners who are served by an ESOL teacher (English for Speakers of Other Languages). 3 of

the students have been classified as SST (Student Support Team). The Student Support Team is a

state-mandated and school-based intervention plan. There is 1 student under Tier 2 intervention,

which receives daily one on one instruction. Rex Mill Middle School is a Title 1 school under the

No Child Left Behind Act of 2001. Therefore, over 40% of these students are from low-income

families. These students receive supplemental funds to assist in meeting students’ educational

goals. Low-income students are determined by the number of students enrolled in the free and

reduced lunch program. This information was obtained from the Clayton County Infinite

Campus database.

Entry Skills
 The learners should have mastered addition, subtraction, multiplication, and division of
whole numbers, decimals, and fractions.
 The learners should be able to use problem-solving strategies to determine which
operation is needed to solve one and two-step problems.
 The learners should be able to express whole numbers as products of prime factors and
determine the greatest common factor or the least common multiple of two numbers up to
100 or more
 The learners should be able to understand inverse operation of multiplication and
division, as well as the commutative, associative and distributive properties.
 The students should be able understand the decimal base-10 number system
 The students should be able to identify and apply rules of divisibility for 2, 3, 4, 5, 6, 9,
and 10, and use models to identify perfect squares to 144.
Prior Knowledge

 The students were able to recognize improper fractions and mixed numbers
 The students were able to find the greatest common factor and least common multiple of
two or numbers
 The students were able to add multi-digit numbers

This information was obtained by administering a grade 6 diagnostic and placement test during

the beginning of the school year. This test consisted of all prerequisite skills, in addition to

content from the first unit of 6 grade math. The goal was for the students to score at least 50% or
th

above. This specific score would determine if the student on grade level. The students who

scored above 70% were considered above grade level. The results showed that 73% of the

students scored below 50%, which indicated they are below grade level. 20% of the students

scored between a 50-67%, which indicated they are on grade level. 17% of the students scored

above 70%, which indicated they are above grade level.

 Part III: Task Analysis
Task Analysis
I conducted a task analysis by creating a self-pace assessment on Edmodo to analyze data on the students
understanding of the number system and computational fluency. A free micro-assessment tool built into
Edmodo called Snapshot allows the teacher to monitor student progress. The completion of this task
helped me personalize learning resources for individual students to close learning gaps on computational
fluency. I selected four Georgia 6 grade math common core standards to administrate the task analysis. 6
th th

grade math Common Core standards selected for assessment:

 6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem
 6.NS.B.2 Fluently divide multi-digit numbers using the standard algorithm..
 6.NS.B.3 - The Number System- Fluently add, subtract, multiply, and divide multi-digit decimals using the
standard algorithm for each operation.
 6.NS.B.4 - The Number System-Find the greatest common factor of two whole numbers less than or equal
to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive
property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two
whole numbers with no common factor.
Entry Skills:
1. The students must have basic computer skills
2. The students need to be able to manipulate mouse functions and type
3. The students need to be able to navigate the internet
Task Analysis Outline
 Part IV: Instructional Objectives
Terminal Objective 1: To apply and extend previous understandings of multiplication and
division to divide fractions by fractions.
Enabling Objectives:
1A.To compute quotients of fractions divided by fractions (including mixed numbers).
1B. To interpret quotients of fractions.
1C. To understand how to solve division problems with fractions in a real-world situation.
1D.To solve word problems involving division of fractions by fractions, e.g., by using visual
fraction models and equations to represent the problem.

Terminal Objective 2: To compute fluently with multi-digit numbers

Enabling Objective:
2A.To divide multi-digit numbers using the standard algorithm with speed and accuracy, without
any math tools (i.e., calculator, multiplication chart).

Terminal Objective 3: To compute fluently with multi-digit decimals

Enabling Objective:
3A.To fluently add, subtract, multiply, and divide multi-digit decimals using the standard
algorithm for each operation with speed and accuracy, without math tools (i.e., calculator)

Terminal Objective 4: To find common factors and multiples of two whole numbers
Enabling Objectives:
4A. To identify the factors of two whole numbers less than or equal to 100 and determine the
Greatest Common Multiple.
4B. To identify the multiples of two whole numbers less than or equal to 12 and determine the
Least Common Multiple
4C. To apply the Distributive Property to rewrite addition problems by factoring out the Greatest
Common Factor.

Classification of Instructional Objectives:

Performance
Content Recall Application
 Fact
Concept 1B
Principles and Rules 4C
Procedure 1A, 2A, 3A, 4A, 4B 1C, 1D,1,2,3,4
Interpersonal Skills
Attitude

Relationship between Instructional Objectives and Standards:

Instructional Georgia Common Core Standards
Objectives
1 6.NS.A.1 Interpret and compute quotients of fractions, and solve word
problems involving division of fractions by fractions, e.g., by using visual
1A
fraction models and equations to represent the problem
1B
1C
1D
2 6. NS.B.2 Fluently divide multi-digit numbers using the standard algorithm.
2A
3 6. NS.B.3 - The Number System- Fluently add, subtract, multiply, and divide
multi-digit decimals using the standard algorithm for each operation.
3A

4 6. NS.B.4 - The Number System-Find the greatest common factor of two

whole numbers less than or equal to 100 and the least common multiple of two
4A
whole numbers less than or equal to 12. Use the distributive property to
4B express a sum of two whole numbers 1–100 with a common factor as a
multiple of a sum of two whole numbers with no common factor.
4C
 Part V: Development of Assessments

Lesson 1: Divide a fraction by a fraction by connecting to multiplication

Objective 1: The students will apply and extend previous understandings of multiplication and
division to divide fractions by fractions.
Objective 1A: The students will compute quotients of fractions divided by fractions
(including mixed numbers).
Objective 1B: The students will draw a model to represent a fraction division problem
and explain how the model shows the dividend, the divisor and the quotient.
Objective 1C: The students will be able to understand how to solve division problems
with fractions in a real-world situation.
Objective 1D: The students will solve word problems involving division of fractions by
fractions, e.g., by using visual fraction models and equations to represent the problem.
Assessment
1.1 The students will complete a prompt to informally assess their prior knowledge on
dividing fractions.

1.2 The students will sort and group real-world situations, equations, and visual
representations of fractions to formally assess their understanding of dividing fractions.
UDL Principles
 Multiple Means of Representation: The prompt will help the students connect prior
knowledge to new content. The learner will be able to visualize expectations for this
lesson. The students will be grouped according to their academic ability levels to promote
peer to peer learning.
Lesson 2: Fluently divide multi-digit numbers using the standard algorithm.
Objective 2: The students will compute fluently with multi-digit numbers
Objective 2A: The students will divide multi-digit numbers using the standard algorithm
with speed and accuracy, without any math tools (i.e., calculator, multiplication chart).
Assessment
2.1 The students will be formally assessed on showing clear understanding in their
presentation on dividing multi-digit numbers.
UDL Principles
 Multiple Means of Representation: The learner will be able to choose a video that best
relates to their learning style. This activity helps the student become accountable for their
own learning. The students will be grouped in fours according to their responses from the
tutorial video. Each group member will have noted a different concept that does not relate
 to their partners. The students are to work together to create a presentation that defines
key terms, have at least two example, and one real world connection.
Lesson 3: Fluently add, subtract, multiply, and divide multi-digit decimals using the
standard algorithm for each operation
Objective 3: The students will compute fluently with multi-digit decimals
Objective 3A: The students will fluently add, subtract, multiply, and divide multi-digit
decimals using the standard algorithm for each operation with speed and accuracy,
without math tools (i.e., calculator)
Assessment
3.1 The students will be formally evaluated by completing their Gizmo activity.
UDL Principles
 Multiple Means of Representation: The learners will be assigned to different work
stations according to their strengths and weaknesses with decimal operations. A learner
who exceeded all operations with decimals will be assigned to help students that did not
exceed.
Lesson 4: Find the greatest common factor of two whole numbers less than or equal to 100
and the least common multiple of two whole numbers less than or equal to 12.
Objective 4: The students will find common factors and multiples of two whole numbers
Objective 4A: The students will identify the factors of two whole numbers less than or
equal to 100 and determine the Greatest Common Multiple.
Objective 4B: The students will identify the multiples of two whole numbers less than or
equal to 12 and determine the Least Common Multiple
Objective 4C: The students will apply the Distributive Property to rewrite addition
problems by factoring out the Greatest Common Factor.
Assessment
4.1 The model students create to demonstrate the difference between GCF and LCM will be
informally evaluated to ensure understanding.
UDL Principles
 Multiple Means of Representation: The students will use higher order reasoning
abstractly and quantitatively as they work to see the relationship between factors and
multiples.

Assessment Examples
Objective 1: The students will apply and extend previous understandings of multiplication
and division to divide fractions by fractions.

The teacher will have the prompt displayed on the screen as an opening activity. The
students will have 3-5 minutes to complete this task. The prompt and answer key is
provided below. The teacher will provided the students with feedback to ensure
understanding.
Assessment 1.1

After completing the Learnzillion lesson on dividing fractions, the students will be expected
to complete the division sorting cards activity. The students should be given 20-25 minutes
to complete this task.

Assessment 1.2

FINALDivisionCardS
ortSolutionPDF (1).pdf

Objective 2: The students will compute fluently with multi-digit numbers.

After the students select their preferred video on how to divide multi-digit numbers and
take noted, they will be expected to create a presentation explaining the process of division.
There should be 3-5 students in each group according to the notes each member provide.
The students will have 30-45 minutes to complete this task. An example is provided below.
Assessment 2.1
 Example of a PowerPoint Slide on dividing multi-digit numbers

Multi-Digit
Numbers.ppt

Objective 3: Fluently add, subtract, multiply, and divide multi-digit decimals using the
standard algorithm for each operation.
The students will select their preferred gizmo task on operations with decimals, according
to their scores from a previous assessment. After completing the gizmo activity sheet, the
students will be expected to complete a formative assessment at the end. This should take
have 20-30 minutes. The answer key is provided within the assessment. If a student answer
incorrectly, there is an explanation provided with the correct answer.
Assessment 3.1
1. Link to Gizmo 1: Adding Decimals

2. Link to Gizmo 2: Multiplying Decimals

3. Link to Gizmo 3: Multiplying and Dividing Decimals

4. Link to Gizmo 4: Sums and Differences

Objective 4: Find the greatest common factor of two whole numbers less than or equal to
100 and the least common multiple of two whole numbers less than or equal to 12.
The teacher will use this task to examine students understanding of factors and multiples.
The teacher will display this prompt on the screen. The students will have 10-15 minutes to
complete this task. Examples of how the wall should look is below.

Assessment 4.1

Link to task: https://learnzillion.com/lesson_plans/2816

Creating a wall with multiple of 8 example:

 Part VI: Instructional Sequencing
Instructional Sequence
Sequence Description Objective
1 Apply and extend previous understandings of multiplication and division to 1
divide fractions by fractions.
2 Compute fluently with multi-digit numbers 2
3 Compute fluently with multi-digit decimals 3
4 Find common factors and multiples of two whole numbers 4

The sequence builds from the results of a standard based assessment from the task analysis. The
learners will be grouped according to their strengths and weaknesses for each lesson. A learner
who scored a 50% or below on a standard will be grouped with a learner who scored 70% or
higher. This will ensure differentiation and create a peer to peer learning environment. The
learners will use Gizmo, Edmodo, and Learnzillion during these lessons. The learners will
already have an existing account for each website prior to lessons.
Lesson 1: Divide a fraction by a fraction by connecting to multiplication
Objective 1: The students will apply and extend previous understandings of
multiplication and division to divide fractions by fractions.
Objective 1A: The students will compute quotients of fractions divided by fractions
(including mixed numbers).
Objective 1B: The students will draw a model to represent a fraction division problem
and explain how the model shows the dividend, the divisor and the quotient.
Objective 1C: The students will be able to understand how to solve division problems
with fractions in a real-world situation.
Objective 1D: The students will solve word problems involving division of fractions by
fractions, e.g., by using visual fraction models and equations to represent the problem.

Initial Presentation: The link to this activity will be displayed on the board so that all learners
can adhere. The students will login to Learnzillion and complete a prompt on fractions to assess
prior knowledge. The prior knowledge activity will assess students' understanding of the
following concepts:
 The relationship between multiplication and division does not change when working with
fractions. (Grade 5)
 Whole numbers can be divided by unit fractions. (Grade 5)
Next, the students will watch a video to connect the prior knowledge activity with the learning
objectives. This video shows the solution to the Prior Knowledge Connection and then
introduces a similar scenario where students connect division with multiplication, a visual
representation, and a situation.
1. URL for LearnZillion: https://learnzillion.com/lesson_plans/2682#lesson
 UDL: The video helps connect prior knowledge to new content. The learner is able to
visualize expectations for this lesson.
Generative Strategy: The students will continue this lesson through Edmodo. The students will
login and be directed to complete the “Division Card Sort”. The students will have to sort and
group real-world situations, equations, and visual representations of fractions. This task will be
completed in groups of four according to ability levels. The activity will be submitted through
learners Edmodo account.
1. Link for activity: DivisionSort

UDL: This task provides an opportunity for students to extend their prior knowledge about
dividing whole numbers and unit fractions to develop the understanding that the connection
between multiplication and division extends to fractions.
Lesson 2: Fluently divide multi-digit numbers using the standard algorithm.
Objective 2: The students will compute fluently with multi-digit numbers
Objective 2A: The students will divide multi-digit numbers using the standard algorithm
with speed and accuracy, without any math tools (i.e., calculator, multiplication chart).
Initial Presentation: The students will login to their Edmodo and choose between two tutorial
video on dividing multi-digit numbers. The students will post a status on Edmodo about three
key factors to consider while dividing multi-digit numbers.
1. URL to Video 1: https://www.youtube.com/watch?v=HdU_rf7eMTI
2. URL to Video 2: https://www.youtube.com/watch?v=GzfPlCDS6Fk
UDL: The learner will have a choice to pick a video that best relates to their learning style. This
activity helps the student become accountable for their own learning.
Generative Strategy: The students will create a brief PowerPoint or Prezi presentation on
dividing multi-digit numbers, with examples. This assignment will be submitted through their
Edmodo.
UDL: The students will be grouped in fours according to their responses from the tutorial video.
Each group member will have noted a different concept that does not relate to their partners. The
students are to work together to create a presentation that defines key terms, have at least two
example, and one real world connection.

Lesson 3: Fluently add, subtract, multiply, and divide multi-digit decimals using the
standard algorithm for each operation
Objective 3: The students will compute fluently with multi-digit decimals
Objective 3A: The students will fluently add, subtract, multiply, and divide multi-digit
decimals using the standard algorithm for each operation with speed and accuracy,
without math tools (i.e., calculator)
Initial Presentation: The students will login to their Edmodo and analyze their results from a
previous assessment on operations with decimals. According to the results, the students will post
a status on Edmodo stating which decimal operation is their strongest and weakest.
UDL: According to their post on Edmodo, the learners will be assigned to different work
stations. A learner who exceeded all operations with decimals will be assigned to help students
that did not exceed.
Generative Strategy: The students will login to Gizmo and complete an activity on the decimal
operation they scored the lowest on. The handout for this activity will be submitted through
Edmodo.
1. Link to Gizmo 1: Adding Decimals
2. Link to Gizmo 2: Multiplying Decimals
3. Link to Gizmo 3: Multiplying and Dividing Decimals
4. Link to Gizmo 4: Sums and Differences
Lesson 4: Find the greatest common factor of two whole numbers less than or equal to 100
and the least common multiple of two whole numbers less than or equal to 12.
Objective 4: The students will find common factors and multiples of two whole numbers
Objective 4A: The students will identify the factors of two whole numbers less than or
equal to 100 and determine the Greatest Common Multiple.
Objective 4B: The students will identify the multiples of two whole numbers less than or
equal to 12 and determine the Least Common Multiple
Objective 4C: The students will apply the Distributive Property to rewrite addition
problems by factoring out the Greatest Common Factor.
Initial Presentation: The students will complete a prompt that is projected in front of the class
to assess their prior knowledge of factors and multiples. The prior knowledge activity will assess
students' understanding of the following concepts:
 Part VII: Design of Instruction
Instructional Goals Objectives UDL Assessment
Strategies
Lesson 1: The students will Objective 1: The Multiple Means of The students will
The students will use be able to use students will apply Representation: complete a prompt to
Edmodo to sort and virtual models, and extend The prompt will informally assess their
group real-world real-world previous help the students prior knowledge on
situations, equations, situations, and understandings of connect prior dividing fractions.
and visual knowledge to new
equations to multiplication and
representations of content. The
dividing fractions. connect division to divide learner is able to The students will sort
multiplication to fractions by visualize and group real-world
dividing fractions fractions. expectations for situations, equations,
this lesson. and visual
Objective 1A: The representations of
students will fractions to formally
compute quotients Multiple Means of assess their
of fractions Representation: understanding of
divided by The students will dividing fractions.
fractions be grouped
(including mixed according to their
numbers). academic ability
levels to promote
Objective 1B: The peer to peer
students will draw learning.
a model to
represent a
fraction division
problem and
explain how the
model shows the
dividend, the
divisor and the
quotient.
Objective 1C: The
students will be
able to understand
how to solve
division problems
with fractions in a
real-world
situation.
Objective 1D: The
students will solve
word problems
involving division
of fractions by
 fractions, e.g., by
using visual
fraction models
and equations to
represent the
problem.

Lesson 2: The students will Objective 2: The Multiple Means of The students will be
The students will be able to use students will Representation: formally assessed on
work in pairs to standard algorithm compute fluently The learner will showing clear
create a Prezi or to divide multi- with multi-digit be able to choose understanding in their
PowerPoint digit numbers a video that best presentation on
relates to their
presentation on how numbers without a dividing multi-digit
learning style.
to use standard calculator Objective 2A: The This activity helps numbers
algorithm when students will the student
dividing multi-digit divide multi-digit become
numbers numbers using the accountable for
standard algorithm their own
with speed and learning.
accuracy, without
any math tools
(i.e., calculator, Multiple Means of
multiplication Representation:
chart). The students will
be grouped in
fours according to
their responses
from the tutorial
video. Each group
member will have
noted a different
concept that does
not relate to their
partners. The
students are to
work together to
create a
presentation that
defines key terms,
have at least two
example, and one
real world
connection.
Lesson 3: The students will Objective 3: The Multiple Means of The students will be
The students will be able to fluently students will Representation: formally evaluated by
complete an activity add, subtract, compute fluently The learners will completing their
on operations with multiply, and with multi-digit be assigned to Gizmo activity
decimals using divide decimals decimals different work
Gizmos. stations according
using base 10
to their strengths
blocks or area Objective 3A: The and weaknesses
models. students will with decimal
fluently add, operations. A
subtract, multiply, learner who
and divide multi- exceeded all
digit decimals operations with
using the standard decimals will be
algorithm for each assigned to help
operation with students that did
speed and not exceed.
accuracy, without
math tools (i.e.,
calculator)

Lesson 4: The students will be Objective 4: The Multiple Means of The model students
The students will able to visualize the students will find representation: create to demonstrate
work in pairs to create difference between common factors The students will the difference between
a model that shows greatest common and multiples of use higher order GCF and LCM will be
the difference between factor and least two whole reasoning informally evaluated to
the greatest common common multiple. abstractly and ensure understanding
numbers
factor and least quantitatively as
common multiple by they work to see
busing factors of a Objective 4A: The the relationship
given number. students will between factors
identify the factors and multiples
of two whole
numbers less than
or equal to 100
and determine the
Greatest Common
Multiple.

Objective 4B: The

students will
identify the
multiples of two
whole numbers
less than or equal
to 12 and
determine the
Least Common
Multiple

Objective 4C: The

students will apply
the Distributive
Property to rewrite
addition problems
by factoring out
the Greatest
Common Factor.
 Part VIII: Formative Evaluation Plan

Learners Evaluation
The learners will complete an online survey as a formative evaluation. The survey was created by
Qualtrics online software program. Data from this survey will be used to evaluate the learner’s attitude,
beliefs, and overall effectiveness of the course. This survey consists of eight 10-point Likert scale items
and three open-ended questions. The structured items requires the learner to choose among provided
options to evaluate opinion. Whereas the unstructured items require the learner to construct a response to
form an opinion. The combination of these items will ensure a successful evaluation of the instructional
design. Learners will obtain the link to complete the survey through a post on their Edmodo account. All
data collected from this survey will benefit the instructor’s design of this course in the future. The subject-
matter expert for conducting this formative evaluation is the grade level chair for 6th grade.
Example of survey questions:

Link to FULL Survey