DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION UNIT PLAN TEMPLATE Elementary Semesters 3 & 4 /Secondary

Teacher Candidate: Joyce Spaulding Meyer Grade Level: Third Content Area: Math Fractions Based on Growing With Math (GWM) Topic 17 Step 1 DESIRED RESULTS
A. Contextual Factors Student Contextual Factors: Gender 22 students - 13 girls, 9 boys Ethnicity 16 Caucasian 2 Hispanic 2 African American 1 Pacific Islander 1 Native American Exceptionalites No ELL students 1 student with IEP (severe): Kyla (exempt from testing) 1 student with IEP (mild/moderate): Heather 4 struggling learners (no IEP): Aaliyah, Gavin, Jaxon, Sarah K. 3 GATE students: Kaleb, Johnathan, Michelle 6 high achieving students (not GATE): Abi, Nyah, Lia, Isabell, Mya, Sarah L. 1 student who demonstrates characteristics of Autism Spectrum Disorder: Sam 3 students with behavioral difficulties - also struggle with motivation to work: Gavin, Jacob, Jaxon Note: Gavin and Jacob are step-brothers Classroom environment: SMART Board and ELMO. Student desks arranged into 5 table groups of 4 or 5 students per group. B. Utah State Core Curriculum Standard Domain: Number and Operations - Fractions Develop understanding of fractions as numbers. 1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 2. Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

C. Enduring Understanding/Big Idea Fractions represent parts of a whole. Fractions are divisions of whole numbers. D. Concepts Students need to know/understand: As the number of pieces in the whole increases (gets bigger), the size of a single piece decreases (gets smaller). E.g., 1/4 is greater than 1/5. When comparing fractions, you must compare fractional parts of the same-size whole. Otherwise it is possible to visually demonstrate that 1/3 is greater than 1/2. E. Skills Students need to: represent simple fractions count by fourths diagram an inch using 1/4, 2/4, and 3/4 compare and order fractions from least to greatest compare and contrast fractions - e.g., which is greater, 1/3 or 1/5? locate and label fractions on a number line describe a fraction using a division sentence F. Essential Questions/Guiding Questions How are fractions and division related? Why does size of a single piece of a whole decrease when the number of pieces in the whole increases?

Step 2 ASSESSMENT EVIDENCE

A. Pre-Assessments Growing With Math Check-Up 17 Formative Assessments/Evidence Check student posters for accuracy in both drawing and written representation. Listen in on student discussions and note and address misconceptions. Student self-assessment student will draw a smiley face or question mark in the upper left hand corner of their paper. Have students stand up to indicate they know the answer (I can tell who thinks theyre getting it and the students get to move!). Thumbs Up Thumbs Down during I Do during some lessons (dont overuse). Check/observe if students are writing appropriate fractional amounts on their rulers (Lesson 3). Walk the room and observe students as they are working and guide and give feedback (positive or negative) where appropriate. Notice accuracy of work and use this opportunity to provide feedback. Have students stand up when they know the answer to a question and then call on several students to explain their thinking. Listen in as students discuss with partners. Note misconceptions and address to whole group (I heard some of you mention) Listen to student explanations. Are they getting it? Do they have strong verbal explanations? (This will support their written explanations.)

B. Summative Assessments/Evidence Lesson 1 Sharing Muffins Assessment 4 students share 6 muffins. How many muffins does each person get if they all get an equal amount? Show a picture and write and explanation of how you know (half-page worksheet). Lesson 2 BLM 17.2 Students will color in the appropriate fractional amount of each shape and write a description of how they colored in the fractional shapes. High-ability students will be also appropriately divide the shape. Lesson 3 Using a ruler, students will draw line segments of specified lengths to the and mark and label them correctly. Students will have to listen to the directions for the summative assessment. Lesson 4 Assess by having student complete the following questions by writing in greater than or less than. Then have them draw a picture showing one or more of the statements. a. 1/5 ___________ 1/3 b. 1/2 __________ 1/10 c. 1/3 __________ 1/4 d. 3/4 __________ 1/2 Write a response to: Why does size of a single piece of a whole decrease when the number of pieces in the whole increases? Lesson 5 For assessment, students will decide if is greater than or less than 3/5. They will model it with a picture and write an explanation of how they know which one is greater. Lesson 6 For assessment, students will use the following: Mason put 12 books onto 3 shelves. Have students: Draw an array to show what Mason did. Then write a fraction to show how many books are on one shelf. Write a description of how your picture shows your answer. Unit Summative/Post Assessment Growing With Math Check-Up 17

Step 3 INSTRUCTIONAL STRATEGIES/LEARNING ACTIVITIES

Lesson 1 17.1 Reviewing Fractions and Counting by Halves and Fourths Objective: I will be able to count by halves and fourths and be able to show and write how 4 students equally share 6 muffins. Using GWM Discussion Book page 67, students will be able to count muffins by halves (from 17.1 - use paper manipulatives, connect to sharing cookies lesson). Cut out paper muffins into fourths and place on ELMO. Have students count aloud by fourths. o In table groups, students will use paper muffins in fourths and create posters showing 2 1/4 (nine-fourths), 3 (twelve-fourths), 1 1/4 (five fourths), 3 (fifteen fourths) and 2 2/4 (ten- fourths). o There are 5 table groups and each group will show a different amount. Students will be able to count by halves and fourths using pictures of muffins from GWM Discussion Book. We will also create our own trays and use paper muffin manipulatives. Students will be able to share muffins equally between a specified number of people.

Lesson 2 17.1 Understanding Fractions as Parts of a Whole Objective: I will be able to understand that a fraction is an equal part of a whole and be able to write an explanation of I how I know. M & Ms activity. Students will fill in small grids with M & Ms to represent fractions. For example: 1/2 red, 1/ 3 yellow and 1/6 blue (see next page).
red yellow red yellow red blue

We will use Black Line Masters (BLM) 17.1 to complete fraction M & Ms activity. BLM 17.2 is similar and will be used for summative assessment with the opposite side of the paper used for written explanations.

Lesson 3 17.2 Using Fourths to Count and Measure Objective: I will be able to measure using and of an inch and be able to listen to and follow directions. Measuring to the nearest inch and half inch. Using ELMO, measure the length of lines using a ruler (lines will be close to lengths, connect to rounding lesson) to estimate 1 lengths. Have students count two ways with you (e.g., 5 in. and one-half, two-halves, threehalves, etc.). Repeat using mark to estimate measuring to the nearest . Make chart as shown in GWM book (17-9) and have students use it to write the results of objects in our room that they have measured. Lesson 4 17.3 Comparing and Ordering Fractions Objective: I will be able to compare and order fractions using models of fractions. Using GWM Discussion Book pg. 68, discuss questions as a whole group. Have students show their answers on personal white boards. Introduce the term denominator as the bottom number that represents the number of equal parts in a whole. Questions 5-7 do with and explain to a partner. Ask, how and why questions for numbers 6 and 7 (e.g., How much of Pams pizza is left? and Who ate the most? and How can you tell?). Make greater than or less than visual posters comparing fractions. E.g., glue 1/3 of a circle on a paper and 1/5 of a circle of the same size on a paper. Students will glue the correct label (is greater than) in between the two shapes. Have your shoulder partner check your work before gluing in the label. Assess by having student complete the following questions by writing in is greater than or is less than. Then have them draw a picture showing one or more of the statements. 1/5 ___________ 1/3 1/2 __________ 1/10 1/3 __________ 1/4 3/4 __________ 1/2 Lesson 5 17.4 Establishing 1/2 as a Benchmark Objective: I will be able to judge the size of fractions and be able to compare them to . I will be able to write a description of how I know one fraction is greater than another one. Use magnetic horizontal bar fraction tiles. Begin with GWM Discussion Book pg. 69. Focus on the sandwich picture and the fraction bars below it. Guide students to see

that 1/2 is the same as 2/4. For task 3 on pg. 69, have students find other fractions that represent 1/2. Use fraction strips for tasks 4 and 5. Small group task 6 (using estimation). Partners for 7 and 8. Use BLM 17.5 and copy onto construction paper (fraction circles). Divide class into 5 groups and have one group identify fractions equal to 1/2. Have two groups show fractions greater than 1/2 (but less than 1 whole) and two groups show fractions less than 1/2. ". Make three columns on whiteboard and label them Less than 1/2, Greater than 1/2, and Equal to 1/2". Have each group bring their sorts up and place them in appropriate column on the whiteboard. Go over as a class and discuss why or why not each piece fits in that column. Make any necessary changes. Make three columns on a large piece of butcher paper and label them Less than 1/2, Greater than 1/2, and Equal to 1/2". Have each group glue them to appropriate column on the paper. Assess lesson with GWM workbook pg. 215.

Lesson 6 17.5 Relating Fractions to Division Objective: I will be able to use division to help me solve a fraction problem and write a description of how I solved the problem. Read of If You Were a Fraction by Trisha Speed Shaskan. Focus on the word divided that is repeated on nearly every page. Work out and model problems on pgs. 16 and 17 using division and fractions. Using pictures from GWM Discussion Book pg. 70, compare fractions to division. Give each pair of students 12 centimeter cubes. Instruct students to divide their cubes into 2 equal groups. Ask students what the division sentence is that describes their cubes. Write 12 2 = 6 on the board. Ask students to describe other ways to describe this as well (e.g. 6 + 6 = 12, of 12 = 6). Emphasize that all are correct ways to describe this problem. Partners will then find other ways to equally divide 12 into groups. With a partner solve: There are 30 children in a third-grade class. 1/3 of them went to the Wax Museum. How many of them left the classroom? Write the problem on a sheet of scratch paper and make a drawing to show the solution. Then share with the class (ELMO). Summarize and review. Ask HOW questions and what students learned. Have students use vocabulary. Collect problems from previous activity and share several on the ELMO. Additional practice using GWM workbook pg. 219. Assess by writing the following on the board. Mason put 12 books onto 3 shelves. Draw an array to show what Mason did. Then write a fraction to show how many books are on one shelf. Write a description of how your picture shows your answer. Note: Set up fraction activities for Success Maker lab (talk to Mrs. Quigley). This will enable students to get additional practice with visual and audio support Monday through Thursday this week.

Assessment posted below (used for pre and post-assessment).