UbD Unit Planner

Unit title: Unit 4: Operating with Fractions Grade level: 5th Date created: June 13th, 2013 Course: 5th Grade Mathematics Time frame: 4 weeks Planned Dates of Implementation: December?

Standards
Standards Covered: 2.05.7 Add and subtract fractions and mixed numbers with unlike denominators. 2.05.8 Solve word problems involving addition and subtraction of fractions. 2.05.9 Multiply fractions and mixed numbers. 2.05.11 Estimate fraction and decimal sums or differences. Focus Standards Covered in Unit: Use equivalent fractions as a strategy to add and subtract fractions. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Understanding By Design Essential Question

Essential Question: What are the different parts of a number? What are the different ways to break wholes into parts? Guiding Questions: What does a fraction represent? Where do we see fractions in our daily life? What are other ways to represent a part of a number? How are decimals and fractions the same and different? What are the different parts of a fraction? What are the different ways we can compare numbers? What is estimating and why is it important? How do we estimate fractions? When do we need to operate with fractions? When do we use certain operations?

Standards

Long-term -Learning targets 1. Specific Learning targets (numbered)

I can compare fractions using the symbols >, <, and = using cross multiplication and converting the fractions to decimals. I can reduce fractions.

Summative Assessment (ongoing monitoring numbered to match LT)

Quiz Performance Task: Students will take a series of MC and open-ended quizzes using the different methods of comparing fractions to one another. Comparing decimals will be spiraled into these quizzes. Criteria: All students will achieve an 80% or higher on the quizzes.

2.05.3 Compare decimals and fractions using >, <, and = (FRACTIONS ONLY).

2.05.7 Add and subtract fractions and mixed numbers with unlike denominators.

I understand the difference between a like and unlike denominator. I understand why it is necessary to have like denominators in order to add and subtract. I know how to find the least common denominator. I can add fractions. I can subtract fractions. I can reduce fractions.

Open-ended assessment (2.05.7, 2.05.9, 2.05.11) Performance Task: All students will Students will solve addition and subtraction fraction problems by showing work. Students will solve addition and subtraction problems in word problems and will need to explain whether they decided to estimate or not, why they added or subtracted. Students will find the mistake in several problems (including not finding the LCD, not reducing the fraction). Certain students will be permitted to use a calculator. Criteria: All students will complete an 80% or higher on the assessment. Students who do not will have to retake during their lunch or tutoring.

2.05.8 Solve word problems involving addition and subtraction of fractions.

I understand the word problem solving steps and can use them to solve problems. I understand words associated with adding and subtracting in word problems.

1) See open-ended assessment description above. 2) Write own word problems. Performance Task: Students will write their own 2 word problems using key words associated with addition and subtraction. They will solve their problems and explain their process for solving them. Criteria: All students will successfully write 2 word problems that make sense and have at least 1 addition and 1 subtraction problem. Students will earn at least an 80% on the rubric.

2.05.9 Multiply and divide fractions including dividing unit fractions by whole numbers and whole numbers by unit fractions.

I can multiply fractions. I can understand what a reciprocal is and why we use it to divide fractions. I can reduce fractions. I can understand that a whole number has a denominator of 1.

MC/Open-Ended Assessment Performance Task: Students will complete problems on multiplication and division involving both short problems and word problems. Problems on addition and subtraction will be spiraled into the test. Students will need to explain their process (finding the reciprocal, putting a whole number over 1, reducing at the end). Students will also need to find the mistake on several problems. Criteria: Students will receive at least an 80% on the assessment. Students who do not will continue to retake the assessment until they meet the requirement.

2.05.11 Estimate fraction and decimal sums or differences.

I can round fractions to the nearest whole number in order to estimate an answer.

See open-ended assessment description above.

Remember that assessments are valid, reliable, authentic and anchored in credible and exhibit the six facets of understanding.

Unit Activity

Type of Engagement

Facet of Understanding

Unit Activity
Week 1/2 - Add and subtract fractions and mixed numbers with unlike denominators, solve word problems involving addition and subtraction of fractions. (W/H) Show students examples of when we may need to add/subtract/multiply/divide fractions. Discuss why it is important and what the process looks like. Ask students to write down what they already know about these processes. (Ex/En/Eq) Discuss definition of least common denominator. Explain why this is important in adding and subtracting fractions. Have students practice the process of simply finding the LCD of lists of numbers. (Ex/En/Eq) Practice finding the LCD of a pair of fractions and adding and subtracting them. Incorporate simple word problems. (Ex/Ev) Have students reflect on words we discussed that are associated with each operation before moving into word problems. Week 3 - Solve word problems involving addition and subtraction of fractions, estimate fraction and decimal sums or differences, add and subtract fractions and mixed numbers with unlike denominators. (Ex/Ev) Have students remind themselves of words associated with estimating numbers. (R) Have students look at word problems and identify differences between when we should estimate and when we should simply add/subtract as is. (Ex/Ev) Students will continue to work on explaining how and why we find the LCD when we add and subtract. (Ex/Ev) Open-ended assessment

Type of Engagement
W-where are we headedH-hook E-Explore, Enable, Equip R-Reflection E-Exhibit/Evaluate (not sequential)

Facet of Understanding
Explanation 5 1 Interpretation 5 1 Application 5 1 Perspective 5 1 Empathy 5 1 Self Knowledge 5 1 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2 4 3 2

W-where are we headedH-hook E-Explore, Enable, Equip R-Reflection E-Exhibit/Evaluate (not sequential)

Week 4 - Multiply and divide fractions including dividing unit fractions by whole numbers and whole numbers by unit fractions. (W) Why is multiplying and dividing different than adding and subtracting? Have students think about what it means to multiply a fraction by using visual representations. (Ex/En/Eq) Students will learn the process for multiplying fractions and review reducing fractions. (Ex/En/Eq) Students will learn the process for dividing fractions using both the reciprocal and multiplying and an explanation of why the reciprocal works for this process. (R) Students will reflect on how the processes for adding, subtracting, multiplying, and dividing are different from one another. (Ex/Ev) Students will complete a MC and open-ended assessment showing

W-where are we headedH-hook E-Explore, Enable, Equip R-Reflection E-Exhibit/Evaluate (not sequential)

Explanation 5 4 3 2 1 Interpretation 5 4 3 2 1 Application 5 4 3 2 1 Perspective 5 4 3 2 1 Empathy 5 4 3 2 1 Self Knowledge 5 4 3 2 1 Explanation 5 4 3 2 1 Interpretation 5 4 3 2 1 Application 5 4 3 2 1 Perspective 5 4 3 2 1 Empathy 5 4 3 2 1 Self Knowledge 5 4 3 2 1

their knowledge of all of these skills.