Design Topic: Fractions__ Subject(s) Math__ Grade(s) __4___ Designer(s) Kimberly Witham

Understanding by Design
Unit Cover Page

Unit Title: Understanding Fractions as Numbers_______ Grade Levels: ____4__

Topic/Subject Areas: Math/Fractions___________________________________
Key Words: _numerator, denominator, equivalent, mixed number, common____
denominator, least common multiple, improper fraction, proper fraction_______
Designed By: ____Kimberly Witham________ Time Frame: ___4 weeks______
School District: Regent University

School: Teacher Ed & IDS Dept.

Brief Summary of Unit:

The unit focuses on understanding fractions as being part of a whole unit or part of a group.
It also focuses on comparing and ordering fractions and mixed numbers with common and
uncommon denominators, and it teaches the importance of understanding equivalent
fractions. The students will learn how to compare fractions through activities such as:
fraction flip partner, daily math journal, and number talks. For their final performance task,
students will learn through their G.R.A.S.P.S. activity that changing improper fractions to
mixed numbers and ordering them from least to greatest makes using fractions more
beneficial in their daily lives. By the end of the unit, students should understand the
following: fractions represent part of a whole unit or group, how to compare and order
fractions, and how to recognize and explain why two fractions are equivalent.

Unit design status:

X Completed template pages stages 1, 2, 3

X Completed rubrics

Completed blueprint for each performance task

Directions to students and teacher

Materials and resources listed

x Suggested accommodations
Status:

x Suggested extensions

Initial draft (date: ___________)

Peer Reviewed

Content Reviewed

Revised draft (date: ____________)

Field Tested

Validated

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Anchored

Design Topic: Fractions__ Subject(s) Math__ Grade(s) __4___ Designer(s) Kimberly Witham
STAGE 1 DESIRED RESULTS
Unit Title: ____Understanding Fractions as Numbers___
Established Goals:
VA SOL Fourth grade 4.2 The student will a) compare and order fractions and mixed numbers;
b) represent equivalent fractions; and
c) identify the division statement that represents a fraction.
Understandings: Students will understand that
Essential Questions:

Numbers are the universal language. We use

numbers every day for time, money, measurement,
weight, dates, etc., Fractions play a crucial role in
our number system.
Fractions are integrated into our daily lives: parts of
sets, shoe sizes, parts of measurement, including
food, etc. Fractions are important tools that help us
in our daily lives.

Why are numbers important?

What are different ways to represent a number?

How do we use fractions in our everyday lives?

Why should we learn about fractions?
How do we show a part of something that is
whole?

Fractions are rooted in many content areas of

math, and they can help us solve problems that
cant be solved with whole numbers.
Fractions are part of a whole, and they can
represent numbers that are less than, equal to, or
greater than 1.
Fractions appear on the number line between all
whole numbers.

Students will know:

Students will be able to:

The benchmark fractions of , , and .

The meaning of denominator (tells how many parts

are in the whole).

Key terms: fraction, equivalent, denominator,

numerator, whole, mixed number, proper fraction,
improper fraction, benchmark, common
denominator, least common multiple (LCM).

Definition of an equivalent.
The meaning of numerator (tells how many parts
are being used).

Compare fractions by finding common

denominators or numerators.

Compare and order fractions that have

denominators of 12 or less, using models and
drawings.

Compare and order fractions with like

denominators by comparing numerators (example
< ).
Compare and order fractions containing different
denominators by comparing the size of the parts
(example: 2/4 > 3/8).
Compare and put in order fractions having different
denominators of 12 or less by comparing the
fractions to benchmarks (0,1/2,1) to figure out their
relationships to the benchmarks or by finding a
common denominator.

Compare and put in order mixed numbers having

denominators of 12 or less.

Understand that really means 3 divided by 4.

Create visual examples of equivalent fractions

Use the following symbols to compare the

numerical value of fractions and mixed numbers:
<,>, and =.
Tell that equivalent fractions are equal even though
they do not look the same.

Find the LCM of denominators and rewrite each

fraction as equivalent fractions.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Fractions__ Subject(s) Math__ Grade(s) __4___ Designer(s) Kimberly Witham

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks:
GRASPS Activity: Students will become a
baker and replace an old recipe card that had
improper fractions for the ingredients with a
new recipe card using mixed numbers for the
ingredients for 48 cupcakes. The students will
then list the ingredients in order from least to
greatest on the new recipe card.
Fraction Flip Partner: Students will partner
up, and each player will flip over a fraction
card from the top of the deck. The students
will compare the fractions shown, and the
student with the greatest fraction takes both
cards. Students will be provided with
manipulatives and dry erase boards with
markers.
Compare Fractions Activity (like war):
Students will choose a card and compare
fractions with common denominators using
the following: <, >, or =.
Domino Improper Fractions Activity:
Students will take a domino out of the case
and turn it so that the highest number is on
top (the numerator). The students will then
convert the improper fractions to mixed
numbers. After the students have converted 4
dominoes, they will place the dominoes in
order from least to greatest.

Other Evidence:
Homework: Students will complete
homework placing the listed fractions in order
from least to greatest.
Quiz: Students will take a multiple-choice quiz
on ordering, comparing, and converting
fractions.
Daily Math Journal: Students will write key
math terms in their daily math journals with
illustrations on each page.
Number Talks: the class will have open
conversations without using any paper or
pencil and talk out the problem with a partner.
They have to mentally do the math. This takes
place 2-3 times per week. Teacher will record
what is taking place as she is facilitating the
room.
Pizza Fractions Project: Students will create
a pizza divided into at least 8 slices with at
least 4 toppings. The bottom of the box will
contain the pizza, and the top will contain a
key with 2 word problems for other
classmates to solve. The two problems must
contain a total of the four learning goals
(comparing fractions, ordering fractions,
equivalent fractions, and identifying division
expression as representing the fraction)
throughout the unit (only 2 per problem). The
answers will be taped to the bottom of the
pizza box.

Student Self-Assessment and Reflection

Exit tickets: Students will be required to fill out an exit ticket with a problem that was taught during the
day. It will also have three emoji faces: a happy face, a straight face, and a sad face. They will circle
how are they are feeling about the lesson and can ask any question or write a comment about the
lesson as well.
K-W-L: these will be done every Monday before we begin our unit lesson. This way the students can
see how much they have learned, and they can begin to have bigger ideas about the lesson and add to
the W. It is also provides an opportunity to learn from other students.
Student Self-Assessment Prompt: Students will choose from one of the prompts to write about in
their math journals.
S.M.A.R.T. Learning Targets: Students will set personal learning targets and work towards achieving
those targets.
RED, GREEN, YELLOW: After the math lesson is over, the students put their work inside of their math
journals and drop the math journals into the red, green, or yellow bin. This way the teacher knows who
thinks they understands it (green), who is in the middle (yellow), and who needs help (red).

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Fractions__ Subject(s) Math__ Grade(s) __4___ Designer(s) Kimberly Witham

STAGE 3 LEARNING PLAN

Summary of Learning Activities:

1. Students will work on a KWL chart as a pre-assessment on prior knowledge for fractions.
After students complete the KWL, the teacher will do a KWL chart on board as a class
(Rutherford, 2008).
2. Teacher will review numerator and denominator by involving the students. The teacher will
ask students how many students are in the class. The teacher will explain that this number
is the denominator (whole) and write it on the board. The teacher will ask all the boys to
stand up. The teacher will explain that this number is the numerator because it is showing
how many parts of the whole are being considered. The teacher will write the final fraction
on the board (hook). The teacher will follow the same pattern and do it with the girls.
3. Teacher will ask students the essential questions. The students will respond in circle chats
(Robertson, n.d.).
4. Teacher will have students get math journals out to introduce and review vocabulary.
Students will write the following words, definitions, and pictures in their math journal:
benchmark fractions, numerator, and denominator.
5. Teacher will review benchmark fractions with activity using number lines.
6. Begin fraction anchor chart by using a Frayer Model. The word Fractions is in the middle,
and in the four corners are the following Titles: Comparing, Ordering, Equivalent, and
Improper to Mixed Numbers.
7. Teacher will introduce the first learning goal: Comparing fractions.
8. Teacher will introduce fraction of the day: 2/7<4/7. The teacher will explain that when the
denominator is the same (common denominator), the value of the numerator determines
which fraction is the greatest. The teacher will ask class to look at the fractions on the
board from yesterday to see which fraction is greatest, the fraction representing the boys or
the girls.
9. The students gather over as the teacher gives direct instruction in comparing fractions
using manipulatives. Teacher will display instruction on anchor chart.
10. Teacher will hand out common denominator worksheets for students to complete as
homework.
11. Teacher will begin class by pairing up students for review game: Fraction Flip Partner:
Students will choose a fraction card and compare fractions with common denominators
using the following: <, >, or =.
12. Teacher will give direct instruction on how to compare uncommon denominators.
13. Students will get in groups of 3-4 and have Number Talks. They will have open
conversations about problems on the board without using any pencils or paper to solve the
problem; they will mentally do the math. The teacher will facilitate and record what the
students are saying, strategies they are using, and record the students that may be
struggling (Parrish, 2011).
14. Students will complete Which is More? activity sheet.
15. Teacher and students will work on anchor chart by putting examples of how to compare
fractions with uncommon denominators.
16. Students will begin writing personal learning targets in their math journals. They will write
what they can do to achieve the goals that they set for themselves (Elias, 2014).
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Fractions__ Subject(s) Math__ Grade(s) __4___ Designer(s) Kimberly Witham
17. Teacher will model Fraction Feud on camera document. Students will then do back at seat
with partner (Rising, n.d.)
18. Exit Ticket: Students will be required to fill out an exit ticket with a problem that was taught
during the day. They will circle emoji face about how are they are feeling about the lesson,
and they can ask a question about the lesson. (Rutherford, 2008).
19. Students will fill in what they have learned in their KWL chart this week. They will then
gather with the class as all the students participate in filling in the class KWL chart. The
chart will be left up until the unit is complete. (Rutherford, 2008)
20. Students will take a 10 question multiple choice quiz on comparing fractions.
21. Students will choose from one of the student self-assessment prompts to write about in
their math journal.
22. Students will place journals in either the red, green, or yellow bin depending on how they
feel about this weeks learning. Red means they have really struggled, yellow means they
think they understand it but may still need a little help, and green means they completely
understand the material. This is done on a daily basis (L. Phillips, personal communication,
February 2016).
23. Teacher will begin class by introducing students final performance task for this unit:
G.R.A.S.P.S. activity and review the rubric. Teacher will show an example of a students
finished product (Rutherford, 2008).
24. Teacher will begin to teach and model Learning Goal 2: how to order fractions with common
and uncommon denominator.
25. Students will write the following vocabulary in their math journals: least, greatest, least
common multiple (LCM) improper fraction, and proper fraction.
26. Teacher will give direct instruction on how to order fractions and mixed numbers.
27. Students will do the Domino Improper Fractions Activity: Take out domino, put highest
number on top, convert to mixed number. After converting 4 dominoes, students will order
them from least to greatest (L. Phillips, personal communication, February 2016).
28. Teacher will put on the board the fraction of the day, and the students will have to use white
boards to figure out proper order of fractions. Students hold up board, teacher reviews.
29. Teacher and students will work on anchor chart by putting examples of how to order
fractions after converting improper fractions to mixed numbers.
30. Number Talks: Students will get in groups of 3-4 with no paper or pencil. They will mentally
try to figure out problem on board by discussing out loud in group. Teacher will facilitate
(Parrish, 2011).
31. Exit Ticket: Students will be required to fill out an exit ticket with a problem that was taught
during the day. They will circle emoji face about how are they are feeling about the lesson,
and they can ask a question about the lesson. (Rutherford, 2008).
32. Teacher will have students check in with their S.M.A.R.T. Learning Targets. Have students
make any adjustments/add comments, ideas, etc. to what will help them achieve their
Learning Targets (Elias, 2014).
33. Each table will have a string and a group of clothespins. The students must work together
to convert the group of clothespins and hang them up in the order from least to greatest.
They must then switch clothespins with another table and hang the clothespins up in order
from greatest to least (L. Phillips, personal communication, February 2016).
34. Students will fill in what they have learned in their KWL chart this week. They will then
gather with the class as all the students participate in filling in the class KWL chart. The
chart will be left up until the unit is complete. (Rutherford, 2008)
35. Formative assessment: Teacher will have two long strings across the room. Each student
will have a fraction card. There will be benchmark fractions on the strings, and the students
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
5

Design Topic: Fractions__ Subject(s) Math__ Grade(s) __4___ Designer(s) Kimberly Witham
will have to figure out the proper order they go in. The cards will be strategically placed
according to tables, and the teacher will dismiss by tables (2 tables per string) (L. Phillips,
personal communication, February 2016).
36. Students will choose from one of the student self-assessment prompts to write about in
their math journal.
37. Teacher will introduce Learning Goal 3: Equivalent fractions.
38. Students will write the following vocabulary in their math journals: equivalent
39. Students will watch Equivalent Fractions video by Numberock on YouTube. Teacher will
have discussion afterwards (Equivalent Fractions Songs for Kids, 2015).
40. Teacher will give direct instruction on how to find equivalent fractions by using the following
manipulatives: fraction strips, number lines, fraction circles, rods, pattern blocks, cubes,
multiplication chart, etc. Teacher will model problems for students.
41. Each student has a fraction card and has to find their equivalent partner. They will work
with each other on the folded paper activity to find equivalent fractions.
42. Students will work with equivalent partners on their Independent Practice. Each pair has a
fraction card, they will come up with equivalent fractions and fill in chart on class wall.
43. Teacher will put on board the fraction of the day. There will be one fraction, and the
students will have to find 4 equivalent fractions. They will hold up their white boards, and
the teacher will review with class.
44. Teacher will allow time for students to work on G.R.A.S.P.S. activity in class and assist with
any questions (Rutherford, 2008).
45. Teacher and students will work on anchor chart by putting examples of equivalent fraction
problems.
46. Students will draw from fraction deck of cards. They will find their equivalent partner and
engage in think, pair, share about the equivalent fraction word problem on the board
(Rutherford, 2008).
47. Students will work on worksheets that are targeted towards their assessment/SOLs.
48. Teacher will review Targeted practice sheets while also checking for questions.
49. Formative Assessment: Students will play Spot the Match while teacher facilitates the room
to make sure students have an understanding of equivalent fractions. Each student will
have to submit their paper when completed (L. Phillips, personal communication, February
2016).
50. Teacher will introduce Learning Goal 4: Understanding the division statement that
represents a fraction.
51. Students will fill in what they know about this weeks learning goal on their KWL chart. They
will then gather as a class and participate in filling in the class KWL chart (Rutherford,
2008).
52. Teacher will give direct instruction on how a fraction is set up and how it is actually a
division statement. The teacher will model some problems on the board.
53. Teacher and students will complete the final section of the anchor chart by filling in
examples of how to express a fraction as a division statement.
54. Students will work together in teams on Fractions as Division task cards.
55. Students will peer review G.R.A.S.P.S. activity. Each student will complete a rubric for the
other student. This will be done with two different partners (Rutherford, 2008).
56. Students will take a 10 question multiple choice quiz on Understanding that a division
expression is used to represent a fraction.
57. Students will participate in Fractions Stations to review for unit assessment. Classroom will
be divided into four stations with each station representing a different learning goal
throughout the unit. Station 1: Comparing Fractions, Station 2: Ordering Fractions, Station
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
6

Design Topic: Fractions__ Subject(s) Math__ Grade(s) __4___ Designer(s) Kimberly Witham
3: Equivalent Fractions, and Station 4: division as fractions. Each station will have familiar
activity/game students will play to reinforce strategies needed for unit assessment:
58. Students will begin their Summative assessment: Pizza Fractions Project: Students will
demonstrate what they have learned throughout the unit (Blog Gadgets, 2015).
59. Students will complete and submit their summative assessments. They will begin trying to
answer classmates word problems and turn in (Blog Gadgets, 2015)
60. Students will review S.M.A.R.T. Learning Targets and self-reflect as to how the unit went for
them (Elias, 2014).

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Fractions__ Subject(s) Math__ Grade(s) __4___ Designer(s) Kimberly Witham

Stage 3 Plan Learning Experiences and Instruction

Monday

Tuesday

Wednesday

Thursday

Friday

1. KWL chart
2. Hook
3. Essential Questions/Circle
Chats
4. Math journals
5. Benchmark fractions/number
lines

6. Anchor chart/common

11. Fraction Flip Partner

12. Direct Instruction/
uncommon denominators
13. Number Talks
14. Which is More? activity

15.Anchor chart/uncommon
denominators
16. S.M.A.R.T. Learning
Targets
17. Fraction Feud
18. Exit Ticket

19. KWL chart

20. Formative assessment:
Multiple choice quiz
21. Self-assessment prompt
22. Red, green, or yellow bins

10

23. Introduce the G.R.A.S.P.S.

performance task
24. Learning Goal 2: Ordering
Fractions
25. Math journals: new
vocabulary

26.Direct Instruction/ordering
fractions & mixed numbers
27.Domino Improper Fractions
Activity

28. Fraction of the Day

32. Check in on S.M.A.R.T.

Learning Targets
33. Clothespins Activity

34. KWL Chart

35. Formative assessment:
Class Clothespins

11

12

13

14

15

36. Self-assessment prompt

37. Learning Goal 3:
Equivalent Fractions
38. Math Journals: new
vocabulary

39. Hook-Equivalent Fractions

42. Fraction card/fill in chart

43.Fraction of the Day
44. Work on G.R.A.S.P.S.
activity

45 Anchor Chart/Equivalent
Fractions
46.Think, Pair, Share
47. Targeted Practice Sheets

48.Review Targeted Practice

Sheets
49. Formative Assessment:
Spot the Match

16

17

18

19

20

50.Learning Goal 4
51. KWL chart
52. Direct Instruction/division
expression representing a
fraction.

53. Anchor chart/division

statement
54.Fractions as division task
cards
55. Peer review (G.R.A.S.P.S.)

56. Formative assessment:

Multiple Choice Quiz-Division
representing fraction
57. Fraction Stations

58.Begin Summative
Assessment: Pizza Fractions
Project

59. Summative Assessment:

Complete Pizza Fractions
Project
60. Review S.M.A.R.T.
Learning Targets

denominators
7. Learning Goal 1: Comparing
Fractions
8. Fraction of the Day
9. Direct Instruction/Anchor
chart
10. Common denominator
worksheet (homework)

Video
40. Direct
Instruction/Equivalent fractions
41. Equivalent partners/folded
paper activity

29. Anchor Chart.

30. Number Talks
31. Exit Ticket

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Fractions__ Subject(s) Math__ Grade(s) __4___ Designer(s) Kimberly Witham

G.R.A.S.P.S Rubric
Rubric Components
4 - Novice
5 - Excellent
Content
Score: ___

Explanation
Score: ___

Neatness/Organization

3 Needs Work

12-14 of the improper fractions

have been correctly converted to
mixed numbers and listed in the
correct order.

9-11 of the improper fractions

have been correctly
converted to mixed numbers
and listed in the correct order.

8 or less of the improper

fractions have been correctly
converted to mixed numbers
and listed in the correct order.

The steps to convert improper

fractions to mixed numbers are
explained and listed in order
from least to greatest. The steps
are clearly written and are easy
to understand.

Most of the steps to convert

improper fractions to mixed
numbers are explained, and
most fractions are listed in
order from least to greatest.
The steps are fairly easy to
understand.

Some of the steps to convert

improper fractions to mixed
numbers are explained, and
some fractions are listed in
order from least to greatest.
The steps are difficult to follow.

The recipe card is mostly

neat and organized. It is
mostly easy to read and
understand.

Some parts of the recipe card

are neat and organized, but
overall it is not easy to follow.

The recipe card is neat, clear,

and organized. It is easy to read
and understand.

Score: ___
Comments:

Total Score: _______

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic: Fractions__ Subject(s) Math__ Grade(s) __4___ Designer(s) Kimberly Witham
References
By | Blog Gadgets Via Blogger Widgets. (2015, March 22). Pizza Fractions Project! Retrieved October
10, 2016, from http://4thgradefrolics.blogspot.com/2015/03/pizza-fractions-project.html
Elias, M. J. (2014). SMART Goal Setting With Your Students. Retrieved October 10, 2016, from
http://www.edutopia.org/blog/smart-goal-setting-with-students-maurice-elias
H. (2015). Equivalent Fractions Song For Kids | Fraction Video by NUMBEROCK. Retrieved October
09, 2016, from https://www.youtube.com/watch?v=vKXqzpz-G0s
Parrish, S. D. (2011). Number Talks Build Numerical Reasoning. Teaching Children Mathematics,
18(3), 198-206. doi:10.5951/teacchilmath.18.3.0198
Phillips, L. Personal communication. February 2016.
Rising, J. (n.d.). NCTM Illuminations. Retrieved October 08, 2016, from
https://illuminations.nctm.org/Lesson.aspx?id=3729
Robertson, K. (n.d.). Increase Student Interaction with "Think-Pair-Shares" and "Circle Chats" Retrieved
October 05, 2016, from http://www.colorincolorado.org/article/increase-student-interactionthink-pair-shares-and-circle-chats
Rutherford, P. (2008). Instruction for all students: Strategies, resources, rationales. Alexandria, VA: Just
ASK Publications.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)