Fraction Concepts Unit Plan

By: Erika Limkilde, Rebecca Messer, Rebecca Richard

Math Grade Two

SCO: N3 Describe order or relative position using ordinal numbers (up to tenth)
[C, CN, R]
SCO: N4: Represent and describe numbers to 100, concretely, pictorially and symbolically.
[C, CN, V]
SCO: N5: Compare and order numbers up to 100. [C, CN, R, V]

Math Grade Three:

SCO: N13: Demonstrate an understanding of fractions by:
- Explaining that a fraction represents a part of a whole.
- Describing situations in which fractions are used.
- Comparing fractions of the same whole with like denominators.

Math Grade Four:

SCO: N8: Demonstrate an understanding of fractions less than or equal to one by using
concrete and pictorial representations to:
name and record fractions for the parts of a whole or a set
compare and order fractions
model and explain that for different wholes, two identical fractions may not represent the
same quantity
provide examples of where fractions are used.

NCTM Standards:
In grades 35 each and every student should
Develop understanding of fractions as parts of unit wholes, as parts of a collection, as
locations on number lines, and as divisions of whole numbers;
Use models, benchmarks, and equivalent forms to judge the size of fractions;
Recognize and generate equivalent forms of commonly used fractions, decimals, and
percents.

Other Integrated NB Curricular Outcomes:

Language Arts:
GCO 5: Students will be expected to interpret, select, and combine information using a
variety of strategies, resources, and technologies.
SCO: Answer, with assistance, their own and others questions by seeking information
from a variety of texts.
SCO: Recognize the purpose of classification systems and basic reference materials.
GCO: 10: Students will be expected to use a range of strategies to develop effective writing
and other ways of representing and to enhance their clarity, precision and effectiveness.
 SCO: Select, organize, and combine relevant information from two or more sources to
construct and communicate meaning.

Making Assessment
Curricular Outcome Assessment Strategy Assessment Tool

SCO: N13: Explaining that a Manipulative Observational and anecdotal

fraction represents a part of a Representations (E.x assessment
whole. fraction circles, fraction
pieces)
. Math Journal

Completion Checklist

Checking for Anecdotal Notes

Understanding

SCO: N13: Describing Math Journal Rubric

situations in which fractions
are used. Observations Checklist

SCO: N13:Comparing Activity Scoring Scale

fractions of the same whole
with like denominators Observations Checklist

Planning the Sequence of Learning and Assessment Methods

Concept Topic Review/ Expectations Assessment or What will the What will the
Title Enrichment Evaluation teacher do? Students do?

Introduction to SCO: N3: Students will Activity Sheet- Reviewing Students will pull
Fractions Describe order or begin to checklist / number sense, and read a written
relative position understand the Math Journal explain fraction fraction on a
using ordinal beginning idea vocabulary, popsicle stick to
numbers (up to of fractions observe. practise
tenth) while also Demonstrate vocabulary.
SCO: N13 - reviewing appropriate use (game).
Explaining that a number sense. of manipulatives
fraction Students will and going over
represents a part explore parts of a whole.
of a whole. manipulatives (simple
while learning fractions)
parts of a whole
.

Sharing and SCO: N3: Students will be Math Journal Teacher will Students will sit
Partitioning Describe order or able to make review language in a group of
relative position connections to Anecdotal including the Four. Students
using ordinal fair share and notes/checklist concept of equal. will be given a
numbers (up to fractional parts. Teacher will variety of items
tenth) relate fractions (or they will draw
[C, CN, R] Students will to real life items) to share
SCO: N13 understand what examples and equally. Ex: Pizza,
--Explaining that partitioning explain activity. cookie, different
a fraction means. They will shapes.
represents a part also discover the Teacher will
of a whole. variety of ways explain that Students will
--Describing that an item can sharing one item then be put in
situations in be sectioned into is called different groups
which fractions different partitioning. of different sizes
are used. fractions. Teacher will be given the same
give students item whole object
one item that which will be
needs to be divided amongst
divided amongst the group equally.
the group.
Numerator and SCO: N13: Students will Checklist of Teacher will https://www.youtu
Denominator Explaining that a learn the who can repeat play the song be.com/watch?
fraction significance of the rule to and explain the v=P0o_HLMZk8
represents a part the numerator teacher. activity with the k
of a whole. and denominator Students will pattern blocks. Students will
and describe the use their watch the video
relationship Math Journal to and participate in
between a part write notes discussion using
and a whole. about activity manipulatives
with pattern
blocks..

Number lines SCO: N13: Students should The teacher The teacher will Students will use
Explaining that a be able to will use the guide the play doh and
fraction understand exit slips to students through popsicle sticks to
represents a part fractions by assess the the activity with make their own
of a whole. placing them on students the playdoh and fraction number
SCO: N3: a number line. learning. learning how to lines.
Describe order or use number
relative position lines.
using ordinal
numbers (up to
tenth)
[C, CN, R]

Sets SCO: Students will be Students will Teacher will Students will
N13;Comparing able to make sets be asked to explain sets, and work as a class
fractions of the within a set. And answer give students and then
same whole with explain them questions and and the class individually with
like through writing they will be will work a set of gummies
denominators and through the formatively through some that has different
use of gummies assessed questions with colors within the
as manipulative. through a gummies set.
checklist

Estimating SCO: N13: Students will be Scoring Scale Teacher will be Students will be
Comparing given different of this question explaining that working
fractions of the shapes that are that they wrote there are individually in
same whole with somewhat in their journal. different ways to their math
like shaded in. Each estimate (review journals on the
denominators student will from grade two estimation
write down a estimation) questions.
fraction that he
or she thinks is a
 good estimate of
the fraction
shown. Students
will estimate
whether they
think the fraction
is closer to 0, ,
or 1.

Universal Each lesson will involve some sort of choice as well as aspects which involve personal
Design for expression; this will include multiple ways of representation. Ex: For students with
Learning difficulty during estimation section, we could give them a set of cards with possible options
for estimates. They can match the card to one of the pictures.

Differentiated If a student has an exceptionality, individual lessons will be adapted, or differentiated as

Instruction needed. This could include giving the student more time for completion, partner work,
visuals, or part of an assignment instead of the whole thing. Each activity could also be
enriched through additional research, or a more creative approach or an additional whole
unit project.

Blooms Each lesson is based of the previous lesson and builds on to the next to further educate our
Taxonomy students on salt marshes. Most lessons can be linked to the to the 6 stages of Bloom's
Taxonomy. See Appendix A. For example, the exercise when students are asked to create a
diagram of their own salt marsh, it will be them applying their knowledge and showing
what they have learned/observed.

Tiers The majority, or around 80% of students will be tier 1 students and therefore will be able to
follow along with the planned activities with no adaptations. Tier 2 students could work in
groups for many of the lessons to receive more instruction or explanation. While for tier 3
students lessons will be adapted based on their PLPs whether this means through different
methods of evaluation, different assignments, or simplified assignments or assignments
that are completed with assistance.
Appendix A:
http://www.teachthought.com/critical-thinking/blooms-taxonomy/25-question-stems-framed-
around-blooms-taxonomy/