Saint Francis University
Education Department
Standards-Aligned Unit Planning Process-Domain I
1. Unit Overview
1a. Brief description of the unit of study
1b. Grade level standard(s) to be addressed in
this unit of study
2. Learning Targets - Domain I/III
2a. Concepts and Competencies for all students
Unit Plan
Content Area: Fractions and Decimals
Grade Level: 4th Grade
The students explored various concepts dealing with fractions and decimals.
For example:
 Recognizing and generating equivalent fractions
 Comparing two fractions or decimals
 Ordering fractions and decimals
 Adding and Subtracting fractions
 Multiplying a whole number by a fraction
 Solving multiplication of fractions word problems
 Adding two fractions with respective denominators
 Adding and Subtracting mixed numbers
M04.A-F.1.1 Find equivalencies and compare fractions
M04.A-F.2.1 Solve problems involving fractions and whole numbers (straight computation or
word problems).
M04.A-F.3.1 Use operations to solve problems involving decimals, including converting between
fractions and decimals (may include word problems)
2a.Concepts and competencies for all students:
M04.A-F.1.1.1 Recognize and generate equivalent fractions
 M04.A-F.1.1.2 Compare two fractions with different numerators and different
denominators (denominators limited to 2,3,4,5,6,8,10,12 and 100) using the symbols
>,=,< and justify the conclusions
M04.A-F.2.1.1 Add and Subtract fractions with a common denominator (denominators
limited to 2,3,4,5,6,8,10,12 and 100; answers do not need to be simplified; and no
improper fractions as the final answer).
M04.A-F.2.1.2 Decompose a fraction or mixed number into a sum of fractions with the
same denominator (denominators limited to 2,3,4,5,6,8,10,12 and 100), recording the
decomposition by an equation. Justify decompositions (e.g., by using a visual fraction
model). Example 1: 3/8 = 1/8+1/8+1/8 OR 3/8 = 1/8+2/8 Example 2: 2 1/12 =
1+1+1/12= 12/12+12/12+1/12
M04.A-F.2.1.3 Add and subtract mixed number with a common denominator
(denominators limited to 2,3,4,5,6,8,10,12 and 100; no regrouping with subtraction;
fractions do not need to be simplified; and no improper fractions as the final answer).
M04.A-F. 2.1.4 Solve word problems involving addition and subtraction of fractions
referring to the same whole or set and having like denominators (denominators limited to
2,3,4,5,6,8,10 and 100).
M04.A-F.2.1.5 Multiply a whole number by a unit fraction (denominators limited to
2,3,4,5,6,8,10,12 and 100 and final answers do not need to be simplified or written as a
mixed number). Example: 5x (1/4) = 5/4
M04.A-F.2.1.6 Multiply a whole number by a non-unit fraction (denominators limited to
2,3,4,5,6,8,10,12 and 100 and final answers do not need to be simplified or written as
mixed number). Example: 3x (5/6)= 15/6
M04.A-F.2.1.7 Solve word problems involving multiplication of a whole number by a
fraction (denominators limited to 2,3,4,5,6,8,10,12, and 100).
M04.A-F.3.1.1 Add two fractions with respective denominators 10 and 100. Example:
express 3/10 as 30/100, and add 3/10 + 4/100= 30/100+4/100= 34/100
M04.A-F.3.1.2 Use decimal notation for fractions with denominators 10 or 100.
Example: Rewrite 0.62 as 62/100 and vice versa
M04.A-F.3.1.3 Compare two decimals to hundredths using the symbols >, +, or <, and
justify the conclusions
Resources:
SAS Portal: PA Core Curriculum Framework
PA Alternate Eligible Content
General Education Curriculum Unit Objectives
Grade 4 Mathematics Assessment Anchors
2b. Key vocabulary for all students
2b. Prioritized key vocabulary and ideas for all exceptional learners
 Equivalent: Having the same value
 Denominator: the number below the line in a common fraction; a divisor, shows how
many equal parts the item is divided into
 Numerator: The top number in a fraction. Shows how many parts of the whole we have
 Unit Fraction: is a rational number written as a fraction where the numerator is one and
the denominator is a positive integer
 Decimal: is often used to mean a number that uses a decimal point followed by digits that
show a value smaller than one
 Tenth: The first digit to the right of the decimal point; one out of 10 equal parts of a
whole
 Hundredth: The second digit to the right of the decimal point; one out of 100 equal parts
of a whole
 Decompose: breaking numbers down into parts
 Converting: a change in the form of a measurement, different units, without a change in
the size or amount
 Benchmark: standard or reference point against which something can be measured,
compared, or assessed
 Whole Number: positive numbers, including zero, without any decimal or fractional
parts
 Fraction: is a number between zero and 1 and is expressed as one number over another
number
 Simplify: To reduce an equation, fraction, etc to a simpler from by cancellation of
common factors, regrouping of terms in the same variable
 Reduce: rewriting of an expression into simpler form
 Whole: All of something, complete (Ex. A whole pizza)
 Mixed Number: a whole number plus a fraction
 Improper Fractions: a fraction where the numerator (top number) is greater than or
equal to the denominator (the bottom number)
 Comparing (less than, greater than, equal to): It is good to know if one number is the
same as, or smaller than, or bigger than, another number. We use the signs <,>,=.
 Explain: make an idea, situation, or problem clear to someone by describing it in more
detail or revealing relevant facts or ideas
 Justify: show or prove to be right or reasonable
 Show: to display or allow to be perceived
 Least: Smallest
 Greatest: Biggest
3. Instructional Process - Domain III
Universal Design for Learning Principles:
Multiple Means of Representation, Expression and Engagement
Differentiation
Instructional BEFORE identifying barriers, consider options and multiple pathways Accommodations and
Components for ALL students as they access the general curriculum. Consider: the Modifications
modes in which instruction and materials are presented, how students
will interact, respond, and demonstrate what they know, and ways to
adjust levels of challenge and maintain engagement.
Instructional Materials, Resources Assessment
Practices and Tools Barriers to Access
 Questions and
Used Smart Board  Smart Board  Informal  Complexity of  Provided
activities to guide discussions
 White Boards observation of material modified tests
instruction and have  Direct student  Students rely to those who
student be engaged instruction  Pencils
conversations on need them
and part of the lesson.   Markers 
PowerPoint  Informal presentations Provide
If one student was at presentations  Erasers observation of and modified
the smart board supplemental seating
 Smart Board  Crayons students while
helping me the others completing information arrangements
activities/games  Elmo Doc
were doing it on their SMART board  Students have  Providing the
white board. The  Worksheets Cam
activities will have to resources to
students respond so  Hands-on  Equivalent complete add to
well to the smart Activities hearts  Informal
observations of several fine reference
board and are excited  Exit Tickets (bulletin motor skills: notebooks
students
whenever we have the
 Anticipatory
board)
completing cutting, gluing  Enlarging text
chance to utilize it.
Guides  Clothesline hands-on and writing. on smart board
Fractions  Tasks with when needed
 Write-It activities of
Using manipulatives (bulletin fractions and multi-step  Provide
Wednesdays directions
and white boards for board) decimals materials that
 White Boards 
instructional  Glue sticks  Graded exit
No iPads for have already
components during  Pair share all students been cut out or
 Go-Math tickets
my lessons. Hands-  Group (could not use special scissors
work book  Write-It
On=Minds-On an I discussions QR codes as to use during
believe that the  Reference Wednesdays much as I activities and
students really Notebook  Quizzes and would have cutting and
respond well  Desk Folder Exams liked) pasting into
whenever we are able  Lock Box  Requirement reference
to have them Sets  Unit test of listening to notebooks
physically doing  Candy Hearts  Homework the teacher  Additional
something to expand speak time to
 Homework  Anticipatory
their knowledge.  Requirement complete
Worksheets Guides
of listening to classwork or
 Classwork  Collection of videos about tests/quizzes
GO-MATH e-book as Worksheet
well as videos to help
Worksheets fractions and  Breaks (brain-
explain components of  Slime Game how to use breaks, water
the fraction units using  I Have, Who different foundation,
relatable objects and Has Cards manipulatives restrooms)
to aid in the  Using doc cam
topics.  SCOOT understanding to display
cards of the concept answers to a
Providing vocabulary  Task cards classwork or
at the beginning of  Bulletin homework
each type of lesson so Board  Open note
that way they manipulatives quizzes
understood the
 Using whole
concept and
group, small
vocabulary terms I
group and
would be using during
individual
instruction
group
 Repeating
Interactive bulletin directions
boards to help students when needed
review concepts and  Hands-on
get practice with activities
hands-on learning.

4. Individualized Student Planning

Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports
Aligned to prioritized learning
targets
 At this time, there are no IEP Goals
A Ralph
that are aligned to the prioritized
learning targets addressed in a unit.
SLS: Given prompts and models,
Ralph will produce and/or repeat
grammatically correct sentences of
6 or more words in length, using
appropriate sentence structure,
pronouns, articles, prepositions,
plurals and helping verbs with
>90% accuracy in 3 out of 4 trials
assessed during each therapy
session by student responses (CC.
L.4.1)
SLS: Given instruction and models,
Ralph will describe function,
semantic class, and/or attributes of
known vocabulary words with
>90% accuracy in 3 out of 4 trials,
assessed during each therapy
session by student responses
(CC.L.4.4)
Descriptor: Decoding
Learning Support-
When presented with a decodable
word on a word list or within
context, Ralph will be able to apply
word analysis skills to produce the
letter sounds and give the correct
word with 90% accuracy in 3 out of
4 trials.
CC.1.1.3.D
Descriptor: Comprehension
Learning Support
When given a reading assessment,
Ralph will be able to answer the
comprehension questions with at
least an 85% accuracy in 3 out of 4
trials.
CC.1.2.3.A
Descriptor: Writing
Learning Support
When given a bi-weekly dictated
sentence utilizing instructional level
reading and spelling words, Ralph,
will be able to apply the taught
rules of grammar to his writing
with at least 80% accuracy in 3 out
4 trials.
CC.1.4.3. F
Descriptor: Adding and
Subtracting
Learning Support
When given 10 single digit or
multi-digit addition or subtraction
math problems with or without
regrouping and carrying, Ralph will

B Kaylee At this time, there are no IEP Goals
that are aligned to the prioritized
learning targets addressed in a unit.
Speech: Given instructions and
models, Kaylee will create
grammatically correct sentences
while demonstrating the correct
production of /r/ variations with
>90% accuracy in 3 out of 4 trials,
assessed during each therapy
session by student responses (PA
Standard 1.6).
be able to solve these problems
with 80% accuracy in 3 out of 4
trials.
CC.2.1.3.B.1
Descriptor: Learning Support
When given a decodable word on a
flash card or in context, Kaylee will
be able to apply word analysis
skills to produce the letter sounds
and give the correct word with 85%
accuracy in 3 out of 4 trials.
CC.1.1.3.D
Descriptor: Learning Support
When given a reading assessment,
Kaylee will be able to answer the
comprehension questions with at
least an 85% accuracy in 3 out of 4
trials.
CC.1.2.3.A
Descriptor: Learning Support
When given a bi-weekly dictated
sentence utilizing instructional level
reading and spelling words, Kaylee
will be able to apply the taught
rules of grammar to her writing
with at least 85% accuracy in 3 out
4 trials.
CC.1.4.3. F

C Elizabeth At this time, there are no IEP Goals
that are aligned to the prioritized
learning targets addressed in a unit.
At this time there are no students-
specific IEP goals
Descriptor: Learning Support
When given a single digit or multi-
digit addition or subtraction math
problem with or without regrouping
and carrying, Kaylee will be able to
solve these problems with 85%
accuracy in 3 out of 4 trials.
CC.2.1.3.B.1
Descriptor: Learning Support
When given a reading assessment,
Libby will be able to answer the
comprehension questions with at
least an 80% accuracy in 3 out of 4
trials.
CC.1.2.3.A
Descriptor: Learning Supprt
When given a bi-weekly dictated
sentence utilizing instructional level
reading and spelling words, Libby
will be able to apply the taught
rules of grammar to her writing
with at least 80% accuracy in 3 out
4 trials.
CC.1.4.3. F
Descriptor: Learning Support
When given single digit
multiplication math problems,
Libby will be able to solve these
problems with 80% accuracy in 3
out of 4 trials.
CC.2.1.3.B.1
Descriptor: Learning Support
When given math word problems
(+,-, x, ÷), Libby will be able to
determine what operation to use
and solve these problems with 80%

D. Joscelyn At this time, there are no IEP Goals
that are aligned to the prioritized
learning targets addressed in a unit.
At this time there are no students-
specific IEP goals
accuracy in 3 out of 4 trials.
CC.2.1.3.B.1
Descriptor: Learning Support
When given a single digit or multi-
digit addition or subtraction math
problem with or without regrouping
and carrying, Libby will be able to
solve these problems with 80%
accuracy in 3 out of 4 trials.
CC.2.1.3.B.1
Descriptor: Learning Support
Goal #1
When given a bi-weekly reading
fluency assessment on her
instructional reading level, Joscelyn
will be able to use taught phonics
and decoding skills to read the
passage with 93% accuracy in 3 out
of 4 trials.
CC.1.1.3. E
Descriptor: Learning Support
Goal #2
When given a bi-weekly dictated
sentence utilizing instructional
level reading and spelling words,
Joscelyn will be able to apply the
taught rules of grammar to her
writing with at least 85% accuracy
in 3 out 4 trials.
CC.1.4.3.F
Descriptor: Learning Support
Goal #3

E. Malakai At this time, there are no IEP Goals
that are aligned to the prioritized
learning targets addressed in a unit.
Speech: During structured and/or
unstructured activities, Malakai
will demonstrate the skills of
appropriate volume and rate of
speech while reading, repeating
sentences and during
conversational speech with 90%
accuracy over 3 consecutive
observations, assessed during each
tracking session by student
response. (CC SL.4.4).
When presented with a Dolch sight
word list, Joscelyn will be able to
read the words with 93% accuracy
in 3 out of 4 trials.
CC.1.1.3. D
Descriptor: Learning Support
Goal #4
When given a reading assessment,
Joscelyn will be able to answer the
comprehension questions with at
least a 90% accuracy in 3 out of 4
trials.
CC.1.2.3.A
Descriptor: LS Fluency Goal
When given a bi-weekly reading
fluency assessment on his
instructional reading level, Malakai
will be able to use taught phonics
and decoding skills to read the
passage with 85% accuracy in 3 out
of 4 trials.
CC.1.1.3. E
Descriptor: LS Decoding Goal
When presented with a decodable
word on a word list or within
context, Malakai will be able to
read the words with 85% accuracy
in 3 out of 4 trials.
CC.1.1.3. D
Descriptor: LS Comprehension
Goal
When given a reading assessment,
Malakai will be able to answer the
comprehension questions with at
least an 80% accuracy in 3 out of 4
trials.
CC.1.2.3.A

Descriptor: LS Math Goal

When given a single digit or multi-

digit addition or subtraction math
problem with or without regrouping
and carrying, Malakai will be able
to solve these problems with 85%
accuracy in 3 out of 4 trials.
CC.2.1.3.B.1

Descriptor: LS Writing Goal

When given a bi-weekly dictated
sentence utilizing instructional
level reading and spelling words,
Malakai will be able to apply the
taught rules of grammar to his
writing with at least 80% accuracy
in 3 out 4 trials.
CC.1.4.3. F

PBSP Goal
Descriptor: Social skills
Autistic Support 2017-18
In a small group/whole group
setting, Malaki will engage in
appropriate social skills
interactions by: sharing materials,
turn taking in conversation, giving
relevant statements and staying on
topic,and responding appropriately
to others verbally and nonverbally
on 4 ouf 5 occasions on 3 out of 4
trials evaluated on a weekly basis.

F. Elijah At this time, there are no IEP Goals
that are aligned to the prioritized
learning targets addressed in a unit.
At this time there are no students-
specific IEP goals
PBSP Goal
Descriptor: Behavior
Autistic Support 2017-18
During classroom activities, Malaki
will attend to the activity as
indicated by: gathering necessary
materials, following directions,
staying on task, staying in his seat,
asking appropriate questions,
responding with relevant answers,
raising his hand for the duration of
the activity or up to 20 minutes
with 2 or less prompts per task on
3/4 trials to be evaluated on a
weekly basis.
Descriptor: Learning Support
When given a reading assessment,
Elijah will be able to answer the
comprehension questions with at
least a 90% accuracy in 3 out of 4
trials.
CC.1.2.3.A