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  • 7/28/2019 5th.unit 4 Plan.fractions

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    UbD Unit PlannerUnit title: Unit 4: Operating with Fractions Course: 5th Grade Mathematics

    Grade level: 5th Time frame: 4 weeks

    Date created: June 13th, 2013 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 QuestionEssential 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)

    Summative Assessment

    (ongoing monitoring

    numbered to match LT)

    2.05.3 Compare decimals and fractionsusing >, ,

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    2.05.7 Add and subtract fractions andmixed numbers with unlikedenominators.

    I understand the difference between a like and unlikedenominator.

    I understand why it is necessary to have likedenominators 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 willStudents will solve addition andsubtraction fraction problems byshowing work. Students will solveaddition and subtraction problems in

    word problems and will need toexplain whether they decided to

    estimate or not, why they added orsubtracted. Students will find themistake in several problems (includingnot finding the LCD, not reducingthe fraction). Certain students will bepermitted to use a calculator.

    Criteria:All students will complete an80% or higher on the assessment.Students who do not will have toretake during their lunch or tutoring.

    2.05.8 Solve word problems involvingaddition and subtraction of fractions. I understand the word problem solving steps and canuse them to solve problems.

    I understand words associated with adding andsubtracting in word problems.

    1) See open-ended assessmentdescription above.

    2) Write own word problems.

    Performance Task:Students will writetheir own 2 word problems using key

    words associated with addition andsubtraction. They will solve theirproblems and explain their processfor solving them.

    Criteria:All students will successfullywrite 2 word problems that make

    sense and have at least 1 addition and1 subtraction problem. Students willearn at least an 80% on the rubric.

    2.05.9 Multiply and divide fractionsincluding dividing unit fractions by

    whole numbers and whole numbers byunit fractions.

    I can multiply fractions.

    I can understand what a reciprocal is and why we use itto divide fractions.

    I can reduce fractions.

    I can understand that a whole number has adenominator of 1.

    MC/Open-Ended Assessment

    Performance Task:Students willcomplete problems on multiplicationand division involving both shortproblems and word problems.Problems on addition and subtraction

    will be spiraled into the test. Studentswill need to explain their process(finding the reciprocal, putting a

    whole number over 1, reducing at theend). Students will also need to findthe mistake on several problems.

    Criteria:Students will receive at leastan 80% on the assessment. Students

    who do not will continue to retake theassessment until they meet therequirement.

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    2.05.11 Estimate fraction and decimalsums or differences.

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

    See open-ended assessmentdescription 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 Type of Engagement Facet of Understanding

    Week 1/2 - Add and subtract fractions and mixed numbers with unlikedenominators, solve word problems involving addition and subtraction ofractions.

    W/H) Show students examples of when we may need todd/subtract/multiply/divide fractions. Discuss why it is important and what

    he 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 listsof numbers.

    Ex/En/Eq) Practice finding the LCD of a pair of fractions and adding andubtracting them. Incorporate simple word problems.Ex/Ev) Have students reflect on words we discussed that are associated withach operation before moving into word problems.

    W-where are we headed-H-hookE-Explore, Enable,EquipR-Reflection

    E-Exhibit/Evaluate(not sequential)

    Explanation 5 4 3 21Interpretation 5 4 3 21Application 5 4 3 2

    1Perspective 5 4 3 21Empathy 5 4 3 21Self Knowledge 5 4 3 21

    Week 3 - Solve word problems involving addition and subtraction of fractions,

    stimate fraction and decimal sums or differences, add and subtract fractionsnd mixed numbers with unlike denominators.

    Ex/Ev) Have students remind themselves of words associated with estimatingnumbers.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

    W-where are we headed-

    H-hookE-Explore, Enable,EquipR-ReflectionE-Exhibit/Evaluate(not sequential)

    Explanation 5 4 3 2

    1Interpretation 5 4 3 21Application 5 4 3 21Perspective 5 4 3 21Empathy 5 4 3 21Self Knowledge 5 4 3 21

    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 visualepresentations.Ex/En/Eq) Students will learn the process for multiplying fractions andeview reducing fractions.Ex/En/Eq) Students will learn the process for dividing fractions using bothhe reciprocal and multiplying and an explanation of why the reciprocal worksor 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 headed-

    H-hookE-Explore, Enable,EquipR-ReflectionE-Exhibit/Evaluate(not sequential)

    Explanation 5 4 3 2

    1Interpretation 5 4 3 21Application 5 4 3 21Perspective 5 4 3 21Empathy 5 4 3 21Self Knowledge 5 4 3 21

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