Brenham ISD Unit Plan
Unit 5 Plan (23 days) Understanding Fractions - 8 days Comparing and Equivalent Fractions - 15 days | Math 3rd Grade | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
3.3F represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines 3.3H compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models | 3.3A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines; 3.3B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line 3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number 3.3D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b 3.3E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8 3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line 3.3G explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model 3.6E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential TEKS. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: 3.3F (Equivalent Fractions)
3.3H (Comparing Fractions)
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Additive Property of Area - the total area of two adjacent, non-overlapping rectangles is the sum of each of their separate areas Congruent - figures that are the same size and same shape Partition - to divide or separate into equal parts Denominator - the number below the fraction bar in a fraction; it tells the total number of equal parts Numerator - the number above the fraction bar in a fraction; it tells how many equal parts Fraction - a number that names part of a whole or part of a group Unit Fraction - a fraction with a numerator of 1 (such as ½, ⅓, etc.) Equivalent - equal in value Equivalent Fractions - fractions that have the same value but different numbers Greater Than (>) - has more value, the symbol used to compare two numbers when the larger number is on the left Less Than (<) - has less value, the symbol used to compare two numbers when the smaller number is on the left Compare - to determine whether two or more numbers or quantities are greater than, less than, or equal to Eighth - eight equal parts of a whole Fourth - four equal parts of a whole Sixth - six equal parts of a whole Third - three equal parts of a whole Half (Halves) - two equal parts of a whole Quarter - one-fourth of something Whole - a shape or a set that is complete with no missing parts | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following: 3.3F 3.3H
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Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
8 | Representing and Modeling Fractions | |
14 | Equivalent Fractions | |
19 | Comparing Fractions | |
21 | Summative | |
Notes: It is important to include answer choices that are written out instead of just numerical form including true/false question stems Students need concrete models before moving to pictorial models because this is a new concept for third grade. When showing number lines or models, be purposeful in helping students understand that fractions can be larger than 1. Thirds and sixths are new concepts in 3rd grade. Misconceptions: Watch for students who pick out numbers from problem situations rather than reading the problem carefully. Students may have a difficult time determining the number of recipients each object or set is partitioned among. (e.g., If marbles are equally divided among Jan and 5 friends, then the marbles are divided among 6 people). Be aware students may incorrectly believe that a greater number of pieces equates with larger pieces and that fewer pieces equates with smaller pieces. Students may have trouble understanding that different fractions that name the same amount can be equivalent. Prior Knowledge: Students named fractions with words in 2nd grade, including fractions greater than one. Students only used halves, fourths, and eighths in 2nd grade. (only in words – not numerical representations) | ||
