Brenham ISD Unit Plan
Unit 6 Plan-Fractions, Decimals,and Data Representation (25 Day) | Math/4th | |
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 | |
4.2(G)- relate decimals to fractions that name tenths and hundredths 4.3(D)- compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or < 4.3(E)- represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations 4.9(A) represent data on a frequency table, dot plot, or stem‐and‐leaf plot marked with whole numbers and fractions | 4.3(A)- represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b 4.3(B)- decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations 4.3(C)- determine if two given fractions are equivalent using a variety of methods 4.3(F)- evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole 4.3(G)- represent fractions and decimals to the tenths or hundredths as distances from zero on a number line | |
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:
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Decimal number-a number that uses a decimal point to show tenths and hundredths Decimal point-dot used to separate the ones place from the tenths place in a decimal number Denominator-the bottom number of a fraction;the total number of equal parts Equivalent-the same value or amount Fraction-a number that names a part of a whole of a group Hundredth-one of 100 equal parts of a whole;the second place to the right of the decimal point Numerator-the top number in a fraction; how many equal parts are being considered Place value-the value determined by the position of a digit in a number Tenth-one of ten equal parts in a whole; the first place to the right of a decimal point Common denominator-a denominator that is the same in two or more fractions Compare-to determine whether two or more number or quantities are greater than, less than, or equal to one another Equal-describes to set or expressions that are exactly the same in amount or value Equivalent-the same in value or amount Greater than-the symbol used to compare two numbers and the larger one is on the left Less than-the symbol used to compare two numbers when the smaller number is on the left Whole-a shape or a set that is complete with no parts missing Whole numbers-the set of counting numbers and zero Add-to combine two or more groups Difference-the answer to a subtraction problem Equation-a number sentence that uses the equal sign to show that two amounts are equal Mixed number-a number composed of a whole number and a fraction Model-a drawing, a diagram, or smaller version of something that represents the actual object Subtract-to take away one part of a group or to compare the sizes of two groups Sum-the answer to an addition problem | |
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: 4.2(G)- relate decimals to fractions that name tenths and hundredths 4.3(D)- compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or < 4.3(E)- represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations 4.9A represent data on a frequency table, dot plot, or stem‐and‐leaf plot marked with whole numbers and fractions | ||
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 | 4.3 A, B, E | |
17 | 4.3 C, D | |
Notes: Misconceptions: 4.2(G)- Having difficulties representing values greater than 1 whole 4.3(D)- Not understanding that larger denominators yield smaller parts of a whole; smaller denominators yield larger parts of a whole -Overgeneralizing the idea that “the bigger the denominator, the smaller the part” (and vice versa) by ignoring the numerators when comparing fractions (e.g., 1/ 3 > 3 /5 because thirds are greater than fifths) -Not viewing the comparison statement correctly -Having difficulty comparing improper fractions with mixed numbers* 4.3(E)-Adding the numerators and denominators -Having difficulty identifying the whole when given a set of objects -Not understanding adding and subtracting fractions as joining and separating parts of the same whole -Not recognizing that the solution to an addition/subtraction problem can be represented as an improper fraction Prior Knowledge: 3.3(F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines 3.3(H) 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 3.3(A) 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 3.3(B) 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 3.3(C) 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 3.3(D) 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 3.3(E) 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 3.3(G) 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 3.6(E) 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 3.7(A) represent fractions of halves, fourths, and eighths as distances from zero on a number line | ||
