Wiggins, McTighe
Designer: Molly Sias
Unit Topic/Grade: Fractions / 5th grade
Transfer
Students will be able to independently use their learning to
PA Academic
M5.A.2.1.2: Solve problems
involving addition and
subtraction of fractions
(through 16ths like and
unlike denominators for
unlike denominators, the LCD
must be one of the given
denominators).
M05.A-F.2.1.2: Multiply a
fraction (including mixed
numbers) by a fraction.
UNDERSTANDINGS
Meaning
ESSENTIAL QUESTIONS
Acquisition
Students will be skilled at
S1 Identify fractions of a
whole or group
S2 Apply the principles of
LCM to various problems
S3 Apply the principle of
common denominators to
various problems
S4 Add and subtract fractions
and mixed numbers
S5 Compare fractions with
like and unlike denominators
Stage 2: Evidence
Evaluative Criteria (List for all
Performance Assessments)
EC 1: Mathematically accurate
calculations of each ingredient using
multiplication of fractions and mixed
numbers, clear calculations written in an
organized manner with all steps included
EC 2: Mathematically accurate
calculations of each route distance by
adding fractional pieces and mixed
numbers using common denominators;
Mathematically accurate calculation of
the difference between the two routes by
subtracting fractions and mixed numbers
using common denominators.
PA 1: You are a camp counselor working. Your task is to make trail mix for 16
campers, yourself, and another counselor to eat for snack. You have a recipe
that makes enough for 6 people. Use the recipe to make enough trail mix for
all the campers and counselors. The recipe is as follows:
4 cups of popcorn, 3 cups of pretzels, 2 3/8 cups of raisins, 2 2/3 cups of
chocolate chips, and 2 5/6 cups of M&Ms. You must turn in a calculations sheet
to the camp director for her inspection prior to her purchasing the ingredients.
(EU1, EU2)
PA2: You are a travel agent. A family just came in who wants information on
traveling to Disney World by car. They live in Pittsburgh, Pennsylvania. When
you look at a map, you notice that the family could choose between two
different routes. They want you to figure out which route is the shortest and by
how much. In the first route, the family would travel from Pittsburgh to
Morgantown, WV traveling 75 4/5 miles, from Morgantown to Charlotte, NC
traveling 376 miles, from Charlotte to Jacksonville, FL traveling 383 miles,
then Jacksonville to Orlando, FL traveling 152 3/8 miles. In the second route,
the family would travel from Pittsburgh to Washington, DC traveling 240 2/3
miles, from Washington, DC to Richmond, VA traveling 108 5/6 miles, from
Richmond to Florence, SC traveling 293 7/12 miles, from Florence, SC to
Jacksonville, FL traveling 310 miles, then from Jacksonville to Orlando, FL
traveling 158 3/8 miles. (EU1, EU2)
PA3: Oral or written response to one of the essential questions, using
appropriate vocabulary in context. (EU1, EU2)
Unit test
Open-ended response finding an error in a multiplication of fractions
problem and explaining how to fix the error
Creation of a word problem using one of the fractional skills (student
choice)
Pre-Assessment
What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?
Pre-test on finding common denominators, adding, subtracting, and multiplying fractional pieces and mixed
numbers, comparing fractions with like and unlike denominators.
Learning Events
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14.
Pre-Assessment
Introduce the essential questions and have the students create
preliminary answers. Discuss the performance tasks that will end the
unit in order for students to see where they are headed. (M)
Read Working with Fractions (A, M)
Review fraction vocabulary (numerator, denominator, etc.) (A)
Teacher-guided lesson on finding common denominators (A)
Play Flip and Compare card game to practice comparing fractions (A,
M)
Teacher-guided lessons on adding and subtracting fractions and mixed
numbers. (A)
Small group work time to solve story problems from the book, Funny
and Fabulous Fraction Stories (M)
Performance Task #2: Determine Shortest Travel Distance (T, M)
Teacher-guided lesson on multiplying fractions and mixed numbers.(A)
Open-ended response finding an error in a multiplication of fractions
problem and explaining how to fix the error (T, M)
Create word problem using one of the fractional skills learned (student
choice) (M, T)
Performance Task #1: Trail Mix Recipe (T, M)
PA3: Oral or written response to one of the essential questions, using
appropriate vocabulary in context. (T, M)
to compare fractional amounts when deciding which travel distance is longer or who
wins the prize for running the farthest distance in a race.
COLLEGE OF EDUCATION AND HUMAN SERVICES
Curriculum Development and Evaluation
ED 523
CURRICULUM UNIT SCORING GUIDE
Note: Points will not be assigned for items that are not addressed.
Performance Indicators
1.0 Stage One: Desired
Results
1.1 Standards
1.2 Transfer
1.3 Enduring
Understandings
1.5 Content
1.6 Performances/Skills
(Major Objectives)
Degrees of Performance
Sophisticated
4
Appropriate CCSS/PA
Academic Standards are
included.
Insightful identification of
how students will be able
to independently use
their learning (desired
long-term independent
accomplishments).
Skillful
3
Identification of how
students will be able to
independently use their
learning (desired longterm independent
accomplishments).
Insightful representation
of the Understandings
that clearly articulate the
unifying ideas of the
curriculum unit.
Insightful and thoughtprovoking Essential
Questions that will foster
inquiry, meaning-making,
and transfer.
Relevant representation
of the Understandings
that articulate the
unifying ideas of the
curriculum unit.
Essential Questions
that will foster inquiry,
meaning-making, and
transfer.
Relevant delineation of
the CU content.
Relevant design of
performance tasks that
provide evidence of
student understanding.
Developed
2
Reasonable, yet
limited identification of
how students will be
able to independently
use their learning
(desired long-term
independent
accomplishments).
The Understandings
somewhat articulate
the unifying ideas of
the curriculum unit.
Essential Questions
that may or may not
foster inquiry,
meaning-making, and
transfer.
Literal
1
Appropriate CCSS/PA
Academic Standards
are not included.
Superficial identification
of how students will be
able to independently
use their learning
(desired long-term
independent
accomplishments).
The Understandings
demonstrate a
fragmented articulation
of the unifying ideas of
the curriculum unit.
Superficial identification
of the Essential
Questions.
Reasonable, yet
limited delineation of
the CU content.
Reasonable, yet
limited design and
identification of the
performances (major
objectives).
Simplistic delineation of
the CU content.
Reasonable, yet
limited design of
performance tasks that
may or may not
provide evidence of
student understanding.
Plausible, yet limited
identification of ongoing assessments.
Underdeveloped design
of performance tasks.
2.1 Performance
Tasks/Assessments
Relevant identification
of on-going
assessments to
Underdeveloped
identification of ongoing assessments.
Complete identification of
the criteria to evaluate
attainment of the desired
results (most important
qualities).
determine whether
Stage 1 targets were
achieved.
Relevant identification
of the criteria to
evaluate
attainment of the
desired results (most
important qualities).
Superficial identification
of the criteria to
evaluate
attainment of the
desired results (most
important qualities).
Pre-assessments are
implemented to check
students prior
knowledge, skill levels,
and potential
misconceptions.
Strategic design of
learning activities that
provide:
Three types of goals
(acquisition, meaning,
and transfer) addressed
in the learning plan.
There is no evidence of
pre-assessments.
Relevant design of
learning activities that
provide:
Three types of goals
(acquisition, meaning,
and transfer) addressed
in the learning plan.
Inclusion of the
monitoring of students
progress toward
acquisition, meaning,
and transfer during
lesson events.
Potential rough spots
and student
misunderstandings are
noted as well as how
feedback will be
provided.
Relevant articulation of
all CU elements.
Grammar and
mechanics reflect 2-3
errors.
The overall design of
the CU reflects a high
moderate degree of
preparation and
organization.
Reasonable, yet
limited articulation of
all or many CU
elements.
Grammar and
mechanics reflect 4-5
errors.
The overall design of
the CU reflects a low
moderate degree of
preparation and
organization.
Uncritical design of
learning activities.
Progress monitoring is
addressed minimally.
Incomplete articulation
of CU elements.
Grammar and
mechanics reflect more
than 5 errors.
The overall design of
the CU reflects a low
degree of preparation
and organization.
Questions:
5.1 Reflection and
Response
Total: 64/
Superficial reflection
and response related to
the essential questions:
EQ1, EQ2, and EQ3