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Name: Brian Bowers, Alyssa Rusk, Dixie Fogarty, Rachel Logan

Grade Level: 4th grade

Unit: 4th Grade Fractions Unit

Description: By now, you should realize that all situations do not revolve around whole numbers. Fractions are a part of our
everyday life. Pretend you have a few friends over after school. Your mom bakes a pizza for an after school snack. How many pieces
would your mom have to cut the pizza into so you each get an equal amount? By the end of this unit you will learn how to share and
separate things like food, objects, and other things into equal parts.

Stage 1 - Desired Results

Established Goals
(2) Students develop understanding of fraction equivalence and operations with fractions. They recognize that two different fractions
can be equal (e.g., 15/9 = 5/3), and they develop methods for generating and recognizing equivalent fractions. Students extend
previous understandings about how fractions are built from unit fractions, composing fractions from unit fractions, decomposing
fractions into unit fractions, and using the meaning of fractions and the meaning of multiplication to multiply a fraction by a whole
number.
4.NF.1 - Explain why a fraction a/b is equivalent to a fraction by using visual fraction models with attention to how the number and
size of the parts differ even thought the 2 fractions themselves are the same size. Use this to recognize and generate equivalent
fractions.
4.NF.2 - Compare 2 fractions with different numerators and different denominators (creating common denominators or numerators,
or by comparing to a benchmark fraction such as ) Recognize that comparisons are valid only when the 2 fractions refer to the
same whole. Record the results of comparisons with symbols <, > or + and justify the conclusions (using a visual fraction model)
SMP.2 - Reason abstractly and quantitatively
SMP.3 - Construct viable arguments and critique the reasoning of others
SMP.6 - Attend to precision

Transfer
Students will be able to independently use their understanding of fraction equivalency and ordering to make decisions or solve
problems.

Meaning-Making
Understandings
Students will understand that
1. Equal quantities of the same whole can be expressed as
different equivalent fractions; at various times one fraction might
be more useful than another.

Essential Questions (F=Factual, C=Conceptual,

P=Provocative)
Students will keep considering
F (3, 4) - How do you know what the size of a fraction is?
F (1) - What is a fraction?

2. Fractions can be compared using a variety of visual models.

C ( 2, 3) - How can I use models to compare fractions?
3. Equivalent fractions can be represented in a variety of visual
models (e.g. number line, area model, fraction bars/circles,
pattern blocks).
4. The values of the numerator and denominator help you
compare and reason about fractions.

C (4) - How can I use language (in written form or verbally) to

explain my thinking about the size of fractions?
C (2, 3) - How are equivalent fractions generated?
C (3) - How can I represent fractions in multiple ways?

5. Fractions allow quantities to be expressed with greater

precision than with just whole numbers.
6. They can respectfully disagree with each other while
explaining their mathematical reasoning.

P (1) - Why is it important to understand and be able to use

equivalent fractions in mathematics or real life?
P (2, 3, 4) - What is the smallest fraction?
P (1, 4) - How does
equivalence help us solve problems?
P (1, 4) - When is a lot? When is a little?

P (5) How do fractions help us in our life? Why do we need more

precision than just whole numbers?

Acquisition of Knowledge and Skills

Knowledge

Skill

Students will know...

Students can draw visuals to show their understanding of

equivalent fractions

Equivalent
Fraction
Fraction bar
Unit Fraction (anything w/ 1 as a numerator)
Benchmark Fractions (, , common fractions)
Denominator
Common Denominators
Numerator
Common Numerators
Part
Whole
Comparing: Greater than, Less than, equal to symbols
Listening Skills
Verbal Reasoning

Students can represent fractions in different ways.

Student can recognize that fractions are equivalent using models.
Students can divide or multiply to make equivalent fractions.
Recording comparisons using the less than, greater than, and
equal to symbols.
Students can compare two given fractions by generating
equivalent fractions with common denominators.
Students can compare two given fractions by reasoning about
their size or their location on a number line or comparing them to a
benchmark fraction.
Students will give appropriate feedback to their peers.

Stage 2 Evidence of Understanding

Students will show their learning by

Performance Task(s):
(Performance) Transfer - Students independently use their understanding of fraction equivalence and ordering to solve problems: Students will be
given a rubric to follow in order to use iMovie/Quick Time OR give an oral report to create and solve a real world problem using classroom objects.
(Process Assessment - Observation/Conference) Skill - Students will represent fractions in different ways: Here are three small grids. Find three
different ways to divide the grids into fourths. Do not divide any of the cells. Color the grids with crayons to show the fractions. Assessment
questions: Are the divisions into fourths accurate, with three cells for each fourth? Are the arrangements different? Did the students understand that
the cells used to show one-fourth could be arranged in any manner on the grid, as long as they are identified?
Other Evidence:
Selected Response: Students will match pre-cut definitions (and fractional pieces, as teacher desires) to basic Fraction terms
Formative Assessment - Use language in assessment to come up with ways to explain fractional meanings (using models or without): Numerator,
Denominator, fractional symbols tell How many and What. SMP.6, SMP.2
Formative Assessment -Fractional Number Sense (number lines) SMP.2
Group Work - Which fraction is more? Prove it! SMP.3
Instructional Task - Fraction tiles/bars/circles (or colored tiles...Legos?) SMP.6
(Selected Response) Knowledge - Students will complete a Frayer Model of what a Equivalent Fraction is. SMP.6
(Constructive Response) Understanding # 3: Explain how you would decide which of these two fractions is larger: or 3/2. Use drawings and
words. SMP.6
Process Assessment -www.TenMarks.com - 4.NF.1 and 4.NF.2
Process Assessment -www.ixl.com - Fraction equivalence and Ordering (anything Q.1 through Q.20)

Stage 3- Learning Plan

Summary of Key Learning Events and Instruction
(Pre-Assessment) - Question 1: There are two cakes on the counter that are the same size. The first cake has 2/6 of it left. The second cake has
4/12 left. Which cake has more left? Question 2: Using Area Models: Circle the items that show of the whole. Area models will include

equivalent fraction pictures. Ask How did you decide if the item should be of the whole? (use pg. 54 in Uncovering Student Thinking in
Mathematics book as guide)
Lesson 1: Equivalent Fractions (lesson 11-4 / 10-4) # Sense: Students count by
Questions:
P (2, 3, 4) - What is the smallest fraction?
P (1, 4) - How does equivalence help us solve problems?
Activities:
Fraction Tiles: Showing equivalent fractions - (during class) Small Groups show how to make equivalent fractions, then record their work (pg.
20-24: students may use virtual pattern blocks to show work if needed) * Process Assessment / Constructed Response Assessment
Value of a whole - students compare different wholes in order to make equivalent fractions in small group centers
(extra) Fractions and Equivalent Fraction pictures - finding numerators, denominators, equivalent fractions
Lesson 2: Number Lines with Equivalent Fractions (lesson 11-5) # Sense: Students count by 1/4s (include 1/2s as equivalent fractions)
Questions: P (1) - Why is it important to understand and be able to use equivalent fractions in mathematics or real life?
C (4) - How can I use language (in written form or verbally) to explain my thinking about the size of fractions?
Activities:
Label equivalent fractions on classroom number line activity: Show of a whole, 1/4s, 1/3s, etc.
Candy Fraction Activity (TPT wkst): Show, write, and draw on a number line the fractional totals of each color of candy. Extended: students will
show the fraction as simplified. (during lesson)
Labeling Fractions on a Number Line - wkst *Selected Response Assessment / Process Assessment
Fraction Line Drop - Center: online fraction drop
IXL - Individual centers: student review of number lines
Assessment: individually show where x/a would be on a number line.
Lesson 3: Comparing Fractions (lesson 11-6 / 10-7) # Sense: Students count by 1/3s, using equivalent fractions
Questions:
C ( 2, 3) - How can I use models to compare fractions?
Activities:
Comparing Fractions - small group card activity
Comparing and Ordering Fractions student sheet - student will use fraction strips to compare and order fractions *Process Assessment / Brief
Constructed Response Assessment
IXL - Q.14-Q.16 (comparing fractions with a picture - in a recipe)

Lesson 4: Ordering Fractions (lesson 11-7 / 10-8) # Talk: Students tell equivalent fractions for given fraction on board

Questions:
F (3, 4) - How do you know what the size of a fraction is?
Activities:
Comparing and Ordering Fractions student sheet - student will use fraction strips to compare and order fractions (during lesson)
Ordering Fractions - partner work
Fraction Feud - Illuminations worksheet
Ordering Fractions - Individual center work: online Least to Greatest OR Greatest to Least *Brief Constructed Response
End of unit assessment: Performance Transfer activity
*Teacher Resource: Make your own number line
Virtual Fraction Tiles
Who Am I Fractions - pg. 63-64
*Additional Student Resources to be used depending on time and lesson:
Tony's Fraction Pizza
Lego Builder - Let students build portraits with Lego pieces. After done, ask students what fraction of red blocks used. Also ask what fraction
used. etc. (OR use Task Cards pg. 8-11 to have students build fractional examples)
Equivalent Fraction Match

Edited from: UbD Template by G. Wiggins and J. McTighe and H. Lynn Erickson and Lois Lanning
- http://www.corestandards.org/Math/Practice/
- http://www.doe.mass.edu/candi/model/units/Mathg4-FractionsSizeMatters.pdf
- http://conceptbasedinstruction.weebly.com/2014-15-elem-math-unit-writing.html

RUBRIC for Performance Assessment:

Beginning - 1 point

Developing - 2 points

Proficient - 3 points

Mathematical Content:
Does the students
interpretation accurately
reflect the important
mathematics in the
problem and is the
solution process
performed in an accurate
and complete manner?
SMP.6 SMP.2

Your work shows some understanding of

the problem's mathematical concepts.

Your work shows a nearly

complete understanding of the
problem's mathematical
concepts.
All parts of the problem are solved
completely using an appropriate
process.
Minor computational errors may
lead to incorrect (but logical)
results.
Minor omissions of mathematical
language and numbers still result in
a clear meaning.

Your work shows a complete

understanding of the problem's
mathematical concepts.
All computations are complete and
correct, written in an appropriate
form.
You use appropriate mathematical
language and numbers including
correct labels.

Problem Solving:
Is there evidence that
the student proceeded
from a plan and their
approach to the problem
was thorough,
thoughtful, logical, and
creative?
SMP.3

You identify some of the important

elements of the problem and show a
limited understanding of the relation-ships
between them.
Your chosen strategy may be incomplete or
improperly executed.
You may have chosen an inefficient strategy.

You identify some of the

important elements of the
problem and show a limited
understanding of the
relation-ships between them.
Your chosen strategy may be
incomplete or improperly used.
You may have chosen an
inefficient strategy.

You identify all of the important

elements of the problem and
show a complete understanding
of the relationships among them.
You make appropriate use of
multiple methods to show your
solution.
You show creativity and originality
in your solutions and procedures.

Communication:
Was I able to easily
understand the students
thinking, or did I have
to make inferences and
guesses about what they
were trying to do/say?

Your written explanations attempt to

explain what was done or why it was done,
but may be vague or difficult to interpret.
You include appropriate diagrams, but they
are not labeled or explained very well.
You did not use complete sentences or correct
grammar.

Your nearly complete written

explanations explain what was
done and begin to explain why it
was done.
You include appropriate diagrams
with most parts labeled and
explained.

Your complete written

explanations clearly explain both
what was done & why it was
done.
You include an in-depth
explanation of your reasoning that
was clear, concise & thoughtful.

Some parts of the problem were left blank or

doesnt make sense.
Minor errors may lead to incorrect answers.
Your use of mathematical language and
numbers are incomplete.

SMP.2 SMP.3

You use correct grammar &

complete sentences when
appropriate.
While not exceptionally thorough,
your explanations were clear
enough for me to understand what
you were thinking.

You use correct grammar &

complete sentences when
appropriate.
You use appropriate
diagrams/graphs that were
carefully drawn and thoroughly
labeled.