1
Stephani Anugrahman
TBA
Subject Area
Mathematics
Length of Time
2 weeks
Grade Level
Grade 3
Standards
Fractions/Decimals; add/subt 3
Digits; Mult/Div 2 Digits;
2D/3D Shapes; Timestable
(ITC Elementary Math Class
Standards)
Summative Objectives
1. Students will be able to
identify fraction.
2. Students will be able to
modify the fraction into
its equivalent.
3. Students will be able to
apply the operation of
fraction in daily life.
Main Idea (Claim)
Students will understand how to operate fraction and able to connect and modify each of the elements.
Biblical Perspective and Interdisciplinary Connections
Fraction
Grade 3
Fraction
Developmental Profile
Emotional/Psychosocial
● Need praise, not criticism: We need to correct students but
the same time, must also make active acknowledgements for
each of their accomplishment.
● Identify talent: Different students have different talents,
some have Leadership, designs, Public speaking, Art and
painting, Encouraging others, Music and Singing, Cooking
etc,.
Cognitive
● Based on experience
● Two variables at a time
Physical
● They are active
● They need rest periods: A regular Sleeping period of 7 to 9
hours is essential for Young Learners
● Activities are extremely necessary
● Good body control: A student must be able to maintain
his/her body well, because without health, it is not possible
to do anything
Social
● Selective friendship
● Organized games
● Frequent quarrels
Layer of Understanding
● Romantic Layer of Understanding: Transcendent values best
learned in narrative settings involving imagination, the
unexpected (including detail), idealism.
● It needs to support learning about significant values.
● Units can often be developed best through a narrative
approach, although the role of narrative is now less central
than the story form was for younger children.
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Stephani Anugrahman Fraction
TBA Grade 3
Math is here “to help the student understand God’s creation more fully, his task in it, and how
mathematics can help him fulfil his calling” (van Brummelen, 1977). God put mathematics in every of
His creation and His command. Without understanding Mathematics, we will not be able to fully
understand God’s purpose on every of His creation and command. One of the objective of Mathematics
that is related with our task as His creation is to highlight where relevant, God’s own use of
mathematical language to communicate with man (us), e.g. Ark and Temple building, His significant
use of number and tithing.

Creation: God made numbers as He counted the days of creation since the beginning of this earth
(Genesis 1:10-13). God use numbers in many ways. He made everything in order, which for example
animals in Noah’s story, should come in pairs (Genesis 7:2). He asked the Israelites to pay their tithes
using the tenth of their crops (Leviticus 27:30-34), which was their income back then. God wants us to
count tenth of our income. Tenth is part of fraction in Mathematics. Even though in the New
Testament, tithing was not mentioned and in fact Jesus has fulfilled the law, but we cannot easily
forget about God’s command to the Israelites, His chosen people, in the Old Testament (Roman 3:31).

Fall: Nowadays, many people, even Christians, were not able to learn Mathematic because of the
scarcity of good education. Moreover, students nowadays learn Mathematics just to pass their school
year without knowing how to apply what have they learned in their daily life.

Redemption: After knowing what God actually command and we should give back what God has, as a
teacher, we need to teach our students the practice of tithing. Our students need to learned how to count
tenth of what they get from their parents since they did not have any income yet. We need to teach
them since they were young therefore they will have this habit when they become adults.

Enduring Understandings Essential Questions

1. Fraction is one of the most basic element 1. What is fraction?

that is related with many other concept in 2. How operate and modify fraction?
Mathematics. 3. Why should we learn the mathematical
2. Students need to have a strong foundation operation in fraction?
about fraction and decimal because they 4. How to use fraction daily life?
will apply it further in the future classes.
3. Students should realize that they will find
fraction in every day life. Therefore they
have to be able to count operation in both
fraction without pen-and-paper method.

Knowledge (K) Skills (S) Dispositions (D)


Stephani Anugrahman
TBA
The learner will know: The learner will be able to:
1. The definition of
fraction.
2. The elements of fraction
Formative Assessments
1. Pop up quizzes in the end
of every section. Consist
only 3-5 explanation or
quick answer questions
verbally or written.
2. 2 Worksheets for every
section/chapter. One
worksheet is in-class
worksheet. Another one is a
homework.
3. Math Tournament. On the
ending of every concept
(fraction and decimal),
teacher will divide students
into pairs. The tournament
will be divided into 3
rounds;
4. Review games and exit
slips. A 2 minutes quick
answer for the opening and
closing lesson.
Rubric for Summative Assessment (Tentative)
3
Fraction
Grade 3
The learner will value:
1. Solve the mathematical 1. The basic operation of
operation (addition, fraction.
subtraction, 2. The use of Mathematics
multiplication, division) especially fraction in
for fraction. everyday life.
2. Modify fraction into its
equivalent.
3. Compare which fraction
is greater than the other.
4. Apply the basic
operation of fraction on
any kind of basic
problems and future
modified problems.
5. Solve everyday problem
that is related with
fraction by applying the
mathematical operations.
Objectives Objectives
Summative Assessment(s)
Assessed Assessed
K. 1, 2 Fraction Table. Students will be S. 1, 2, 3,
S.1, 2, 3, divided into pairs (consist of 4, 5
4, 5 struggling and advance students in
one pair). They need to make a table
on A2 consist of a column for
fraction, fraction drawing, and at
S. 1, 2, 3, least 3 its equivalent fractions. They
4, 5 also need to order the fraction from
smallest to largest number and from
proper to improper fraction. They
are free to use any kind of material
as long as the table is presented
clear. (Rubrics attached below)
S. 1, 2, 3,
4, 5
S. 1, 2
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Stephani Anugrahman Fraction
TBA Grade 3

Planning Diagram (Tentative, Schedule might not cover all)

Unit Schedule (On Progress)

Day Lesson Focus

1 Intro to Fraction
Objectives: Students will
- Identify the elements of fraction which are numerator and denominator.
- Define fraction using drawings
Assessments: Worksheets, games
Activity Ideas:
- Fraction bingo. Teacher will give the students different boards of bingo contain
the fraction in picture form. One student will get one board and each student got
different board. Teacher will have a stack of card of fraction. Students need to
cross out any fraction drawing that the teacher mention based on the card on his
hands.
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Stephani Anugrahman Fraction
TBA Grade 3
- Pizza games. Can be used as closing game because we will ask students to eat
together in the end. Prepare 4 box of pizza. One pizza will be cut into 4 slices, 8
slices, 2 slices and 3 slices
- Lego Fraction. They need to arrange the lego into a particular fraction. For
3
example, teacher will ask the students to make , students will choose any size of
4
lego but must be the same size of lego. Take 3 pieces of it that is yellow and one
of it that is green. Therefore they have made 3 out of 4 legos are yellow, which
3
means .
4
2 Equivalent Fraction
Objectives: Students will
- Identify equivalent fraction
Assessment: Games and Worksheet
Activity Ideas:.
- Simple Simon Fractions (Simplifying Fractions with Card). To prepare for this
game, take out the aces. Make the Jacks 12, Queens 14, and the Kings 15 (no 13's
again). Split the deck and shuffle the cards. Each player flips over the top two
cards from his/her pile and makes a fraction with the smaller number on top. The
first player (yes it's a race) to correctly simplify his/her fraction may keep the
cards from that round. If there is a tie, cards are put in the middle for the next
round's winner. If a player's cards can not be simplified, the other player may keep
the cards IF he she simplifies his/her own fraction correctly. If not, cards go back
in the center for the next round. The player with the most cards at the end wins.
3 Comparing and Ordering Fraction
Objectives: Students will
- Compare each fraction and identify which one is bigger than others
Assessment: Games, Worksheet
Activity Ideas:
- Domino Games. Teacher will use domino to teach student how to compare and
order fraction. One side can be a numerator and the other one will be denominator
4 Proper and Improper Fraction
Objectives: Students will
- Identify type of fraction: proper and improper Fraction
Assessment: Worksheets, pop quiz, games
Activity Ideas:
- Improper Fraction War (Card Games). Students will need scratch paper or a
whiteboard to work out some of their problems in this game. For this game, Aces
are one, Jacks are 12, Queens are 14, and Kings are 15. Shuffle the deck and split
the cards evenly. Players turn over the top 2 cards and make an improper fraction
(big number on top). Each player converts that improper fraction to a mixed (or
regular) number and the largest number wins (or use the more/less coin again).
Winner keeps the cards and play continues. If there is a tie, the cards go in the
middle to be taken by the winner of the next round.
5 Mixed Fraction
Objectives: Student will
- Convert improper fraction to mixed fraction
Assessment: Worksheets, pop quiz, games
Activity Ideas:
- Arrange the Dice (Exit Slip): Teacher will ask the student to line up and come
one by one to roll 3 dice. Students need to arrange the 3 numbers that appear on
the dice to be a mixed fraction based on the teacher instruction.
6 Math Tournament: Identify and Modify
7 Fraction Operation: Addition and Subtraction
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Stephani Anugrahman Fraction
TBA Grade 3
Objectives: Students will
- Count the addition or subtraction of two fraction, with or without pictures
Assessments: Wrksheets, games
Activity Ideas:
- Lego Fraction. But now, instead of only arranging fraction into lego, now the
students need to add it up too.
- Fraction Dance. Teacher will show 2 different fraction that they need to either
add or subtract and they need to do these certain movements based on the sum or
difference. For example,
4/8  Touch your head
¾  Shake your hips
5/6  Touch your nose
8 Math Tournament: Operation
9 Final Project: Fraction and Decimal Diagram
10 Final Project: Continuing the Project
Back-up Plan and Additional Materials
1. Videos:
a. Equivalent Fractions → https://youtu.be/D3Va4gt1bPY
b. Fraction Video → https://youtu.be/lTce7f6KGE0
2. Worksheets:
a. http://www.k5learning.com/free-math-worksheets/third-grade-3/fractions-and-decimals

How to Approach Unit Planning using the Template

I. CONSIDER THE TOPIC, CONTEXT, AND AUDIENCE

Questions to think through:
a. What are the parameters?
i. Course subject?
ii. Topic to teach in the unit?
iii. Length of time for the unit?
b. Who is my audience? What do they need?
i. Grade?
ii. Development profile?

Fill out the

Definition Resources & Examples
Template
Subject Area The discipline or course focus School or curriculum
Length of Time Number of school days that the unit ● Curriculum map
will take. Typical units are 2-8 weeks course scope and sequence
in length.
Grade Level The year of school that the unit will ● School or curriculum
be taught
Developmental A description of the psychosocial and ● Van Brummelen, pp. 115-120
Profile cognitive developmental stage(s) of ● Fennema, pp. 9-15
the students ● Piaget
● Erikson
● Egan

II. RESEARCH
Questions to think through:
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Stephani Anugrahman Fraction
TBA Grade 3
a. What is there to know about this topic?
i. How does it connect to the discipline? Reality? The class as a whole?
ii. What are the important concepts, skills, processes?
iii. What is the history, significance, or context?
b. What is a biblical perspective on this topic?
i. Creation: What is God’s creation intention for this area?
ii. Fall: How has sin distorted God’s intention for this area?
iii. Redemption: What has the cross achieved in confronting brokenness in this
area?
iv. Restoration: How do we bring renewal and right stewardship in this area?

Fill out the

Definition Resources & Examples
Template
Biblical Perspective An articulation of how the topic is ● CFRR Descriptors (NICE)
and Interdisciplinary viewed through the lens of Creation, ● Transforming by Design, pp.
Connections Fall, Redemption, and Restoration. 43-57
Demonstrates how this area of study ● Fennema, pp. 23-34
reveals Christ’s Lordship in all areas
and our right response.
Interdisciplinary connections makes
clear and relevant relationships to
other standards, curriculum, or
performance indicators allowing
learners to explore the
interdisciplinary nature of our world.

III. DESIGN THE BIG PICTURE

Questions to think through:
a. What’s the main idea or claim of the unit?
b. What are the essential understandings?
c. What are the essential questions?
d. What are the knowledge, skills, and dispositions?

Fill out the Template Definition Resources & Examples

Main Idea (Claim) A single sentence that captures the ● Transforming by Design
central, overarching big idea of the
unit. It focuses and hold together the ● Also called thematic statement
unit; all components should align or transfer statement
towards it. Should be written in
language that students can
understand and use.
Enduring The key principles and ● Erickson, pp. 45-50; 83-90
Understandings generalizations that support the
Main Idea and develop from the fact ● Also called essential
base. They are abstract, conceptual, understandings in PYP, MYP
transfer through time and across
cultures, and display deep
understanding. Are stated as full
sentences.
Essential Questions Open-ended questions engage ● Erickson, pp. 90-94
students in inquiry that will leader ● Essentialquestions.org
toward the enduring understandings. ● Wiggins & McTighe
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Stephani Anugrahman Fraction
TBA Grade 3
●
Knowledge, Skills, A statement of what we want ● Curriculum standards
and Dispositions students to know, be able to do, and
value about the topic. The focus is ● Also called learning outcomes
on concrete knowledge, skills, and
dispositions, not activities that will
be done during the unit.

IV. PLAN ASSESSMENTS

Questions to think through:
a. How will you know if students understand the main idea, essential understandings?
b. How will you know if they know, can do, and can value the knowledge, skills, and
dispositions of the unit?

Fill out the Template Definition Resources & Examples

Formative Assessment Assessment throughout the unit that ●
provides feedback that can be used
to plan or alter instruction. Should
prepare students for the summative
assessment.
Summative Final assessment tasks at the end of ● Erickson, pp. 98-106
Assessment the unit of study that assess deep ● Also called culminating
understanding, knowledge, skills, performance task.
and possibly dispositions.

V. PLAN INSTRUCTION
Questions to think through:
a. How will I get my students from where they are to successful and independent
accomplishment of the summative assessment?
b. What is the best order of lesson plan objectives and instructional strategies?

Fill out the Template Definition Resources & Examples

Unit Schedule The sequence of the lessons that will
comprise the unit as a whole.

VI. TEACH THE UNIT

Questions to think through:
a. What changes do I need to make to my plan as a result of the formative assessments?
b. What other changes might be more beneficial to student learning?
c. How effective were the changes I made and why?

Fill out the Template Definition Resources & Examples

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Stephani Anugrahman Fraction
TBA Grade 3
Use the LESSON ●
PLAN TEMPLATE
for this portion

VII. REFLECT AND REVISE

Questions to think through:
a. Did my students come to understand the main idea, essential understandings?
b. Do my students know what they are supposed to? Can they perform the unit skills? Do
they value what was intended?
c. What was most effective? least effective?

d. What changes will I make for next time?

Fill out the Template Definition Resources & Examples
Choose a method most ●
beneficial for you.