5th Grade Fractions Unit

Nathan Schumann

Saginaw Valley State University

ETD 543

August 12, 2016

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Abstract

After teaching 5th grade for the past three years, I have noticed that a majority of students

who struggle in math have difficulties with fractions. Students have strengths in the basic

concepts, but the ability to push to the next level of addition, subtraction, multiplication, and

division of fractions needs to be a focus. Specifically, students are able to complete the

computation of fractions at the end of a unit, but they have trouble mastering the solving and

creation of fraction word problems.

This program will allow for students to collaborate and build their skills of the content.

The goal of the Fractions Unit is for students to be able to successfully add, subtract, multiply,

and divide fractions. Differentiated instruction will be utilized within the various programs. All

of the lessons and material will be located on a Google Classroom page for easy access. Each

lesson will focus on specific objectives using interactive activities, videos, songs, and peer

collaboration. Students will regularly work with partners and groups as a project based learning

theme. The unit will take place in the classroom and technology lab using a projector,

computers, Chromebooks, and a document camera.

This technology unit will be utilized, in combination, with both the classroom addition

and subtraction unit and multiplication and division unit. The instructor will make sure the

desired learning objectives are met through various formative assessments. Lessons will be

modified depending on the performance of the students. A summative assessment will be taken

at the end of the program to measure the students growth.

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Table of Contents

Project Proposal 5

Statement of Problem ... 8

Needs Analysis ..... 9

Goals and Objectives .. 13

Design . 17

Lesson 1 .. 17
Lesson 2 .. 19
Lesson 3 21
Lesson 4 23
Lesson 5 .. 25
Lesson 6 .. 27
Lesson 7 .. 29
Lesson 8 .. 31

Implementation ... 33

Evaluation 37

Appendices

Appendix A - Addition and Subtraction of Fractions PreTest . 41

Appendix B Khan Academy: Adding & Subtracting Fractions .... 44
Appendix C Addition & Subtraction Fraction Word Problems .... 45
Appendix D Adding and Subtracting Fractions Post Test 47
Appendix E What Word Would You Use? ... 50
Appendix F Addition & Subtraction Word Problems ... 51
Appendix G Group Multiplying Fractions .... 52
Appendix H Who wants to be a Millionaire: Multiplying Fractions 53
Appendix I Multiplying Fractions Jeopardy . 54
Appendix J Multiplying Fractions Computation Practice 55
Appendix K Group: Multiplying Fractions Word Problems 56
Appendix L What word would you use? .. 57
Appendix M Partner: Multiplying Fractions .... 58
Appendix N Multiplying Fraction Word Problem Creation 59
Appendix O Individual: Dividing Fractions Games 60
Appendix P Dividing Fractions Interactive .. 61
Appendix Q Group Dividing Fractions Word Problems .. 62
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Appendix R Partner: Division of Fractions Word Problems 63

Appendix S Individual: Interactive Dividing Fractions 64
Appendix T Group: Dividing Fractions Word Problems .. 65
Appendix U - Fraction Unit review Survey . 66
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Project Proposal

Explanation of Suspected Need:

In the three years that I have taught fifth grade, I have found that fractions have been the

most difficult math topic for students to master. Students get confused due to the various multi-

step s they must complete to solve the problem. In order to understand how to answer various

fraction problems, they must first understand the basic functions of simplifying, common

multiples, and improper/mixed fractions. In addition, most students can become confused with

word problems if they do not understand the various synonyms

for add, subtract, multiply, or divide. Two years ago, 27 percent

of my class was below average in the fall, and 32 percent in the

spring on the NWEA test. In my previous class, I had 19 percent

of students below average, 6 percent low average and 38 percent

average in fractions in the fall. At the end of the year,

I had 25 percent of students low and 25 percent

average. All of my students made growth overall in

math last year, but fractions was not considered a

strong subject. This demonstrates to me that my

students who were lower stayed lower in fractions,

and a change in my teaching needs to take place. My

class had students who were average or high progress,

while my lower students stayed low. It was the understanding of the basics that my students

must first master before they can progress to the fifth grade standards. It needs to be noted that
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many of these lower students were pulled during class time, and missed some math instruction

throughout the year.

Overview of Project:

This project will implement various interactive lessons to keep students engaged. The

content will start with simple tasks to allow the instructor to get an understanding of the students

knowledge of the material. I plan to use the various resources listed below along with anything

else that is found throughout the creation of the project.

Google Classroom - This management system is where all of the objectives, lessons, and

grades will be located. Students will go to this application to see what their task will be

for the day.

FrontRow Math - This application allows for an assessment of the standard the

individuals have worked on for each lesson. It allows for a formative assessment of the

concepts taught to determine students mastery. Videos are given to help students

understand the questions if they struggle, along with letting them know what other

students in the room they could ask for help.

Prodigy Math - This program is similar to the program listed above and is game centered.

Assessments can be created and students work towards a goal.

Playposit - Playposit allows for videos from the internet to have questions entered at the

administrator's choice. This allows for the instructor to check for students understanding

of the content taught in the video. All data can be easily accessed and student progress

documented.

Khan Academy - Using math standards, this program allows students to practice math

problems that can be asked on standardized assessments. It is not a program that is as

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child friendly when compared to other sites, but it breaks down examples for each

standard with videos.

Every lesson will start with using Google Classroom. Individuals will receive all information to

complete tasks using this system. The lessons will take place either in the classroom using

Chromebooks or in the computer lab. A projector will be used with a program called Insight to

watch over students. Insight can manually control individual computers or project information

on the devices to help students. Everything will be taught and worked on in class, but students

can access all information and lessons at home. Many individuals in the region do not have

adequate Internet access at home because of the rural region and high poverty level. Students

can practice the math at home and parents can have accounts to some of the math programs to

monitor progress.

Description of Participants:

Individuals who will benefit from this unit will be fifth grade students from my 2016-

2017 classroom. Currently, 27 students, 14 boys and 13 girls, will be in the class. This unit will

be used and built upon each year with the next set of students, as new techniques and new

technologies become available.

Estimate of Project Impact:

As students progress through the course, they will build mastery in mathematics of

adding, subtracting, multiplying and dividing fractions. The individuals will be able to build on

their previous knowledge, become prepared for middle school, and push themselves to be open

minded in their learning. Scores on the NWEA and MSTEP should have a positive impact with

the technology based training.

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Statement of Problem

Common Core Math can be interpreted in various levels of difficulty. As a fifth grader,

students have to understand more complex problems of fractions. This can be either creating or

finding answers to word based problems. The state standardized MSTEP test gives students

questions with a higher level of complexity that students need to understand. This creates a need

of students having to be flexible, as well as for me, the teacher, to present all the possibilities of

how to add, subtract, multiply, and divide fractions.

Mastery of these techniques has to be built on a strong foundation. If students are not at a

fifth grade conceptual understanding of basic fractions, they cannot complete the more complex

tasks. In order to have students engaged, they need to understand that this skill is something they

will use throughout their lives. There are many real life scenarios that use fractions, such as

updating or building a house, putting up siding, baking, etc. These examples need to be

incorporated into the learning environment. Also, students have to have a desire to learn, and

using technology for math will help to create a constructive learning approach.
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Need Analysis

What is the need?

In general, students in my classroom are academically either high or low. This causes a

disparity in how lessons can be taught. Technology applications can help with differentiation of

instruction to meet the needs of all of the students. Historically, fractions have been the most

difficult for students in fifth grade to understand. A lack of updated quality math resources and

training has caused this struggle in our district math program. Technology integration in our

school next year will help alleviate the lack of the textbook and other resources. This is why a

unit using technology resources will be beneficial for the students. Technology will allow for

various learning styles to be used in educating the students.

Root Cause

The root cause of students lower scores can be multiple factors in my classroom and in

the district. High poverty, lack of technology, and parent responsibility and participation are

obstacles I cannot control. Also, high teacher movement, retirement, and hiring play a role.

This year, worrying about being laid off and teaching to the test because it is part of our

evaluation were problems. Teaching to the test does not benefit the students and differentiate

learning. Furthermore, our horizontal and vertical curriculum is not properly aligned in the

district. Each teacher teaches differently, and we share many of our ideas. However, it is often

too late to implement each others ideas into the current school years curriculum. Previously, we

were in a program that gave grant money to help with this alignment. Unfortunately, the grant

ran out and the alignment did not get completed. Finally, the vast amount that needs to be taught

from every subject in fifth grade, compared to other grade levels, seems to make me have to
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move fast through the material. This can cause problems in the depth that a concept is covered.

Five weeks of testing at the end of the year has caused this problem.

Goals

The goal of the instruction unit is for students to grasp the number and operation concepts

that are needed in fifth grade. Students need to have an understanding of fractions and be able to

use them in real life scenarios. Interactive activities and applications will allow for students to

build their knowledge through various learning styles. The unit will be accessible by other

educators in the grade level to have the option to utilize what has been created. Parents will be

able to work with their child using the applications and monitor their progress where internet is

accessible. Differentiation in instruction and learning styles, while still having structure using

Google Classroom, will help students progress towards mastery of the concepts.

Information Needed and Gathered

Pre-assessments are needed to understand students current knowledge of the content to

allow for a differentiation in instruction. The Northwest Evaluation Association (NWEA) fall

scores will be reviewed to see what students are strong or struggle in fractions. FrontRow Math,

an interactive online math program, and the Traverse Bay ISD new math assessments will be

conducted to gain an understanding of the students knowledge of the content. The ISD

assessments focus on Balanced Math with a four point level of difficulty scale. For example,

students would not be able to answer a level three question if they did not master the level two

concept. Information will be gathered before, during, and after the unit. Formative assessments

will take place on various applications during the lessons. This will allow for me to understand

the students need and understanding of the standard that has been taught. Common Core State

Standards will be used with the level of difficulty progressing through lesson content that is
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taught. Data will be gathered through completion of objectives and assignments on the various

applications used.

Training Structure and Organization

The training will be organized around the unit lesson that is being taught in the

classroom. Instruction and practice will be used during math time and technology periods.

Google Classroom will be the main management system where students get the lesson content,

resources, and applications to help succeed. The I Can statements and Common Core Math

Standards listed below will be used.

5.NF.1 Adding & Subtracting Fractions

I can add and subtract fractions with unlike denominators.
5.NF.2 Word Problems: Adding & Subtracting Fractions
I can solve word problems involving addition and subtraction of fractions
referring to the same whole, including cases of unlike denominators.
5.NF.4 Multiplying Fractions
I can apply and extend previous understanding of multiplication to
multiply a fraction or whole number by a fraction.
5.NF.6 Word Problems: Multiplying Fractions
I can solve real world problems involving multiplication of fractions and
mixed numbers.
5.NF.7 Dividing with Fractions
I can divide fractions by whole numbers and whole numbers by fractions.
5.NF.7 Word Problems: Dividing with Fractions
I can solve and create real world problems involving division of fractions
and whole numbers.

Population Profile

Participants: 27 Fifth Grade students, 27 Parents (possible)

3 Fifth Grade Teachers (optional)

Ages: Students 9-12, Parents 26-50, Teachers: 27-51

Ethnicities: Caucasian

Gender: 52% male, 48% female

Education: Kindergarten-4th grade for a high majority of students

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Parents varying (usually high school or two year degree)

Motivation: Moderate amongst students; low-high amongst parents

Training Implementation

The training will be delivered directly at school. The content will be examined in groups,

with partners, and independently. Student will have training at the beginning of the year for

using Google Classroom and Playposit, an interactive video application, with the programs being

used consistently in various subjects. Daily lessons will focus on the standard being taught, with

technology assisting in the students learning. Tuesday, Wednesday, and Thursday will consist of

using the technology unit at specified times for that day. All students will have a device to use as

the lessons take place.

Training Reflection and Revision

The unit will be revised and reflected on as needed. After each lesson, information and

students understanding of the objectives will be observed. This will allow for changes that need

to be made for concepts students may be struggling on. More or less time may be spent on the

standard taught depending on students knowledge and mastery. Modifications may occur

during lessons to meet the students needs. The unit will be reflected and revised at the end of

the course to allow for me to understand what could be included for next time or taken out if it

was not successful.

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Goals and Objectives

Content Statement

Students struggle with adding, subtracting, multiplying and dividing fractions in fifth

grade. A unit that will help students receive the knowledge to successfully comprehend fraction

equations. To accomplish this task, various technology applications and tools will be

incorporated into the lessons. Activities and strategies will be used to help students gain the

conceptual understanding of how to solve fraction problems. Individuals will develop strategies

of how to break a word problem into parts. This will lead to the creation of real life word

problems. Students will have to cooperate together to develop strategies to help educate their

peers. This unit will help prepare students with real life scenarios where fractions are used,

aimed at teaching them ways to incorporate them in the future.

Draft Goals

Given all required tools and equipment, fifth grade elementary student, should be able to:

Add and subtract fractions with unlike denominators

Add and subtract mixed numbers

Solve word problems involving addition and subtraction of fractions

Multiply fractions

Multiply fractions involving real world problems

Divide Fractions

Create real world problems dividing with fractions

Cooperate and communicate with other peers while using technology

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Process Objectives

The educator of the Fraction Unit will:

Construct and administer a pretest to differentiate students into groups

Provide students time to practice fractions using interactive technology

Design a unit that is user friendly with all websites, activities, games, videos, and data

available to the students within Google Classroom

Provide access to school computers and technology

Create and give a post test in order to determine if students learned how to solve fraction

equations and create real life word problems

The 27 fifth grade students should:

Have basic computer skills such as typing, using Google Drive/Docs, navigating the

internet, and using various media programs

Develop their own strategies for solving fraction equation problems

Experiment with interactive tools and solve a variety of fraction equations quickly and

efficiently

Collaborate with peers in an effective manner in activities where they construct and

present a word problem by either adding, subtracting, multiplying, or dividing fractions

Terminal Objectives

After participating in all class activities, the 27 fifth grade students, should be able to

correctly add, subtract, multiply, and divide fractions and achieve an 80% or better on the

fractions unit assessment.

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Enabling Objectives

After participating during in class instruction, the 27 fifth grade students should be able

to correctly simplify fractions and change an improper fraction to a mixed number and

vice versa.

After exploring and communicating with peers, the 27 fifth grade students should be able

to infer why fractions are important and how they can be used in our everyday lives.

After watching a video and using Khan Academy and FrontRow Math, the 27 fifth grade

students should be able to efficiently and correctly add and subtract fractions with unlike

denominators.

After debating what terms mean addition or subtraction and breaking story problems into

parts, the 27 fifth grade students should be able to construct a detailed addition or

subtraction story problem involving fractions.

After playing various multiplication fraction games individually and with peers, the 27

fifth grade students should be able to create and solve a multiplication fraction equation

using the area model.

After exploring how to interpret, write, and solve multiplication word problems, the 27

fifth grade students should be able to create and relate a multiplication problem to a real

life scenario.

After exploring the division of fractions with unlike denominators and playing various

interactive division of fraction games, the 27 fifth grade students should be able to

correctly answer an equation where they have to divide fractions.

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After exploring how to interpret, write, and solve division word problems with peers and

practice using interactive applications, the 27 fifth grade students should be able to design

a division problem to a real life scenario and correctly solve.

Performance Agreement

Objective Evaluation Task

Behavior A. 27 fifth grade students should be A. Students should demonstrate ability by

able to use strategies to solve answering addition, subtraction,
addition, subtraction, multiplication, multiplication, and division fraction
and division fraction story problems problems using the strategies

B. 27 fifth grade students should be

able to pass the unit post assessment
for Fractions Unit after attending
class, collaborating with peers, and B. Take the unit post assessment
completion of assignments

Condition A. Given students participate during A. Students will demonstrate ability by

class instruction correctly completing addition,
subtraction, multiplication, and division
fraction problems during class using the
strategies

B. Given students participate in all B. Take the fraction post assessment after
class activities, interactive games, completion of activities and work
and complete work

Degree A. 27 fifth grade students should be A. Students should demonstrate ability by

able to use fraction strategies correctly answering four problems
without difficulty to solve addition, pertaining to addition, subtraction,
subtraction, multiplication, and multiplication, and division of fractions
division fraction problems during class using the strategies.

B. 27 fifth grade students should be B. Students should be able to achieve an

able to correctly answer addition, 80% or better on their fraction post test
subtraction, multiplication, and
division fraction problems on a
fraction unit test.
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Lesson Plans

Lesson 1: Introductions to Fractions Unit

Materials:
Computer Lab or Chromebooks
Overhead Projector
Video
Handouts
Google Classroom

Procedure:

Gaining Attention: (5 minutes)

Why are fractions important?
When do you use fractions in your everyday lives?

Direction:
After discussing why fractions are important and going through various elements of
fractions, students should be able to complete various basic forms of fractions.

Recall: (5 minutes)
What are some ways that we can be open minded/ inquirer/ risk taker/ communicator?

Content: (35 minutes)

Definition of a fraction
Simplifying fractions
Mixed fractions
Improper fraction
Google Classroom
Khan Academy

Application Feedback Level One:

Students will get into groups and discuss what concepts they are confused on

Application Feedback Level Two:

Each student will create a fraction that is improper, mixed, and needs to be simplified for
their partner to solve

Application Feedback Level Three:

Each student will define why fractions are important to their everyday lives
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Evaluation: (10 minutes)

Students will come together as a class and discuss the programs that are going to be used
throughout the unit.
Students will examine and solve basic fraction skills

Closure: (2 minutes)
Throughout this training, you have learned how to use the various programs that will be used
throughout this course. Throughout the next lessons, you will use the basic skills of fractions to
dig deeper on how they will benefit you in real life.
Notebook
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Lesson 2: Adding and Subtracting Fractions

Materials:
Computer Lab or Chromebooks
Overhead Projector
Videos
Google Documents
Applications: Khan Academy/ FrontRow Math

Procedure:

Gaining Attention: (5 Minutes)

Share the video Shortcut to adding and subtracting fractions
What did you observe in the video that is different than how you were taught?

Direction:
After walking through how to add and subtract fractions with unlike denominators, using
Google Classroom, students should be able to solve a fraction equation.

Recall: (10 minutes)

Converting and Simplifying Fractions
Have students think about various ways that they can add or subtract fractions

Content: (60 minutes)

5.NF.1 Adding & Subtracting Fractions
I can add and subtract fractions with unlike denominators.
5.NF.1 Adding & Subtracting Mixed Numbers
I can add and subtract mixed numbers.

Application Feedback Level One:

Each student will watch how to visually add fractions with unlike denominators

Application Feedback Level Two:

Each student will practice on Khan Academy and have a class discussion on how to use
the program and in answering the content

Application Feedback Level One:

Each student will watch how to visually subtract fractions with unlike denominators
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Application Feedback Level Two:

Each student will practice on Khan Academy and have a partner turn and talk on how
they are finding the answer

Application Feedback Level Three:

Each student will login to FrontRow Math and practice completing the problems.
Students can ask individuals in the classroom that the application recommends to help.

Evaluation: (10 minutes)

Group 1 will create a math problem using either addition or subtraction of fractions. It
should include finding the common denominators and simplifying.
Students will discuss how the group created the equation

Closure: (2 minutes)
Throughout this lesson, you have explored the necessary content that is needed to successfully
add and subtract fractions. Why do you think learning this content useful? How were you open-
minded today? Throughout the course, we will learning how this material can be used in real
life.
Notebook
Classwork
Rubric
Rubric 2
Extra Practice:
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Lesson 3: Adding and Subtracting Fractions Word Problems

Materials:
Computer Lab or Chromebooks
Overhead Projector
Videos
Handouts: Google Document or Screenshots

Procedure:

Gaining Attention: (5 minutes)

How are the word problems set up? What do you need to know in order to complete the
problem?

Direction:
After practicing how to break down an addition or subtraction word problem, students
should be able to determine and explain how to solve and create a word problem.

Recall: (10 minutes)

Add and Subtract Unlike Denominators Equations

Content: (60 minutes)

5.NF.2 Word Problems: Adding & Subtracting Fractions
I can solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators.

Application Feedback Level One:

Students debate in small groups what words can be used when creating or solving an
addition or subtraction word problem

Application Feedback Level Two:

Students work with a partner and examine the eight word problems together through a
Google Document

Application Feedback Level Three:

Each student will individually examine and solve real life problems on adding or
subtracting fractions
Students will get in small groups of 2 or 3 and discuss what words were used to
determine whether the problem was addition or subtraction and examine answers
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Evaluation: (20 minutes)

Students will individually take the post assessment on adding and subtracting fractions
and submit it to Google Classroom.
Once everyone has completed the assessment, students will share with a partner and it
will be graded as a class.

Closure: (5 minutes)
Throughout this lesson, you have explored the various words that can be used within a word
problem to make it addition or subtraction. You have discovered many real life scenarios that
involve the use of fractions. How were you an inquirer/risk taker/open minded today? In the
next session we will learn how to multiply fractions.
Classwork
Rubric
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Lesson 4: Multiplying Fractions

Materials:
Computer Lab or Chromebooks
Overhead Projector
Video:
Google Documents

Procedure:

Gaining Attention:
Why do I multiply numbers? What example can you give me as to why I would need to
multiply numbers? Would I ever need to multiply fractions, why?

Direction:
After exploring the multiplication of fractions with unlike denominators, students should
be able to solve a fraction equation where they have to multiply.

Recall: (10 minutes)

Add and Subtract Fraction Word Problems

Content: (60 minutes)

5.NF.4 Multiplying Fractions
I can apply and extend previous understanding of multiplication to multiply a fraction or
whole number by a fraction.

5.NF.4 Area & Fractions

I can find the area of a rectangle with fractional side lengths.

5.NF.5 Understanding Multiplication of Fractions by Whole Numbers

I can interpret multiplication as the scaling or resizing of a number.

Application Feedback Level One:

Given the story problem as a class we underline the important information and circle the
question. The class has to work together to solve the problem.

Application Feedback Level Two:

Students, with a partner, play multiply fractions millionaire and Jeopardy.

Application Feedback Level Three:

Individuals practice their skills on the interactive math program.
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Evaluation: (10 minutes)

Students reflect on what they have done and create an multiplying fractions equation
using the area model.

Closure: (2 minutes)
How were we thinkers/communicators/caring today? Tomorrow we are going to learn how to
write word problems that include multiplying and fractions.
Notebook
Classwork
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Lesson 5: Multiplying Fractions Word Problems

Materials:
Computer Lab or Chromebooks
Overhead Projector
Video:
Handouts: Screenshots

Procedure:

Gaining Attention:
What is area? How do you find the area of a rectangle? What is a fraction word problem
where I have to find the area of something? What could be use?

Direction:
After exploring how to write, interpret, and solve multiplication word problems
individuals should be able to create and relate a multiplication problem to a real life
scenario.

Recall: (10 minutes)

Multiplying Fractions

Content:
5.NF.6 Word Problems: Multiplying Fractions
I can solve real world problems involving multiplication of fractions and mixed numbers.

Application Feedback Level One:

Students debate in small groups what words can be used when creating or solving a
multiplication or division word problem

Application Feedback Level Two:

Students work with a partner to examine and solve the multiplication problems together
through Google Documents or the application of their choice

Application Feedback Level Three:

Individuals login to FrontRow Math and complete problems that focus on multiplying
fractions. They may watch the videos and ask classmates for help.

Evaluation: (15 minutes)

Create a multiplication word problem using the terms that you learned today. Solve your
word problem and submit it to me.
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Closure: (5 minutes)
Tomorrow we will be learning how to divide with fractions. Can you think about any of the IB
Learner Profile terms that you used today? Please share.
Classwork
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Lesson 6: Dividing With Fractions

Materials:
Computer Lab or Chromebooks
Overhead Projector
Video:
Handouts: Screenshots

Procedure:

Gaining Attention:
What are some examples of how we use division equations in our world? Today we are
going to learn how to divide fractions through song!
How do we divide fractions?

Direction:
After exploring the division of fractions with unlike denominators, students should be
able to solve an equation where they have to divide fractions.

Recall: (10 minutes)

Multiplying Fractions Word Problems
What are some of the words that we can use when creating a multiplication or division
problem?

Content: (50 minutes)

5.NF.3 Relating Fractions to Division
I can interpret a fraction as division of the numerator by the denominator.
5.NF.7 Dividing with Fractions
I can divide fractions by whole numbers and whole numbers by fractions.

Application Feedback Level One:

Students will work individually using a interactive activities for dividing fraction
equations.

Application Feedback Level Two:

Students will work with a partner on an interactive activity of dividing fractions using
circles and lines.

Application Feedback Level Three:

Students create equations that involve dividing with fractions and test their partner on
the problems they created.
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Evaluation:
Students come together as a class and create a few division with fractions equations.

Closure:
Today we gained the knowledge of how to divide while using fractions. In our next lesson we
are going to explore making story problems using division and fractions. Lets watch the video
one more time to refresh ourselves on what we learned today.
Extra Practice
Notebook:
Classwork
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Lesson 7: Dividing with Fractions Word Problems

Materials:
Computer Lab or Chromebooks
Overhead Projector
Video:
Handouts: Screenshots

Procedure:

Gaining Attention:
What does leave me, change me, turn me over mean? Think about it as relating to
what we have been learning.

Direction:
After exploring how to write, interpret, and solve division word problems, individuals
should be able to create and relate a division problem to a real life scenario.

Recall: (10 minutes)

Dividing Fractions

Content:
5.NF.7 Word Problems: Dividing with Fractions
I can solve and create real world problems involving division of fractions and whole
numbers.

Application Feedback Level One:

As a group, students will work together to solve two example word problems listed.

Application Feedback Level Two:

With a partner, students will solve two math problems. They will complete it
individually first and share their answers after.

Application Feedback Level Three:

Individuals will customize a pizza using fractions and solve story problems

Evaluation:
Watch the video provided.
Write a reflection on how this video was the same or different from what you have been
taught. Next, explain how you would teach someone, in detail, how to create a word
problem.
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Closure:
This lesson concludes the content that you will be learning for the course. The next session will
be a post assessment. This assessment will consists of creating unique story problems that focus
on what you have learned.
Classwork
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Lesson 8: Fractions Post Assessment

Materials:
Computer Lab or Chromebooks
Overhead Projector
Handout
Assessment

Procedure:

Warm Up:
Dividing Fractions Word Problems

Gaining Attention: (5 Minutes)

Why are fractions important to our lives?
What are some real life scenarios that you will use fractions?

Direction:
After reviewing the content taught in the course, individuals should be able to complete
problems involving addition, subtraction, multiplication, and division of fractions
Students should be able to create a real life scenario word problem and correctly solve

Recall: (15 minutes)

In our unit we have go through the multiply methods and reasons as to how and why we
use fractions. As we go through the lesson think about how this unit has enhanced your
knowledge of fractions.

Content:
Add, subtract, multiply, divide fractions
Distinguish whether a word problem is adding, subtracting, multiplying or dividing
Determine and complete the steps needed to solve multi-step problems
Create real-life word problems

Application Feedback Level One:

Each student will login to FrontRow Math and practice the fractions section

Application Feedback Level Two:

Groups create a multi-step word problem that pertains to the type of math given to the
group
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Application Feedback Level Three:

Individuals solve the equation they completed with their group, on their own, and review
and reflect on the answer they found.
Students determine if the word problem and equation was successful in finding the
answer intended

Evaluation: (25 minutes)

Each student creates two unique story problems and equations with answers of their
choice (addition, subtraction, multiplication, and division of fractions)

Closure: (2 minutes)
Throughout the unit, you have explored how fractions can be used in your everyday lives. You
have collected information that will help guide you in your everyday lives. Use the knowledge
that you have gained to help others and make your life easier.
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Implementation Strategy

Introduction

The unit will be used to educate fifth grade students on adding, subtracting, multiplying,

and dividing fractions. It will be implemented while the fraction unit is taught, usually in the

spring, using the common core math standards. This unit is intended to be used with the normal

fraction unit by incorporating technology and math to create a unique learning

environment. This program is set up to be used within two units, one being adding and

subtracting fractions, and the other multiplying and dividing fractions. It is created to have

consistency in the students conceptual understanding of the standards and use the techniques in

real life scenarios. Each module will focus on a specific standard. Programs such as Google

Classroom, Drive, Khan Academy, and additional resources will be used.

Instruction Format

The modules will take place outside of the scheduled math time, but while the same

content is being taught. It will be incorporated during the scheduled technology periods that

each educator has. Four days a week technology is incorporated into instruction through either

Chromebooks or in the technology lab. The two periods that can be included will be used hand

in hand in having the content taught. Math groups will be created based upon a pre-test that is

given at the beginning of the unit. Students will be placed into six groups of four to five students

during the course for projects and collaboration. Partners will be used during various lessons

with students being able to have a choice as to who they will work with. At various points, it

will be noted they will need to participate with someone they have not worked with

yet. Instruction will take place using a projector with a computer, and at various points, a

document camera may be used. The instruction will start with a warm up. This recall will help
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students with the previous standard used as an I Can statement, a few problems that are

completed individually, corrected by the students, and a reflection to what they learned or need

to focus on. After, an attention getter and the content will be taught. Finally, individual, partner,

or group implementation of the content will be a focus using technology tools. If time is

constrained, the recall and content may be taught before getting the technology devices or going

to the computer lab.

Classroom Set-up

Classroom set-up is based on students seating charts in the classroom and technology

lab. In the classroom, student desks will be in groups, allowing for easy transition with

Chromebooks to a designated group or section. In the computer lab, transitions and groups are

not easily manageable. Desktops are in four rows, on each side, allowing for partner or

individual work. Also, the instructor computer is located in the middle at the back of the

technology lab. The insight program that allows for monitoring and control of students

computers will help students to get assistance and communicate with the teacher. In the

classroom, this is a problem. The computer that is hooked up to the projector is poorly located in

the far back corner of the classroom because of the cable input in the room. Also, insight does

not work with the Chromebooks. This makes it more difficult to individually manage

students. Although, with more room, the classroom allows for the teacher to easily move around

and help students.

Lesson Materials and Other Needs

Lesson plans and all content will be located on Google Classroom. Everything located in

one location will allow for students and educators to easily access all the content. Headphones
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will be used in the computer lab and should be located at each computer. If a headphone is not

working, extra will either be at the back table or available from an empty computer. Located at

the teacher computer will be a document camera at both locations. This can be used for the

educator or students to show any material on the projector. Each room will have a projector

with a remote that can help present information or freeze an image on the screen at the front of

the classroom. The freeze button is a good tool to use for leaving up lesson content, objectives,

or login information and still being able to use the teacher computer. The Chromebooks are

always stored in a cart at the technology lab. It needs to be picked up and returned, by any

student who would like to, at the computer lab when the lesson is over. The cart has a wireless

router that needs to be plugged into the wall for the Chromebooks to have a faster speed. An

Internet switch is needed, since it was taken for MSTEP and never returned, otherwise only the

Chromebooks or teacher computer will work with Wi-Fi, but not both. Students can access the

public network without the switch, but the bandwidth is set lower and videos or other sites may

not work.

Accessing the Online Materials

A paper copy of instructions on how to login and access Google Classroom will be

given. Educators need to login to the provided Gmail account, access Google Classroom, and

have students submit all completed work in the application. To access Classroom remind

students they need to login to Gmail, click the tic tac toe box in the upper right corner, and scroll

down to the link. All photos, content, links and lessons will be located in each lesson. The

lesson that needs to be completed needs to be moved to the top. This can be done by looking at

the assignment and in the right hand corner there are three dots. Click the dots and the move to

top tab. By having the newest lesson at the top, it will make it easier for the students to know
FRACTION UNIT 36

where to find the content. Also, if audio is not working on the computers first have students look

to see if the volume is muted in the bottom right corner. Next, check whether it needs to be

turned up and if the headphones are plugged into the usb or headphone jack. If you are confused

about something pertaining to technology, ask the students. Most of the students are used to

working with technology in their everyday lives and can figure out the problem. Also, make sure

to remind students to attach the document, if necessary, when they turn in the assignment. It

seems that one or two students tend to turn in the assignment blank and it is located in their

Google Drive. Furthermore, every student has a different username, usually their name, but the

same password. Students may forget the student code or generic password. It will be located

either on the whiteboard in the computer lab or on the wall in the classroom.
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Evaluation

Formative Evaluation

Instructional decisions will be made throughout the unit through the use of formative

assessments. At the beginning of the unit, students will be assessed using a pre-test in order to

determine their individual learning needs. This measure will be evaluated through a variety of

questions relating to the components of adding, subtracting, multiplying, and dividing

fractions. The pre-test will be graded together as a class, by the individual, and turned in for me

to review and look over. The students will be asked what their goal will be for the unit, and what

achievements they wish to make.

In addition, every lesson of the unit will have a warm-up. This warm-up will be used as

an indicator of students understanding of the previous content that was taught. The warm-up

has the students write an I Can statement to measure whether they know what they are

completing, a few problems that focused on the previous lesson, and a reflection. The students

complete it on their own and grade it as a class, with individuals coming up to fill in everything

except for the reflection. After, students reflect on what they understood, whether anything was

confusing, and if they need to focus on something in the future.

Furthermore, inquiry skills will be a focus throughout the unit. Students will will be

asked questions on the content that is included. The questioning will center on going in-depth on

what is being learned, and it is a good indicator to measure fifth grade students

understanding. Some of the questioning will create a debate within the room to dig deeper into

the content.

Also, students will be working in groups and with partners in every lesson. This allows

for the instructor to visually observe whether any groups are struggling. Students need to be
FRACTION UNIT 38

collaborating together to complete the current task. This project-based type theme allows for

more time to rotate around the room and help all of the students. The lessons will allow for the

instructor to informally assess the students through the interactive activities. Through the use of

progress monitoring programs, such as FrontRow Math and Google Classroom, the instructor

will be able to watch the students utilize the content they are cognitively constructing.

Summative Evaluation

This technology unit will work in collaboration with two units that are taught in the

classroom. The two units are addition and subtraction of fractions and the multiplication and

division of fractions. In this case, two summative assessments will be conducted. Currently, the

addition and subtraction assessment has been completed. Students should score 80% or higher

on the post-assessment. This would be the equivalent to a score of a three on the test, using

Marzanos Level of Understanding, showing that the students are proficient. More information

on Marzano and the scale can be located at the links provided. Eventually, a summative

evaluation will be created using a compilation of standards from the Traverse Bay ISD

center. These will consist of the multiplication and division of fractions portion of the common

core. It would be unconducive to create the multiplication and division post assessment. This

test is to be created by a team of individuals, and mandated as the evaluation measure for next

year by the district. The multiplication and division of fractions portion will be comparable to

the look of the addition and subtraction post assessment.

Also, a Front Row math assessment will be given. This interactive tool breaks down

student learning into each standard to inform the educator on individual understanding of the

content. The Mathematics NWEA (Northwest Evaluation Association) Assessment is taken in

the fall, winter, and spring. This assessment evaluates students understanding of fractions in
FRACTION UNIT 39

the Numbers & Operation section of the results. All of these summative assessments will be

used in indicating the student's overall mastery of the concepts taught.

In addition to the summative assessments, a training survey review will be completed by

the students. This will allow for an anonymous student reflection of the course using Google

Forms. The form will include a four point rating scale and short answer questions. Students will

be asked to rate how the content was taught, if the time given was manageable, the instructor's

effectiveness, what they would like to see added or made differently, and the knowledge they

gained from the course. The input from the students will allow for changes to be made in the

course for the following year.

Self-Assessment

I have built my skills in creating a structured program from the techniques that have been

taught in this course. Through the use of the ADDIE model, I have been able to construct and

organize a math unit that uses technology. This model has helped in making a unit that focuses

on the needs of the students through a design that will be effective in teaching the material. As a

designer, it is imperative in working toward being able to successfully incorporate technology

that will work with my needs in the education setting.

The creation of the lessons was more difficult than I had thought it was going to

be. Many websites focus on the content that is simplistic and does not meet the needs of the

common core standards for fifth grade fractions. The interactive games helped with building the

skills needed to move to more complicated math, such as word problems. It was interesting how

the Internet provides a variety of websites that focus on the math essentials. As technology

increases and new applications are created, I need to be flexible in changing the materials used to
FRACTION UNIT 40

teach the content. This means that I need to always be exploring new programs that can benefit

the needs of my students.

Also, the objectives seem to be the most difficult for me when creating a unit. It is easy

to create a lesson that focuses on one concept, but bringing everything together to create a unit

becomes more complicated. In math, an order of information needs to be taught to move up to

the next tier of understanding. This is where the instructor needs to take a look at the big picture

of the overall learning goals and objectives they want to teach. After looking at data from

previous years, fractions seem to always be the lowest score for my students. This tells me that

the problem could be my teaching methods and content that I was using the teach the

concepts. Looking deeper into the content that is expected to be taught in the fifth grade, it

became clear that word based problems were a huge focus on the mandated standardized tests the

students take. This is why much of the fraction unit has a focus on being able to pull apart a

word problem and solve, along with being able to create their own.

Fraction Unit Survey

https://goo.gl/forms/i3MqHBQ8uoSTs3r33
FRACTION UNIT 41

Appendix A
Addition and Subtraction of Fractions PreTest
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FRACTION UNIT 43
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Appendix B
Khan Academy: Adding & Subtracting Fractions

https://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-fractions-topic/tcc-5th-add-sub-
fractions/e/adding_fractions

https://www.khanacademy.org/math/cc-fifth-grade-math/cc-5th-fractions-topic/tcc-5th-add-sub-
fractions/e/subtracting_fractions
FRACTION UNIT 45

Appendix C
Addition & Subtraction Fraction Word Problems
Class:
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Groups:
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Appendix D
Adding and Subtracting Fractions Post Test
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FRACTION UNIT 49
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Appendix E
What Word Would You Use?
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Appendex F
Partner Addition & Subtraction Word Problems
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Appendix G
Group Multiplying Fractions
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Appendix H
Partner: Who wants to be a Millionaire: Multiplying Fractions

http://www.math-play.com/Multiplying-Fractions-Millionaire/Multiplying-Fractions-
Millionaire.html
FRACTION UNIT 54

Appendix I
Partner: Multiplying Fractions Jeopardy

https://www.quia.com/cb/95583.html
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Appendix J
Individual: Multiplying Fractions Computation Practice

www.mathplayground.com/fractions_mult.html
FRACTION UNIT 56

Appendix K
Group: Multiplying Fractions Word Problems

https://frontrow-image-assets.imgix.net/ios-screenshots/NF/5.NF.6/2.jpg

https://frontrow-image-assets.imgix.net/ios-screenshots/NF/5.NF.6/1.jpg
FRACTION UNIT 57

Appendix L
What word would you use?

https://drive.google.com/a/kpschools.com/file/d/0B8idE5K-mQEuNDBZZ2R0MmU0Vnc/view
FRACTION UNIT 58

Appendix M
Partner: Multiplying Fractions

https://drive.google.com/file/d/0B8idE5K-mQEucGlXSU1Tb3ctR2s/view?usp=sharing
FRACTION UNIT 59

Appendix N
Multiplying Fraction Word Problem Creation

https://docs.google.com/document/d/1wMpgNIcHomohlBYZQcK7JRwdxu6L3xKqnvlPd4u6Ee
0/edit
FRACTION UNIT 60

Appendix O
Individual: Dividing Fractions Games

http://www.math-play.com/math-basketball-dividing-fractions-game/math-basketball-dividing-
fractions-game.html

http://www.math-play.com/soccer-math-dividing-fractions-game/soccer-math-dividing-fractions-
game.html
FRACTION UNIT 61

Appendix P
Dividing Fractions Interactive

http://www.visualfractions.com/DivideCircle/dividelcircles.html

http://www.visualfractions.com/DivideEasy/dividelines.html
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Appendix Q
Group Dividing Fractions Word Problems

https://frontrow-image-assets.imgix.net/ios-screenshots/NF/5.NF.7A/3.jpg

https://frontrow-image-assets.imgix.net/ios-screenshots/NF/5.NF.7A/2.jpg
FRACTION UNIT 63

Appendix R
Partner: Division of Fractions Word Problems

https://frontrow-image-assets.imgix.net/ios-screenshots/NF/5.NF.7B/1.jpg

https://frontrow-image-assets.imgix.net/ios-screenshots/NF/5.NF.7C/2.jpg
FRACTION UNIT 64

Appendix S
Individual: Interactive Dividing Fractions

http://www.mathgames.com/skill/5.94-divide-fractions-by-whole-numbers

http://mrnussbaum.com/pizza_game_ipad/
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Appendix T
Group: Dividing Fractions Word Problems

https://drive.google.com/a/kpschools.com/file/d/0B8idE5K-mQEuNWpKMDhSbTJtZzQ/view
FRACTION UNIT 66

Appendix U
Fraction Unit review Survey
FRACTION UNIT 67

https://goo.gl/forms/IaLDS5ynbBkFixnp1