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Stage 1 Identify Desired Results

Established Goals:
SOL 4.2 The student will:
a)
Compare and order fractions and mixed numbers;
b)
Represent equivalent fractions; and
c)
Identify the division statement that represents a fraction.

What essential questions will be considered?

Interpretation:
o Why is it sometimes more useful to use fractions than whole numbers?
Application:
o How and when could we use fractions in everyday life?

What understandings are desired?

The students will understand that
1. Interpretation:
a. Fractions give more accurate & precise numerical values than whole numbers.
2. Application:
a. Fractions (parts of wholes) are frequently integrated into everyday tasks.

What key knowledge and skills will students acquire as a result of this unit?
Students will know that
Fractions are parts of a whole, parts of
a collection, and locations on a number
line.
Fractions are represented as division
statements.
The top number of a fraction, the
divisor, is called the numerator.
The bottom number of a fraction, the
dividend, is called the denominator.
The denominator tells how many equal
parts are in the whole or set, and that
the numerator tells how many of those
parts are being counted or described.
The more parts the whole is divided
into, the smaller those parts are.
When fractions have the same

Students will be able to (skills)

Compare and order fractions having
denominators of 12 or less.
Compare and order fractions with like
denominators by comparing the number
of parts (numerators) (e.g., < ).
Compare and order fractions with like
numerators by comparing the size of
3
9

3
5

the parts (denominators) (e.g., < ).

Compare and order fractions with
unlike denominators of 12 or less by
comparing the fractions to benchmarks
(e.g., 0, or 1) to determine their
relationships to the benchmarks or by
finding a common denominator.

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.

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denominator, they are said to have

common denominators or like
denominators.
Equivalent fractions are equal in
numerical value.
A whole number is any of the natural
numbers including zero (0, 1, 2, 3, )
A mixed number is a combination or
sum of a whole number and a proper
fraction statement.
A common multiple is a number c that
is divisible by both a and b.
The least common multiple (LCM) is
the smallest number c that is divisible
by both a and b.
A common factor is a number, other
than 1, that both the numerator and
denominator are divisible by.
The greatest common factor (GCF) is
the greatest number, other than 1, that
both the numerator and denominator
are divisible by.
Simplest form is when a fraction cannot
be reduced any further by a common
factor.

Compare and order mixed numbers

having denominators of 12 or less.
Use correct mathematical terminology
when stating a fraction in word form
(e.g., half, tenth, etc.).
Use the symbols >, <, and = to compare
the numerical value of fractions and
mixed numbers having denominators of
12 or less.
Represent equivalent fractions from
halves through twelfths.
Identify the division statement that
represents a fraction (e.g., means the
same as 3 divided by 5).
Represent fractions (thinking) using
region/area models, set models, and
measurement models (activity).
Justify the accuracy and precision that
fractions give versus holistic numbers.
Evaluate the various ways that fractions
are integrated into the everyday facets
of life.

Adapted from Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd.ed.). Alexandria, VA: Association
for Supervision and Curriculum Development.