Unit-Planning Template

UBD Stage 1
Unit Title Multiplying Whole Numbers by Fractions Length of Unit 5 - 10 days
Unit CCSS Math Standard 1.4 Grade The concepts of multiplication and division can be applied to
Strand: Level multiply and divide fractions MA10-GR.5-S.1-4GLE
Standard The concepts of multiplication and Expectatio Interpret the product (a/b) q as a parts of a partition of q
(CAS) or division can be applied to multiply and ns (CAS) into b equal parts; Interpret the product (a/b) q as a
Strand divide fractions (CCSS: 5.NF) Or Sub- parts of a partition of q into b equal parts; equivalently, as
/Domain Strands the result of a sequence of operations a q b. In
(CCSS) (CCSS) general, (a/b) (c/d) = ac/bd. (CCSS: 5.NF.4a)
Solve real world problems involving multiplication of
fractions and mixed numbers. (CCSS: 5.NF.6)
Inquiry or Why might we need to know how to multiply fractions by whole numbers?
Essential Can you think of any uses for this concept?
Questions:

As it relates to the CREDE Standards, this unit affords great opportunity to engage in teaching through conversations
through the small group and team work and also the engagement between myself and the students in the form of seeking
observations and discussing that input. Inherent in this unit are challenging and engaging activities and discussions that
promote and support different types of learning styles from visual to kinesthetic, auditory to verbal, solitary, and social
styles. In seeking to connect this material to students lives it is important to provide real world application for what they
are learning, why they are learning it, and seek to connect the new information with previous material in a challenging and
engaging manner. The Learning Targets for each lesson provide an opportunity and forum to discuss and build vocabulary
related to their learning outcomes that they may be somewhat or entirely unfamiliar with and what it means for example
to analyze. The whole group discussions support joint productive activity because I will solicit student input to complete a
question, activity, or design. This unit and respective lessons are never singular lectures but instead are fluid,
conversational moments where we build something together through shared learning and application.

For each statement included below provide a reference to the standards document and the number of the statement (e.g.,
CCSS.MATH.CONTENT.4.OA.A.1, or CAS MU09-GR.7-S.4-GLE.1, 2).

Generalizations: Students will Understand

that Essential Questions

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My students will understand that multiplying fractions by whole 1 Do adding and multiplying always result in an increase?
numbers is useful in many aspects of their lives including Why?
cooking.
2 Do subtracting and dividing always result in a decrease?
Why?
3 How do operations with fractional numbers compare to
operations with whole numbers?
4 Why might we need to know how to multiply fractions by
whole numbers?
5 Can you think of any uses for this concept?

Critical Content: Students will Know Students will be able to (Do)

Students will know operations and strategies to multiply My students will be able to solve real world problems involving
whole numbers by fractions. multiplication of fractions and mixed numbers.

Critical Language: includes the Academic and Technical vocabulary, semantics, and discourse which are particular to and necessary for
accessing a given discipline.
Academic Equation, expression, fraction, product, whole number
Vocabulary:
Technical Denominator, numerator, improper fraction, equivalent fractions, associative property of multiplication, communicative
Vocabulary: property of multiplication

Content Rigor

Major Unit Learning Goals Cognitive Process(es) Depth of Knowledge

(Understand, Know, Do)

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My students will understand that
multiplying fractions by whole numbers is
useful in many aspects of their lives
including cooking. My students will be
able to solve real world problems
involving multiplication of fractions and
mixed numbers.
CTLT 2016
Students will remember formulas to be
able to multiply fractions by whole
numbers. Students will understand and
be able to explain their thinking and
reasoning when solving a problem.
Students will also think at the level of
apply when they select their strategy
among many to solve the problem.
Level 1: Recall formulas to multiply fractions
by whole numbers.
Level 3: Explain their reasoning when solving a
problem.
Level 4: Select an approach among many
alternatives to solve a problem.
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 UBD Stage 2

Summative Assessment (evidence students have mastered the Unit Learning Goals) and Success
Criteria

Major Unit Learning Goals Success Criteria Assessment Evidence and Scoring
(Understand, Know, Do)

Name the learning objectives that are at
the end of the unit learning progression.
Unit Pre-assessment
Describe (in detail) what will constitute
mastery of what students should know,
understand and do through this unit,
include what mastery looks like, sounds
like, etc.
Identify, for each major unit learning goal, the
evidence that will be collected, (the
task/test/assignment), and used to determine
the degree to which students have met the unit
objectives.

Can students multiply a whole number
by a fraction and solve related story
problems?
Can students tell what will happen when
they multiply any number by a fraction
less than 1, and explain why it works
that way?
Can students make and label a model to
solve a problem that involves
multiplying a fraction by a whole
number?
Identify, for each evidence source, how student
results will be analyzed and interpreted (e.g.
scoring criteria, rubrics) to determine the degree
to which students have met unit learning goals
(summative use of assessment results).
Students will be graded on a rubric with 1 point
for correct answer, 1 point for evidence of work,
and 1 point for thoughtful explanation when
asked.

Mid- Unit Assessment in class Can students multiply a whole number
worksheet by a fraction and solve related story
problems?
Can students select a strategy to
accurately problems multiplying whole
numbers by fractions?
Students will be graded on a rubric with 1 point
for correct answer, 1 point for evidence of work,
and 1 point for thoughtful explanation when
asked.

As it relates to the CREDE Standards, this unit affords great opportunity to engage in teaching through conversations
through the small group and team work and also the engagement between myself and the students in the form of seeking
observations and discussing that input. Inherent in this unit are challenging and engaging activities and discussions that
promote and support different strategies for solving math problems. In seeking to connect this material to students lives it
is important to provide real world application, through word problems and games, for what they are learning, why they are
learning it, and seek to connect the new information with previous material in a challenging and engaging manner. The
Learning Targets for each lesson provide an opportunity and forum to discuss and build vocabulary related to their learning
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outcomes that they may be somewhat or entirely unfamiliar with and what it means for example unit fraction. The whole
group discussions support joint productive activity because I will solicit student input to complete a question, activity, or
design. This unit and respective lessons are never singular lectures but instead are fluid, conversational moments where
we build something together through shared learning and application.

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 UBD Stage 3 -- Learning Plan

Students Starting Points:

Describe the different starting points of your students at the beginning of the unit. Cite evidence of what students know, what they
can do, and what they are still learning to do with regard to the major unit learning goals. Describe what you know about your
students personal/cultural/community assets related to the major unit learning goals.

There is one ELL who will need Spanish translated worksheets and assessments during this unit. Two students have IEPs and will need
additional and individual instruction. They will be supported by additional assistance during pull-out services with the special
education department. This will allow them both additional practice time. There is also one gifted and talented student who needs
advanced material. This student will begin working on the next unit depending on how she performs on this unit pre-assessment. All
students have some background knowledge of multiplying whole numbers by common fractions such a or . Students typically
converted these fractions to their decimal form and then multiplied using the lattice method. In this unit, students will learn how to
multiply whole numbers by uncommon fractions without converting the fraction to a decimal. Based on weekly evaluations, most
students are proficient in multiplication of whole numbers.

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Learning Activity
Learning Progression: Learning
Targets/Objectives
Session 1: I can show my ocean
traits and persevere and
complete the pre-assessment to
the best of my ability.
Language Objective
I can read the directions and
questions and fully answer each
question.
(Unit Pre-assessment)
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Instructional Strategies and Instructional Resources Formative Assessment
Learning Tasks Evidence
Teacher will inform students Since session one is only a pre- Pre-assessment that will be
they will be taking a pre- assessment students will graded and reviewed that night
assessment to help us all be receive a multiplication and so that the teacher knows what
better prepared for the unit. division worksheet to refresh skills the students know and
Students will be given all class their skills in these areas before can do before beginning the
period to work on the continuing on to multiplying unit.
assessment. Students who fractions with whole numbers.
finish can quietly play a math
game with a partner.
Students are given a few
minutes to look over the test
to see if there is any vocab
they are unsure of the
meaning.
Teacher answers questions
and students begin the
assessment.
Teacher circulates around the
room to help with reading
questions since the test is not
based on the childs ability to
read.
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Learning Activity
Learning Progression: Learning
Targets/Objectives
Session 2: I can assess multiple
strategies for multiplying whole
numbers by fractions.
Language Objective
I can verbally share my opinion
about strategies used to
multiplying whole numbers by
fractions.
(Target One Fractions)
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Instructional Strategies and Instructional Resources Formative Assessment
Learning Tasks Evidence
Teacher and students will have The Strategies that we discuss During this session my CT and I
a discussion about how could will be recorded on a poster will circulate around the room
we solve the multiplication and will be hung in the room for to listen to student
problems: 5 x (unit fraction) students to reference. conversations to see if they are
and 3 x 4/5 (non-unit affectively picking a strategy to
fractions). Teacher will write Target One is a fraction game play the game with a partner.
strategies and examples on a designed by Bridges in
poster that will hang in the Mathematics published by The
room as reference for students Math Learning Center. Students
during this unit. will need a copy of the game
Strategies to discuss will be board and record sheet as well
repeated addition, chunking as a deck of number cards (1-
into easier parts, halving then 10).
halving the half, converting
the fraction into a decimal
number and multiplying, and
dividing the whole number by
the denominator and then
multiplying the answer by the
numerator.
Students will then practice
these strategies with a new
math game called Target One
Fractions. Teacher will play
against the class first so
students learn the rules of the
game and then play against a
partner. Students will be
paired to play the game until
about 5 minutes before the
end of the session. Teacher
finishes with a brief discussion
about the game played and
what strategies the student
used.
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Learning Activity
Learning Progression: Learning
Targets/Objectives
Session 3: I can apply
strategies to solve multiplication
problems with fractions.
Language Objective
I can orally describe the
strategies I use to solve
multiplication problems with
fractions.
(Fraction Story Problems)
CTLT 2016
Instructional Strategies and Instructional Resources Formative Assessment
Learning Tasks Evidence
Teacher draws students Resource pages created in the During this session my CT and I
attention to the poster with previous session will be used as will circulate around the room
strategies that the class made references for the in-class to listen to student
the previous day. Students and work. Students will be paired to conversations to see if they are
teacher work together to solve help each other work through affectively picking a strategy to
the problem 6 x . Then the in-class assignment. solve the word problems with a
teacher presents the problem partner.
6 x and asks how we can Students will also receive More
use the previous equation to Fractions of Wholes homework
solve the new problem. as an additional assessment to
Students will discuss methods see if students can understand
with a neighbor and then and know the process of
discuss with the rest of the multiplying wholes by fractions.
class. Teacher then asks
students to open up their
workbooks to the
corresponding page that has
multiple word problems for
students to practice. Teacher
works through the first word
problem to help students
decode what it is asking.
Students are then assigned
partners to finish working on
the worksheet.
If students finish the
worksheet, they may play the
Target One game from second
session.
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Learning Activity
Learning Progression: Learning
Targets/Objectives
Session 4: I can evaluate
multiple strategies for
multiplying fractions.
Language Objective
I can express my opinion about
which strategies for multiplying
fractions works best for me.
(Sharing Strategies)
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Instructional Strategies and Instructional Resources Formative Assessment
Learning Tasks Evidence
Teacher passes out pre- The Strategies that we discuss During this session my CT and I
assessment that students took will be recorded on a poster will circulate around the room
in session 1. Teacher gives and will be hung in the room for to listen to student
students a few minutes to look students to reference. conversations to see if they are
over their scored test. Teacher affectively assessing their skill
displays Student Reflection levels. We will also use the
Sheet and goes through skills Student Reflection Sheet to see
listed on the reflection sheet what students feel they need
to make sure students the most work and extra
understand what each skill assistant on with relation to the
means. In pairs have students skills listed.
work through the reflection Our in class discussion about
sheet and questions strategies will tell me where my
associated with the skills. students are at in their
Teacher asks students to star thinking.
the top two skills they feel
they need the most work on
over the next few weeks.
After reviewing the
assessment, teacher and
students will make a third
poster titled: Strategies for
Multiplying a Whole Number
by a Fraction.
Students and teacher will
discuss strategies to solve the
problem x 13.
Strategies: finding unit fraction
and multiplying by numerator,
breaking whole number into
chunks and finding fraction of
each number, and repeated
addition/multiplying whole
number by numerator and
simplifying.
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Learning Activity
Learning Progression: Learning
Targets/Objectives
Session 5:
I can recognize the
commutative and associative
properties of multiplication
when multiplying fractions.
Language Objective
I can verbally express my
knowledge of the commutative
and associative properties of
multiplication when multiplying
fractions.
(Trading Places)
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Instructional Strategies and
Learning Tasks
Teacher and students
reexamine the strategy sheet
they made in session 4.
Teacher leads students in a
problem string (sets of related
problems) including questions
such as 8 x and 3 x 8/4.
These problems are meant to
show students the
communitive properties of
multiplication also apply to
fractions. After the discussion
students will be allowed to
choose a fraction math game.
Either Beat the Calculator:
Fractions from a previous unit
or Target One will be allowed.
Instructional Resources
Students will reference the
strategy reference page we
made in the previous session.
As well as writing notes in their
student journals to reference
later during the next session.
Student Reflection Sheet to see
Formative Assessment
Evidence
During this session my CT and I
will circulate around the room
to listen to student
conversations to see if they are
affectively assessing their skill
levels. We will also use the
what students feel they need
the most work and extra
assistant on with relation to the
skills listed.
Our in class discussion about
strategies will tell me where my
students are at in their
thinking.
Students will also receive
Games, Cards and More
homework as an additional
assessment to see if students
can understand and know the
process of multiplying wholes
by fractions.
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