Kelly Champ

Grand Canyon University: ELM-490

Instructor Yusra Millenbaugh

February 24, 2019

STEP Standard 4 - Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later
in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Math Test Review Introduction to Naming Parts with Number-Line Posters Equivalent Fractions
Lesson or (from last Friday’s Fractions Fractions for Fractions
Activity Unit 7 Test)
Standards CCSS.MATH.CONTE CCSS.MATH.CONTE CCSS.MATH.CONTE CCSS.MATH.CONTEN CCSS.MATH.CONTE
and NT.3.OA.A.1 NT.3.NF.A.1 NT.3.NF.A.1 T.3.NF.A.2.A NT.3.NF.A.3
Objectives Interpret products of Understand a fraction Understand a fraction Represent a fraction Explain equivalence of
What do whole numbers, e.g., 1/b as the quantity 1/b as the quantity 1/b on a number line fractions in special
students interpret 5 × 7 as the formed by 1 part when a formed by 1 part when a diagram by defining the cases, and compare
need to total number of objects whole is partitioned whole is partitioned interval from 0 to 1 as the fractions by reasoning
know and be in 5 groups of 7 objects into b equal parts; into b equal parts; whole and partitioning it about their size.
able to do each. understand a understand a into b equal parts.
for each day CCSS.MATH.CONTE fraction a/b as the fraction a/b as the Recognize that each part Objectives:
NT.3.OA.A.2 quantity formed quantity formed has size 1/b and that the Students will be able to:
of the unit?
Interpret whole-number by a parts of size 1/b. by a parts of size 1/b. endpoint of the part based - Recognize and list
quotients of whole at 0 locates the number fractions with 85% or
numbers, e.g., interpret Objective: Objective: 1/b on the number line. more accuracy.
56 ÷ 8 as the number of Students will be able to Students will be able to - Represent, identify,
objects in each share identify the numerator identify the numerator Objectives: and generate equivalent
when 56 objects are and denominator in and denominator in Students will be able to: fractions using
partitioned equally into fractions with 65% fractions with 85% - Identify fractions on a manipulatives and
8 shares, or as a number accuracy. accuracy.
 of shares when 56 number line with 70% drawings with 85%
objects are partitioned accuracy. accuracy.
into equal shares of 8 - Compare fractions using
objects each. a number-line model with
CCSS.MATH.CONTE at least 70% accuracy.
NT.3.OA.A.3
Use multiplication and
division within 100 to
solve word problems in
situations involving
equal groups, arrays,
and measurement
quantities, e.g., by using
drawings and equations
with a symbol for the
unknown number to
represent the problem.

Academic - Product: An answer - Denominator: The - Denominator: The - Fraction models: - Unit fraction: Any
Language to a multiplication number of equal parts number of equal parts region area models, such fraction with 1 in the
and number model into which the whole into which the whole as: circles and polygons; numerator
Vocabulary - Quotient: An answer has been divided has been divided set models, like - Equivalent fraction:
What to a division number - Numerator: The - Numerator: The collections of things Name the same
academic model number of those equal number of those equal - Fraction number line: fractional part as an
language - Estimate: An answer parts being used is parts being used is rectangular strips are exact match.
will you that falls within a considered considered used to locate points on
emphasize reasonable range - Whole: A figure that - Whole: A figure that a number line.
and teach can be divided into can be divided into
each day parts and represents parts and represents
during this one. one.
unit?
Summary This activity will be Since this is an As a continuation of Students will make their As a whole group, we
of separate from the unit introductory lesson, I the previous day’s own number-line poster will explore what it
Instruction for the remainder of would first like to lesson, students will for fractions. They will means for a fraction to
and the week. Last Friday, understand students’ review fractions and first cut out the fraction be equivalent. For
Activities all students took a Unit prior experience with practice writing names strips. Then they will instance, we will start
7 assessment, focusing fractions, therefore, we for parts of shaded fold each to create the with equivalent
for the on multiplication and will open with a regions. Using different parts (i.e. fractions to ½. We will
Lesson division. During this whole-group individual white crease in half to make discuss how we know
How will the class period, we will be discussion. boards, students will halves, fold in three a fraction is equivalent
instruction reviewing the Afterwards, it may be divide it into equal parts to make thirds, or not, as well as
and summative assessment beneficial to relate parts and shade etc.). After, students will illustrate different
activities questions and open fraction concepts to regions. (i.e. Divide label the crease marks examples as a side-by-
flow? response problems something many the board into 4 equal with the appropriate side comparison. We
Consider together. students will be parts. Shade 3 of the 4 fraction. Lastly, students will do 2 or 3
how the familiar with, like an parts. What fractional will glue these strips examples together. If I
students will image of a whole, part have you shaded? onto their fraction notice that many are
efficiently sliced pizza. We will What fractional part is number-line poster in understanding the
transition explore various not shaded?). their Math Journals (to concept, they will
from one to amounts (fractions) After practicing as a use as a reference). transition to the group
the next. through a game-like group, all students will Teacher modeling will work.
activity. transition to complete be primarily used to Then, using the
their workbook pages demonstrate how to read fraction cards, students
(180 and 182) and use a number-line to will work in flexible
independently. complete assignments. groupings to complete
their workbook pg. 194
to create a table of
equivalent fractions.

Differentiati *All students will Since this is an For students that may For this lesson, I will A differentiation
on receive their test to introductory lesson on require additional utilize tiered strategy that I will
What are the review. fractions, it may be support, 2-sided assignments. Although incorporate in this
adaptations - Students can re-work helpful to pull a small counters will be each will pertain to the lesson is flexible
or problems they got group of students and available to use and same goal of mastering grouping. Through this
modification incorrect on their preview information, help students more number-lines in relation process, students of
s to the individual whiteboards key terms, and clearly visualize. In to fractions, each will varying levels are able
instruction/a or scratch paper. materials prior to conjunction with the have a varying level of to collaborate and
ctivities as - Guided small groups; teaching formal lesson. counters, Math complexity. Students discuss their reasoning
determined students will be During this time, these Masters pg. 238 can be can choose the level that with group members
by the grouped together based students will be able to used for extra hands- suits them as learners and gain new insight.
student on similar ability. We learn about academic on practice. and progress to more
factors or will be able to go over key terms and practice For students that need challenging tasks at their
individual problems together, applying them in enrichment, they can own pace.
learning share thinking, and context through hands- complete Math
needs? make corrections. on experiences. While Masters pg. 239. This
completing the in-class worksheet applies
activity they will have student’s
already developed understanding of
familiarity and fractions as parts of
confidence to work wholes and solve
with peers. fractional word
puzzles.

Required Unit 7 Assessments, Individual white Student Math Journal Fraction strips, scissors, Fraction cards, Student
Materials, individual dry erase boards, dry erase pg. 180 and 182 number-line poster, Math Journal pg. 194,
Handouts, board/marker, scratch markers, sock erasers, Student Math Journal fraction number-line
Text, Slides, paper, colored pencil fraction cards pgs. 192-193, optional: poster, straightedge
and (to note corrections), Home Link Master pg.
Technology Assessment Handbook 248
(for teacher)
Instructiona As a whole group, we - For the whole-group - Much of this lesson - During this lesson, one - Peer interaction
l and will go over any lesson, an image of a will be hands-on, as of the main instructional through small group
Engagemen problems that the whole, sliced pizza well as visual. Students strategies that will be work is the primary
t Strategies majority of the class will be displayed on will have a direct used is guided instructional and
What missed. The problem the board (i.e. whole opportunity to discussion and engagement strategy
strategies are will be displayed on pizza, cut into 8 illustrate the whole and questioning. My goal is used for this particular
you going to the board and we will slices). On the next parts of a whole on for all students to be lesson. Students will
use with have a discussion about picture, there will be their dry erase board. proactive in their openly discuss and
your what steps need to be slices missing, as if In addition to learning and gain new share different
students to taken to solve it. someone ate the visualizing the fraction perspective from peers. possibilities of
keep them Afterwards, I will pieces. Students will or whole, they will be Therefore, open equivalent fractions
engaged utilize small groupings, need to determine how able to aurally process discussion will be key. and collaborate to
throughout where students will much is left and write information when they While students are illustrate examples.
the unit of have an opportunity to the fraction on their reiterate the fraction putting together their This will support
study? collaboratively work dry erase board. that was shaded. number-line posters, active inquiry and
through any problems - Students will work in - While independently they will engage in engagement amongst
they missed. Groupings partnerships. Each completing workbook ‘math talk’ and use the students and
have been made ahead pairing will get a pages, students can problem-solving skills promote further in-
of time. In doing so, different set of fraction choose to use counters to incorporate learned depth questioning.
 students must either cards to work with. to help them visualize vocabulary and names
use their dry erase These sets will consist and solve problems of fractions. Students
board and/or scratch of fraction cards and through physical should be able to create
paper (to attach to test) shaded fraction manipulation of number-lines up to
and discuss aloud, their models. The goal of material. sixths, but can extend
thinking process when the activity is to match their thinking to develop
re-solving problems the fraction with the more complex number-
and making shaded model. lines to share with peers.
corrections.

Formative I will measure student I will measure student I will measure student I will measure student I will measure student
Assessments learning by making learning by making learning by analyzing learning by having learning by analyzing
How are you observations during observations during their work, as noted in students complete an their cumulative work,
going to whole-group review whole-group lesson their math workbook. exit ticket. This will be a as noted in their math
measure the and during smaller and during partner In doing so, I will be quick 2-question check- workbook. In doing so,
learning of interactions as students interactions as students checking for in that relates to the I will be checking for
your make corrections. work together using comprehension of day’s lesson. Through comprehension of
students Additionally, I will be fraction card sets. concepts, application, this, I will be able to concepts, application,
throughout reviewing self- While completing and overall accuracy to gauge individual student and overall accuracy to
the lesson? corrections (in whole-group activity, I determine if learning understanding and determine if learning
different colored will be looking for objectives were met. If address any areas that objectives were met.
pencil) to determine if active student not all students were may need to be
students were able to participation using successful with the reviewed before moving
make adjustments and their whiteboards. task, I will pull small on to the next lesson.
understand problems During partnerships, I groups to review
the second time. will be listening to the concepts and provide
‘math talk’ and closely another opportunity for
observing student hands-on application
actions and behaviors. using manipulatives.

Summative, At the end of Unit 8, all students will be given a written assessment (Assessment Handbook - pgs. 183-186). This assessment
Post- consists of 16 problems and 1 open response question. The skills being assessed include: reading and writing fractions,
Assessment comparing fractions to ½, finding fractional parts of collections, completing symmetrical shapes (learned in Unit 6), and
What post- determining the values of digits in decimals (learned in previous units).
assessment
will measure
the learning
progress?
Note: This
can be the
same as the
pre-
assessment
or a
modified
version of it.