Payton

3. Short Range Learning Objective/ Standards for Unit (L.O 2.2) (APS 1
&2)

As the third nine weeks begins, 5th grade students will start
learning about fractions. When the word fractions are brought up in
math classes many students and teachers immediately cringe.
Fractions have such a negative conception with many students
because they believe fractions are too abstract to understand and
learn. While teachers on the other hand are well aware of how
students feel, some fail to provide students with lessons that are filled
with the proper elements. Those elements must start with the teacher
truly understanding the state standard and objectives. Once the
teacher fully understands them, they must then think about the
instructional strategies they will use during lessons and the engaging
activities they want their students to partake in. When planned
correctly, students negative conceptions will change and teachers
ability to create that change increases.
I designed this unit with hopes to help my students understand
that fractions are not too abstract for them to understand. In helping
me accomplish this goal I first had to re-teach myself fractions. After I
taught myself, I then looked at the state Common Core Standards and
objectives to get a clear understanding of what I was responsible for
when teaching fractions. Once I understood, I then moved to the
different instructional strategies I could use. Some of the important
instructional strategies used in this unit were direct instruction,
technology, open class discussion, and peer teaching. The use of
direct instruction is important when teaching this lesson because
students need to follow certain steps in order to understand fractions.
Use of technology gives students differentiation of instruction by
minimizing the amount of direct instruction used, which allows
fractions to have a more hands-on appeal. Peer teaching, on the other
hand, gives students the chance to teach classmates another way to
get to understand fractions.
Not only is it important to understand the state standards and
have a plethora of instructional strategies important to the lessons, so
is the type of assessments used. So, in this unit students ability is
assessed in many different ways. Since fractions are such a big part of
the 5th grade curriculum and students will be heavily assessed on them
on the standardized test at the end of year; not requiring students to
complete worksheets in their math book is not possible. Those
worksheets are an easy assessment that will speak for the students
capabilities. Worksheets are not the only way students can be
assessed. Using open class discussion, allows students to verbalized
the step process, their understanding, and their confusion. Other

Payton
assessments used in this unit are students ability to effectively use
math vocabulary to build understanding, note taking, and homework.
Last to consider when teaching students fraction is knowing
when and how to accommodate. In this unit, I accommodate for not
only students that the law requires me to accommodate for, but for all
students. For students that are ESL or ELL I make time to
accommodate by reading questions to them. To better assist the
student with an IEP and 504 Plan, the time they receive to complete
work is extended. For students that are beyond level, approaching
level, and at-level, extra questions and small group instruction are
used to accommodate them as well.
Hopefully, this unit contains the necessary components of
engagement, instructional strategies, assessments, and
accommodations for students. Below is a five day unit I developed to
teach 5th graders how to love fractions.

Payton

Unit Objectives

Activities/
Instructional
Strategies
CCSS.Math.Content.5.NF.B.3
Pre
Interpret a fraction as division of
teaching,
the numerator by the
introduction
denominator (a/b = a b). Solve to new math
word problems involving division
vocabulary
of whole numbers leading to
words:
answers in the form of fractions
fraction,
or mixed numbers, e.g., by using numerator,
visual fraction models or
and
equations to represent the
denominator
problem.
.
Essential Question:
How are factors and multiples
helpful in solving problems?

Students are
then to
complete or
attempt to
complete
example 1
on page 551
in math
workbook.
During
Teaching,
student will
record notes
in math
notebook as
teacher
show the

Assessment
of Objective

Accommodations
Adaptations

Students will
For students that are
show the
identified as ESL or
ability to
ELL, when working
connect the
independently, the
lessons
directions will be rea
vocabulary
aloud.
to the
mathematic For the student with a
al
IEP and 504 Plan whe
procedures.
working
independently, the
As the
directions will be rea
teacher
aloud.
observes,
approaching Students approachin
level
level and on level
students
students needing mo
must be
assistance will be
able to
pulled for small grou
problems
instruction.
3,5,7, 8, and
9, on level
Students beyond leve
students
will be expected to
must be
complete the extra
able to
worksheet displayed
complete
on the smart board.
question 2,
and 4-9, and
approaching
students will

Payton
correct
mathematic
al
procedures.

be expected
to complete
questions 29 on pages
552-554 in
their math
workbook.
The next
day,
students
homework
will be
checked for
completenes
s and
correctness.

CCSS.Math.Content.5.NF.A.2
Solve word problems involving
addition and subtraction of
fractions referring to the same
whole, including cases of unlike
denominators, e.g., by using
visual fraction models or
equations to represent the
problem by the denominator.

Essential Question:
How are factors and multiples
helpful in solving problems?

Pre
teaching,
introduction
to new math
vocabulary
words:
common
factors and
greatest
common
factor (GCF).
With open
discussion,
students will
be asked to
answer the
essential
question.
During
teaching,
the teacher
will use
direct
instruction
to show
student the
correct

Students will
show the
ability to
connect the
lessons
vocabulary
to the
mathematic
al
procedures.

For students that are

identified as ESL or
ELL, when working
independently, the
directions will be rea
aloud.

For students with an

IEP, when working
independently, the
directions will be rea
aloud.

The teacher
will observe
students as
the record
the
mathematic
al step in
their math
notebooks.

For student with an IE

and 504 Plan, the
teacher and a
responsible classmat
will make sure the
student is on task an
participating.

Teacher will
assess
students for
their ability
to solve
greatest
common

For this lesson,

students approachin
level, on level, and
beyond level will wor
together to solve the
problems using
technology (Plickers)

Payton
mathematic
factor
al steps
problems
need to find displayed on
the greatest
the Smart
common
Board by
factor. Then,
using the
students are assessment
to record the
tool on
procedures
Plicker.
in their math
notebook.
The next
Students will
day,
then be
students
expected to
homework
use Plickers
will be
to complete
checked for
the
completenes
examples on
s and
the Smart
correctness.
Board.
CCSS.Math.Content.5.NF.B.5
Interpret multiplication as
scaling (resizing), by:
CCSS.Math.Content.5.NF.B.5.b
Explaining why multiplying a
given number by a fraction
greater than 1 results in a
product greater than the given
number recognizing
multiplication by whole numbers
greater than 1 as a familiar
case); explaining why
multiplying a given number by a
fraction less than 1 results in a
product smaller than the given
number; and relating the
principle of fraction equivalence
a/b = (n a)/(n b) to the
effect of multiplying a/b by 1.

Essential Question:
How are fractions and multiples

Pre
Students will Open class discussio
teaching,
show the
will be conducted to
introduction
ability to
grant students that a
to new math connect the
identified as ESL or
vocabulary
lessons
ELL, and the student
words:
vocabulary
with IEP/ 504 Plan
simplest
to the
participation. Those
form and
mathematic
students will also be
equivalent
al
allowed extended tim
fractions.
procedures.
to solve math
Students will
problems.
also watch
Student will
the short
be assessed
YouTube
on their
If either the
video on
ability to
approaching level or
simplest
participate
on level students are
form.
in open
struggling, they will b
Students are
class
pulled for small grou
then to
discussion
at the Smart Board.
complete or
as the
attempt to
teacher
complete
works
example 1
problems
on page 563
out.
in math

Payton
helpful in solving problems

workbook.
During
Teaching
using direct
instruction,
the teacher
will have
work our
examples on
the Smart
Board. While
students,
record and
the steps in
their math
notebook.

CCSS.Math.Content.5.NF.A.2
Solve word problems involving
addition and subtraction of
fractions referring to the same
whole, including cases of unlike
denominators, e.g., by using
visual fraction models or
equations to represent the
problem.
Essential Question:
How are factors and multiples
helpful in solving problems?

Pre
teaching,
introduction
to new math
vocabulary
words:
multiple,
common
multiples,
and least
common
multiple
(LCM).

When called
to the board
to work out
examples,
students will
be expected
to retrieve
to the
correct
answers
showing
work.
The next
day,
students
homework
will be
checked for
completenes
s and
correctness.

Students will Open class discussio

show the
will be conducted to
ability to
grant students that a
connect the
identified as ESL or
lessons
ELL, and the student
vocabulary
with IEP/ 504 Plan
to the
participation. Those
mathematic
students will also be
al
allowed extended tim
procedures.
to solve math
problems.
The
participation Students Beyond leve
in singing
will be assigned
Students will
the LCM
exercises 9-19 in the
listen to a
song will
math workbook.
song that
also be used

Payton

will assist
them when
rememberin
g how to
find the
least
common
multiple
(LCM).
During
teaching,
students will
record notes
in their math
notebook.
Post lesson,
students
must be
able to
orally use
the Talk
Math
strategy,
they have
been using,
to answer
the last
guided
practice
question.

CCSS.Math.Content.5.NF.B.5
Interpret multiplication as
scaling (resizing), by:
CCSS.Math.Content.5.NF.B.5.b
Explaining why multiplying a
given number by a fraction
greater than 1 results in a
product greater than the given

Pre
teaching,
introduction
to new math
vocabulary
word: least
common
denominator

to assess
students.
With open
class
discussion,
students will
be assessed
on their
ability to
participate
when doing
the math
talk
exercise.

If either the
approaching level or
on level students are
struggling, they will b
pulled for small grou
at the Smart Board.

The next
day,
students
homework
will be
checked for
completenes
s and
correctness.

Students will
For students that are
show the
identified as ESL or
ability to
ELL, when working
connect the
independently, the
lessons
directions will be rea
vocabulary
aloud.
to the
mathematic For the student with a

Payton
number recognizing
multiplication by whole numbers
greater than 1 as a familiar
case); explaining
why multiplying a given number
by a fraction less than 1 results
in a product smaller than the
given number; and relating the
principle of fraction equivalence
a/b = (n a)/(n b) to the
effect of multiplying a/b by 1.
Essential Question:
How are fractions and multiples
helpful in solving problems

(LCD).
Students are
then to
complete or
attempt to
complete
example 1
on 583.

al
procedures.

IEP and 504 Plan whe

working
independently, the
directions will be rea
aloud.

As
observing,
the teacher
will watch
Students approachin
students
level and on level
individually students needing mo
work on
assistance will be
Students will pages 578pulled for small grou
learn how to 580. Paying
instruction.
find the
close
least
attention to Students beyond leve
common
approaching
will be expected to
denominator
level
complete the extra
by following
students
worksheet displayed
the
while they
on the smart board.
procedures
are on
shown on
questions 3the Smart
13 odd and
Board and
17-19, on
record them
level
in their math students as
notebook.
the answer
questions 4After
15, and
following the beyond level
teacher,
students on
students are questions 9to then work
19.
on pages
578-580.
The next
day,
students
homework
will be
checked for
completenes
s and
correctness.

Payton
The unit and objectives are developmentally and age appropriate
and significant/ challenging because it provides students with the
needed experiences. The lessons are developmentally and age
appropriate because it allows students to be active learners, in which
ten and eleven year old students actively learn through songs,
watching YouTube videos, and verbal and written communication
showing knowledge and connection of vocabulary and mathematical
procedures. The unit is significantly challenging because it demands
students do more than just rely on recall memory. Students have to
uses their notes, fellow classmates, and their own understanding by
doing to truly understand fractions.