Learning Goals

Learning Goal 1 (LG1): Students will recall the methods of using modeling,
estimating with benchmarks, finding common denominators, creating equivalent
fractions, and renaming (DOK 1, 2), in order to solve a multistep problem containing
addition and subtraction of fractions and mixed numbers with unlike denominators
(DOK 2).
Learning Goal 2 (LG2): Students will identify, describe, and create numeric
patterns with fractions (DOK 1, 2, 3).
Learning Goal 3 (LG3): Students will use the strategy, work backward, to solve
word problems containing fractions and explain their answers (DOK 1, 2, 3).
Learning Goal (LG4): Students will use the properties of addition to show the
steps of solving and solve a problem containing fractions and mixed numbers with
unlike denominators, explaining their thinking (DOK 1, 2, 3).
Significance, Challenge, and Variety
The learning goals in this unit, adding and subtracting fractions with unlike
denominators, are aligned with the Common Core state standards. These goals can
be seen to show significance, challenge, and variety because they are structured
specifically for fifth grade students. Three out of the four levels of DESEs Depth of
Knowledge (DOK) are incorporated within the four goals, allowing them to be
appropriate and measurable. The first learning goal reflects DOK levels 1 and 2, and
is the basis for the entire unit. If students are not able to master this goal, they will
not be able to master the other 3. This goal requires students to recall the different
methods they have learned to add and subtract fractions with unlike denominators.
Then they must actually solve the multistep problems that may contain fractions
and mixed numbers. LG2 expands on LG1, by having students apply what they

have learned about fractions and methods of solving problems with fractions thus
far in order to identify, solve, and create numeric fraction patterns. It relates to DOK
levels 1, 2, and 3. The same DOK levels are included in LG3, where students are
required to solve word problems that contain fractions. They must use a specific
strategy, working backwards, and explain their answers. The explain portion is
what moves this goal up from level two to level three, because students have to
discuss the steps they took to get to the answer and why. Finally, LG4 corresponds
to DOK levels 1, 2, and 3. With this learning goal, students are expected to first
recall the properties of addition (Associative and Commutative). Then they must
show the steps of solving and solve a multistep fraction or mixed number problem.
Like LG3, students are required to explain their thinking, which can partially be seen
in the steps they write out. It is imperative that students be able to completely put
their thoughts about the problem and its answer in words because this is considered
their practice for the ACT Aspire. The test scores students from 1-3, depending on
how specific their answer is, and whether or not they used the correct terminology.
Clarity
All four learning goals were very specifically written so that they could be
clear, concise, and easily measurable by the teacher. The students could also look
at the goals and understand what they are required to know and be able to do. In
other words, these goals are the expectations the teacher should have of each
student. He/she will be able to use formative and summative assessments that are
aligned with the goals in order to have students demonstrate the skills they have
learned along the way.
Learning Goal 1 (LG1): Students will recall the methods of using modeling,
estimating with benchmarks, finding common denominators, creating equivalent

fractions, and renaming (DOK 1, 2), in order to solve a multistep problem containing
addition and subtraction of fractions and mixed numbers with unlike denominators
(DOK 2).
Learning Goal 2 (LG2): Students will identify, describe, and create numeric
patterns with fractions (DOK 1, 2, 3).
Learning Goal 3 (LG3): Students will use the strategy, work backward, to solve
word problems containing fractions and explain their answers using complete
sentences and the correct vocabulary (DOK 1, 2, 3).
Learning Goal (LG4): Students will use the properties of addition to show the
steps of solving and solve a problem containing fractions and mixed numbers with
unlike denominators, explaining their thinking with appropriate vocabulary (DOK 1,
2, 3).
Appropriateness for Students
In order to achieve these goals, students must have the knowledge and skills
from the previous grades, including adding and subtracting fractions and mixed
numbers with common denominators. These will be assessed using a pre-test
before the instruction begins. The goals are appropriate for an on-grade level
student. All of the skills in these four goals, including recalling, identifying,
describing, creating, solving, explaining, and showing, are skills the students use in
every math unit, therefore the only difference between this unit and the others is
the content, which is known to be difficult for some.
The expectations involved with the goals and skills may be too high for the below
grade level students and too low for the challenge students, but a median is
required. Due to this, those students lacking the basic skills will be accommodated
during both the whole group and independent working time. They will have

problems modeled to them separate from the whole group discussion. Those
students above grade-level have higher expectations when it comes to the explain
your thinking portions of the problems. While the below level students need to
mainly focus on getting the answer, the above level students must explain their
answers with clear detail.
This unit has been planned around mainly whole group, small group, and
independent instruction. Therefore, students will have ample time to receive
individualized instruction if needed. There is also time built in to the long range plan
that allows for extra practice and review days before quizzes and tests if necessary.
Alignment with State Standards
All four learning goals are aligned with two Common Core math standards, which
were adopted by the state and district. These standards are:

Common Core State Standard 5.NF.A.1: Add and subtract fractions with unlike
denominators (including mixed numbers) by replacing given fractions with
equivalent fractions in such a way as to produce and equivalent sum or
difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12

+ 15/12 = 23/12. (In general, a/b + c/d = (ad+bc)/bd.)

Common Core State Standard 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. Use benchmark fractions and number
sense of fractions to estimate mentally and assess the reasonableness of
answers. For example, recognize an incorrect result 2/5 + = 3/7, by
observing that 3/7<1/2.