DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

UNIT PLAN TEMPLATE

Teacher Candidate: Chai Sanders
Grade Level: 5th Grade Content Area: Math Chapter 10 (McGraw-Hill)
Step 1 DESIRED RESULTS
A. Contextual Factors

Contextual Factors:
21 Students=9 males + 12 females
13 Caucasian; 3 Spanish; 3 Polynesian/Pacific Islander; 2 Native
American Navajo
3 ESL (all WIDA L6)
7 (IEP)=5 low level learners (1with ADD), 2 with speech disabilities
5 Reading Interventions (internal with a Specialist)
2 Math Interventions (external with a Specialist)
1 Counseling
ESL (WIDA L6) All of these students are affectively using their second language. One student
works with the reading interventions teacher due to a speech issue.
IEP (Low Level Learner), These Special Needs students seems to lose focus on the tasks at
hand. As a result they often do not finish their work with others and need more time to
understand concepts. Using hands-on activities, peer communication, and visuals with text
during the lessons will help them to better make connections and comprehension.
IEP (Speech) These students are working daily with a reading specialist to help them with
language and comprehension. During the lesson offer opportunities to practice their reading and
speaking skills. Allow them a voice in group activities.
IEP (Behavior) He is currently doing well when asked to participate in activities and responds
well with proximity management strategies. Continued interaction during the lesson with this
student helps to keep him focused. Offer opportunities to HELP the teacher with examples or
role playing (in this case prepare him before hand of your expectations.
Classroom environment: The classroom is set up with students desks in 5 groups of 4 to 5
students each. There is plenty of room for all of the activities. Each group consists of a high level
learner, middle to high learner, middle to low learner, and low level learner where possible. This
class has access to Chrome Notebooks for online activities and a Smart Board System for
teaching tools and presentations.

B. Utah State Core or Common Core Curriculum Standard

Domain: Number and Operations-Fractions

Standard 4: Apply and extend previous understandings of multiplication to multiply a fraction
or whole number by a fraction.
Obj. a. Interpret the product (a/b) q as a parts of a partition of q into b equal parts;
equivalently, as the result of a sequence of operations a q b. For example, use a
visual fraction model to show (2/3) 4 = 8/3, and create a story context for this
equation. Do the same with (2/3) (4/5) = 8/15. (In general, (a/b) (c/d) = ac/bd.)
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares
of the appropriate unit fraction side lengths, and show that the area is the same as
would be found by multiplying the side lengths. Multiply fractional side lengths to
find areas of rectangles, and represent fraction products as rectangular areas.
Standard 5: Interpret multiplication as scaling (resizing), by:
Obj. a. Comparing the size of a product to the size of one factor on the basis of the size of the
other factor, without performing the indicated multiplication.
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.
Standard 6: Solve real world problems involving multiplication of fractions and mixed
numbers, e.g., by using visual fraction models or equations to represent the problem.
Standard 7: Apply and extend previous understandings of division to divide unit fractions by
whole numbers and whole numbers by unit fractions.1
Obj. a. Interpret division of a unit fraction by a non-zero whole number, and compute such
quotients. For example, create a story context for (1/3) 4, and use a visual fraction
model to show the quotient. Use the relationship between multiplication and division
to explain that (1/3) 4 = 1/12 because (1/12) 4 = 1/3.
b. Interpret division of a whole number by a unit fraction, and compute such quotients.
For example, create a story context for 4 (1/5), and use a visual fraction model to
show the quotient. Use the relationship between multiplication and division to explain
that 4 (1/5) = 20 because 20 (1/5) = 4.
c. Solve real world problems involving division of unit fractions by non-zero whole
numbers and division of whole numbers by unit fractions, e.g., by using visual
fraction models and equations to represent the problem. For example, how much
chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How
many 1/3-cup servings are in 2 cups of raisins?
Vocabulary words to know in this Unit:
Bar Diagrams; Scaling; Unit Fraction
C. Enduring Understanding/Big Idea

Students will understand that there are multiple strategies that can be used to multiply and divide
fractions.

D. Essential Questions/Guiding Questions

How can a bar diagram help me to find part of a number?

How can I use tiling and unit squares to find the area of a rectangle? Can I use this strategy in
other situations?
What strategies can I use to make multiplying fractions easier?
Why does a whole number multiplied by a fraction greater than one give me a product that is
greater than the whole number? And why is the a whole numbers product less than one when
multiplied by a fraction less than one?
How can I use the relationship between multiplying and dividing to explain the products and
quotients of equations involving fractions?
What strategies will help me to solve real world problems?
E. Concepts

How can I use a model to find part of a number?

How can I represent the product of two fractions using the area of a rectangle with fractional
sides?
How can simplifying before multiplying fractions be help me find a product easier?
Why is multiplication of a number by a fraction called scaling or resizing?
What models can I use to multiply unit fractions by whole numbers or whole numbers by
unit fractions?
When is division a good solution to solving real world problems?
F. Skills

Recognize that models are use every day to help solve math problems.
-Be able to draw a bar diagram.
Analyze the area of a rectangle by using a model of a rectangle with fractional sides.
Distinguish the difference between simplifying fractions before multiplication and after
multiplication to determine the best strategy to use to find the product.
Explain how multiplication of a number by a fraction is called scaling or resizing.
-What does scaling or resizing mean in mathematics?
Describe the difference between multiplying unit fractions by whole numbers and whole
numbers by unit fractions.
-What is a unit fraction is.
Discover that real world problems can be solved with models and strategies.
Step 2 ASSESSMENT EVIDENCE
a) Pre-Test 1B Math Chapter 10

11 question pre-test; multiple choice.

Directed questioning for lower level learners.

b) Formative Assessments/Evidence

Independent Practice sheets; students will draw bar diagrams and properly have them
labeled.
Students have successfully completed the Check My progress pages for the last 4
chapters review; Students are able to shade in the correct tiles to help find the product of
each equation.

Students are showing their understanding by creating a model for #'s to find the area of a
rectangle; Using the model, students are able to write an equation.
Individual members of the class will be able to complete the Independent Work sheets;
The students will be able to write a short answer for #18-How can I use scaling to help
predict the product of a number and fraction?
The students will use draw and use fraction tiles to model equations and then solve them.
The students will be able to draw bar diagrams and break them into smaller pieces to
model fractions and their products.

c) Summative Assessments/Evidence (Attached)

Post-test will be administered using Chapter 10 test 1A.

Modified questioning for lower level learners

Step 3 Lesson Objectives with Instructional Strategies

Day 1 Lesson 1: I will explore how to find part of a number.
Chapter 10 Pre-test 1B

Building on background knowledge that we often use models to help us solve problems.
We see fractions in everything and everywhere.
Introduction of a bar diagram.
Guided Practice and Independent work

Day 5 Lesson 5: I will explore using a model to multiply a fraction by a fraction.

Review last 4 chapters comprehension via home work and Check My Progress.
Launch with an apple snack; Cut in to half and then quarters.
Introduction of a rectangle with fractional side lengths.
Finding the Area of a rectangle using fractional side lengths.

Day 6 Lesson 6: I will be able to multiply fractions.

Review vocabulary words; multiply; denominator; numerator

Use colored tiles for group activity; Use the tiles to solve 2 over 5 times 2 over 3; create
an array to solve the equation.
Review using a rectangle with unit fractions to solve an area equation.

Day 8 Lesson 8: I will interpret multiplication of fractions as scaling or resizing.

Vocabulary; Scaling (resizing)

Students work together with a number line and Practice sheets

Day 9 Lesson 9: I will be able to divide whole numbers by unit fractions using models.

Review second Check My Progress for understanding of lessons 5 to 8.

Vocabulary; Unit Fraction

Demonstrate the importance of proper measurement with lemonade.

Work as 2 person groups to create models to use with the Practice sheet equations.
Vocabulary review; Scaling

Day 10 Lesson 10: I will use bar diagrams to divide whole numbers by unit fractions.

Review Vocabulary: Scaling; Unit Fractions.

Review models discussed using fraction tiles.
Ask Why can you use multiplication to check an answer to a division problem.
Independent work and small group review.

Day 12 Review
Day 13 Summative (Post Test 1A)