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Education Department

Unit Plan

1. Unit Overview Content Area: Fractions and Decimals

Grade Level: 4th Grade

1a. Brief description of the unit of study The students explored various concepts dealing with fractions and decimals.

For example:

Recognizing and generating equivalent fractions

Comparing two fractions or decimals

Ordering fractions and decimals

Adding and Subtracting fractions

Multiplying a whole number by a fraction

Solving multiplication of fractions word problems

Adding two fractions with respective denominators

Adding and Subtracting mixed numbers

1b. Grade level standard(s) to be addressed in M04.A-F.1.1 Find equivalencies and compare fractions

this unit of study M04.A-F.2.1 Solve problems involving fractions and whole numbers (straight computation or

word problems).

M04.A-F.3.1 Use operations to solve problems involving decimals, including converting between

fractions and decimals (may include word problems)

2. Learning Targets - Domain I/III

2a. Concepts and Competencies for all students 2a.Concepts and competencies for all students:

M04.A-F.1.1.1 Recognize and generate equivalent fractions

M04.A-F.1.1.2 Compare two fractions with different numerators and different

denominators (denominators limited to 2,3,4,5,6,8,10,12 and 100) using the symbols

>,=,< and justify the conclusions

M04.A-F.2.1.1 Add and Subtract fractions with a common denominator (denominators

limited to 2,3,4,5,6,8,10,12 and 100; answers do not need to be simplified; and no

improper fractions as the final answer).

M04.A-F.2.1.2 Decompose a fraction or mixed number into a sum of fractions with the

same denominator (denominators limited to 2,3,4,5,6,8,10,12 and 100), recording the

decomposition by an equation. Justify decompositions (e.g., by using a visual fraction

model). Example 1: 3/8 = 1/8+1/8+1/8 OR 3/8 = 1/8+2/8 Example 2: 2 1/12 =

1+1+1/12= 12/12+12/12+1/12

M04.A-F.2.1.3 Add and subtract mixed number with a common denominator

(denominators limited to 2,3,4,5,6,8,10,12 and 100; no regrouping with subtraction;

fractions do not need to be simplified; and no improper fractions as the final answer).

M04.A-F. 2.1.4 Solve word problems involving addition and subtraction of fractions

referring to the same whole or set and having like denominators (denominators limited to

2,3,4,5,6,8,10 and 100).

M04.A-F.2.1.5 Multiply a whole number by a unit fraction (denominators limited to

2,3,4,5,6,8,10,12 and 100 and final answers do not need to be simplified or written as a

mixed number). Example: 5x (1/4) = 5/4

M04.A-F.2.1.6 Multiply a whole number by a non-unit fraction (denominators limited to

2,3,4,5,6,8,10,12 and 100 and final answers do not need to be simplified or written as

mixed number). Example: 3x (5/6)= 15/6

M04.A-F.2.1.7 Solve word problems involving multiplication of a whole number by a

fraction (denominators limited to 2,3,4,5,6,8,10,12, and 100).

M04.A-F.3.1.1 Add two fractions with respective denominators 10 and 100. Example:

express 3/10 as 30/100, and add 3/10 + 4/100= 30/100+4/100= 34/100

M04.A-F.3.1.2 Use decimal notation for fractions with denominators 10 or 100.

Example: Rewrite 0.62 as 62/100 and vice versa

M04.A-F.3.1.3 Compare two decimals to hundredths using the symbols >, +, or <, and

justify the conclusions

Resources:

SAS Portal: PA Core Curriculum Framework

PA Alternate Eligible Content

General Education Curriculum Unit Objectives

Grade 4 Mathematics Assessment Anchors

2b. Key vocabulary for all students 2b. Prioritized key vocabulary and ideas for all exceptional learners

Equivalent: Having the same value

Denominator: the number below the line in a common fraction; a divisor, shows how

many equal parts the item is divided into

Numerator: The top number in a fraction. Shows how many parts of the whole we have

Unit Fraction: is a rational number written as a fraction where the numerator is one and

the denominator is a positive integer

Decimal: is often used to mean a number that uses a decimal point followed by digits that

show a value smaller than one

Tenth: The first digit to the right of the decimal point; one out of 10 equal parts of a

whole

Hundredth: The second digit to the right of the decimal point; one out of 100 equal parts

of a whole

Decompose: breaking numbers down into parts

Converting: a change in the form of a measurement, different units, without a change in

the size or amount

Benchmark: standard or reference point against which something can be measured,

compared, or assessed

Whole Number: positive numbers, including zero, without any decimal or fractional

parts

Fraction: is a number between zero and 1 and is expressed as one number over another

number

Simplify: To reduce an equation, fraction, etc to a simpler from by cancellation of

common factors, regrouping of terms in the same variable

Reduce: rewriting of an expression into simpler form

Whole: All of something, complete (Ex. A whole pizza)

Mixed Number: a whole number plus a fraction

Improper Fractions: a fraction where the numerator (top number) is greater than or

equal to the denominator (the bottom number)

Comparing (less than, greater than, equal to): It is good to know if one number is the

same as, or smaller than, or bigger than, another number. We use the signs <,>,=.

Explain: make an idea, situation, or problem clear to someone by describing it in more

detail or revealing relevant facts or ideas

Justify: show or prove to be right or reasonable

Show: to display or allow to be perceived

Least: Smallest

Greatest: Biggest

3. Instructional Process - Domain III

Universal Design for Learning Principles:

Multiple Means of Representation, Expression and Engagement

Differentiation

Instructional BEFORE identifying barriers, consider options and multiple pathways Accommodations and

Components for ALL students as they access the general curriculum. Consider: the Modifications

modes in which instruction and materials are presented, how students

will interact, respond, and demonstrate what they know, and ways to

adjust levels of challenge and maintain engagement.

Instructional Materials, Resources Assessment

Practices and Tools Barriers to Access

Questions and

Used Smart Board Smart Board Informal Complexity of Provided

activities to guide discussions

White Boards observation of material modified tests

instruction and have Direct student Students rely to those who

student be engaged instruction Pencils

conversations on need them

and part of the lesson. Markers

PowerPoint Informal presentations Provide

If one student was at presentations Erasers observation of and modified

the smart board supplemental seating

Smart Board Crayons students while

helping me the others completing information arrangements

activities/games Elmo Doc

were doing it on their SMART board Students have Providing the

white board. The Worksheets Cam

activities will have to resources to

students respond so Hands-on Equivalent complete add to

well to the smart Activities hearts Informal

observations of several fine reference

board and are excited Exit Tickets (bulletin motor skills: notebooks

students

whenever we have the

Anticipatory

board)

completing cutting, gluing Enlarging text

chance to utilize it.

Guides Clothesline hands-on and writing. on smart board

Fractions Tasks with when needed

Write-It activities of

Using manipulatives (bulletin fractions and multi-step Provide

Wednesdays directions

and white boards for board) decimals materials that

White Boards

instructional Glue sticks Graded exit

No iPads for have already

components during Pair share all students been cut out or

Go-Math tickets

my lessons. Hands- Group (could not use special scissors

work book Write-It

On=Minds-On an I discussions QR codes as to use during

believe that the Reference Wednesdays much as I activities and

students really Notebook Quizzes and would have cutting and

respond well Desk Folder Exams liked) pasting into

whenever we are able Lock Box Requirement reference

to have them Sets Unit test of listening to notebooks

physically doing Candy Hearts Homework the teacher Additional

something to expand speak time to

Homework Anticipatory

their knowledge. Requirement complete

Worksheets Guides

of listening to classwork or

Classwork Collection of videos about tests/quizzes

GO-MATH e-book as Worksheet

well as videos to help

Worksheets fractions and Breaks (brain-

explain components of Slime Game how to use breaks, water

the fraction units using I Have, Who different foundation,

relatable objects and Has Cards manipulatives restrooms)

to aid in the Using doc cam

topics. SCOOT understanding to display

cards of the concept answers to a

Providing vocabulary Task cards classwork or

at the beginning of Bulletin homework

each type of lesson so Board Open note

that way they manipulatives quizzes

understood the

Using whole

concept and

group, small

vocabulary terms I

group and

would be using during

individual

instruction

group

Repeating

Interactive bulletin directions

boards to help students when needed

review concepts and Hands-on

get practice with activities

hands-on learning.

Student Standards-Aligned IEP Goals Student-Specific IEP Goals Individualized Student Supports

Aligned to prioritized learning

targets

At this time, there are no IEP Goals SLS: Given prompts and models,

A Ralph Descriptor: Decoding

that are aligned to the prioritized Ralph will produce and/or repeat Learning Support-

learning targets addressed in a unit. grammatically correct sentences of When presented with a decodable

6 or more words in length, using word on a word list or within

appropriate sentence structure,

context, Ralph will be able to apply

pronouns, articles, prepositions, word analysis skills to produce the

plurals and helping verbs with letter sounds and give the correct

>90% accuracy in 3 out of 4 trials word with 90% accuracy in 3 out of

assessed during each therapy 4 trials.

session by student responses (CC. CC.1.1.3.D

L.4.1)

Descriptor: Comprehension

SLS: Given instruction and models, Learning Support

Ralph will describe function, When given a reading assessment,

semantic class, and/or attributes of Ralph will be able to answer the

known vocabulary words with comprehension questions with at

>90% accuracy in 3 out of 4 trials, least an 85% accuracy in 3 out of 4

assessed during each therapy trials.

session by student responses CC.1.2.3.A

(CC.L.4.4)

Descriptor: Writing

Learning Support

When given a bi-weekly dictated

sentence utilizing instructional level

reading and spelling words, Ralph,

will be able to apply the taught

rules of grammar to his writing

with at least 80% accuracy in 3 out

4 trials.

CC.1.4.3. F

Subtracting

Learning Support

multi-digit addition or subtraction

math problems with or without

regrouping and carrying, Ralph will

be able to solve these problems

with 80% accuracy in 3 out of 4

trials.

CC.2.1.3.B.1

B Kaylee At this time, there are no IEP Goals Speech: Given instructions and Descriptor: Learning Support

that are aligned to the prioritized models, Kaylee will create When given a decodable word on a

learning targets addressed in a unit. grammatically correct sentences flash card or in context, Kaylee will

while demonstrating the correct be able to apply word analysis

production of /r/ variations with skills to produce the letter sounds

>90% accuracy in 3 out of 4 trials, and give the correct word with 85%

assessed during each therapy accuracy in 3 out of 4 trials.

session by student responses (PA CC.1.1.3.D

Standard 1.6).

Descriptor: Learning Support

When given a reading assessment,

Kaylee will be able to answer the

comprehension questions with at

least an 85% accuracy in 3 out of 4

trials.

CC.1.2.3.A

When given a bi-weekly dictated

sentence utilizing instructional level

reading and spelling words, Kaylee

will be able to apply the taught

rules of grammar to her writing

with at least 85% accuracy in 3 out

4 trials.

CC.1.4.3. F

Descriptor: Learning Support

When given a single digit or multi-

digit addition or subtraction math

problem with or without regrouping

and carrying, Kaylee will be able to

solve these problems with 85%

accuracy in 3 out of 4 trials.

CC.2.1.3.B.1

C Elizabeth At this time, there are no IEP Goals At this time there are no students- Descriptor: Learning Support

that are aligned to the prioritized specific IEP goals When given a reading assessment,

learning targets addressed in a unit. Libby will be able to answer the

comprehension questions with at

least an 80% accuracy in 3 out of 4

trials.

CC.1.2.3.A

When given a bi-weekly dictated

sentence utilizing instructional level

reading and spelling words, Libby

will be able to apply the taught

rules of grammar to her writing

with at least 80% accuracy in 3 out

4 trials.

CC.1.4.3. F

When given single digit

multiplication math problems,

Libby will be able to solve these

problems with 80% accuracy in 3

out of 4 trials.

CC.2.1.3.B.1

When given math word problems

(+,-, x, ÷), Libby will be able to

determine what operation to use

and solve these problems with 80%

accuracy in 3 out of 4 trials.

CC.2.1.3.B.1

When given a single digit or multi-

digit addition or subtraction math

problem with or without regrouping

and carrying, Libby will be able to

solve these problems with 80%

accuracy in 3 out of 4 trials.

CC.2.1.3.B.1

D. Joscelyn At this time, there are no IEP Goals At this time there are no students- Descriptor: Learning Support

that are aligned to the prioritized specific IEP goals Goal #1

learning targets addressed in a unit. When given a bi-weekly reading

fluency assessment on her

instructional reading level, Joscelyn

will be able to use taught phonics

and decoding skills to read the

passage with 93% accuracy in 3 out

of 4 trials.

CC.1.1.3. E

Goal #2

When given a bi-weekly dictated

sentence utilizing instructional

level reading and spelling words,

Joscelyn will be able to apply the

taught rules of grammar to her

writing with at least 85% accuracy

in 3 out 4 trials.

CC.1.4.3.F

Goal #3

When presented with a Dolch sight

word list, Joscelyn will be able to

read the words with 93% accuracy

in 3 out of 4 trials.

CC.1.1.3. D

Goal #4

Joscelyn will be able to answer the

comprehension questions with at

least a 90% accuracy in 3 out of 4

trials.

CC.1.2.3.A

E. Malakai At this time, there are no IEP Goals Speech: During structured and/or Descriptor: LS Fluency Goal

that are aligned to the prioritized unstructured activities, Malakai When given a bi-weekly reading

learning targets addressed in a unit. will demonstrate the skills of fluency assessment on his

appropriate volume and rate of instructional reading level, Malakai

speech while reading, repeating will be able to use taught phonics

sentences and during and decoding skills to read the

conversational speech with 90% passage with 85% accuracy in 3 out

accuracy over 3 consecutive of 4 trials.

observations, assessed during each CC.1.1.3. E

tracking session by student

response. (CC SL.4.4). Descriptor: LS Decoding Goal

When presented with a decodable

word on a word list or within

context, Malakai will be able to

read the words with 85% accuracy

in 3 out of 4 trials.

CC.1.1.3. D

Descriptor: LS Comprehension

Goal

When given a reading assessment,

Malakai will be able to answer the

comprehension questions with at

least an 80% accuracy in 3 out of 4

trials.

CC.1.2.3.A

digit addition or subtraction math

problem with or without regrouping

and carrying, Malakai will be able

to solve these problems with 85%

accuracy in 3 out of 4 trials.

CC.2.1.3.B.1

When given a bi-weekly dictated

sentence utilizing instructional

level reading and spelling words,

Malakai will be able to apply the

taught rules of grammar to his

writing with at least 80% accuracy

in 3 out 4 trials.

CC.1.4.3. F

PBSP Goal

Descriptor: Social skills

Autistic Support 2017-18

In a small group/whole group

setting, Malaki will engage in

appropriate social skills

interactions by: sharing materials,

turn taking in conversation, giving

relevant statements and staying on

topic,and responding appropriately

to others verbally and nonverbally

on 4 ouf 5 occasions on 3 out of 4

trials evaluated on a weekly basis.

PBSP Goal

Descriptor: Behavior

Autistic Support 2017-18

During classroom activities, Malaki

will attend to the activity as

indicated by: gathering necessary

materials, following directions,

staying on task, staying in his seat,

asking appropriate questions,

responding with relevant answers,

raising his hand for the duration of

the activity or up to 20 minutes

with 2 or less prompts per task on

3/4 trials to be evaluated on a

weekly basis.

F. Elijah At this time, there are no IEP Goals At this time there are no students- Descriptor: Learning Support

that are aligned to the prioritized specific IEP goals When given a reading assessment,

learning targets addressed in a unit. Elijah will be able to answer the

comprehension questions with at

least a 90% accuracy in 3 out of 4

trials.

CC.1.2.3.A

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