2013 2014 SY [UNIT PLAN TEMPLATE]

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STUDENT LEARNING OBJECTIVE UNDERSTANDING BY DESIGN (SLO UBD)
STUDENT TEACHER UNIT PLAN TEMPLATE

Student Teacher: Sean Parmley School: Maemae Elementary Cooperating Teacher: Dana Yoshioka
Grade: 2nd Content Area: Mathematics University Supervisor: Kale`a Silva Dates: 4/3/14 - 4/22/14

Student Population:
Total Number of Students _22_ Males _12_ Females_10_ SPED Inclusion __0__ SPED Pullout __1__ ELL __1__
GT __0__ Any Other _____________ _____ _____________ _____ ______________ _____
Additional Information:

SLO Components For a complete description of SLO components and guiding questions, use the Student
Learning Objective Planning Document attachment.
Learning Goal
STAGE 1


Learning Goal:
Established Goal(s):
What habits of mind and cross-disciplinary goal(s) for example 21
st
Century skills, core competencies will this unit
address?

CCSS.Math.Practice.MP4 - Model with mathematics: Mathematically proficient students can apply the
mathematics they know to solve problems arising in everyday life, society, and the workplace.
Mathematically proficient students who can apply what they know are comfortable making assumptions and
approximations to simplify a complicated situation, realizing that these may need revision later.
(http://www.corestandards.org/Math/Practice)

Big idea:
What are the big picture concepts, conceptual anchors, and connections?
Three categories exist for working with fractions - area (e.g., 1/3 of a garden), length (e.g. of an inch), and
set or quantity (e.g., of the class). (Van De Walle, 2013, p. 290)
Partitioning and iterating are ways for students to understand the meaning of fractions, especially
numerators and denominators. (Van De Walle, 2013, p. 290)
Students need many experiences estimating with fractions. (Van De Walle, 2013, p. 290)
Understanding equivalent fractions is critical. Two equivalent fractions are two ways of describing the same
amount by using different- sized fractional parts. (Van De Walle, 2013, p. 290)
Estimation should be an integral part of computation development to keep students attention on the
meanings of the operations and the expected sizes of the results. (Van De Walle, 2013, p. 315)

Transfer:
Students will be able to independently use their learning to:
What kinds of long-term independent accomplishments are desired?

See how fractions are all around them in their everyday lives. Examples include:
In cooking, dividing ingredients to create a dish for a fraction of the amount of people the recipe is made for.
The cutting of a pizza so that every person can have an equal piece.
In jobs such as carpentry, cutting a block of wood into equal pieces.

Meaning:
Understanding:
Students will understand
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A fraction is a part of a whole and is the division of a whole into equal parts.
Fractions can be found, and are used in simple everyday circumstances (such as sharing a pizza with friends
by dividing it up into equal parts).
There are various areas, lengths, and sets that are broken up into parts all around us in the real world.
There are many ways that a fraction can be shown.

Essential Questions:
Students will keep considering
What is a fraction?
Why is it important to identify and know about fractions?
Why is it important to know how to model, compare, and order fractions?
How can fractions be used in the real world and in real life?
How many different ways can you show 1/2? 1/3? 1/4? etc.

Acquisition:
Students will know:
Key terms: Fraction, part of a whole, numerator, denominator, various ways to describe a whole (such as
two halves, three thirds, four fourths/quarters), proper fraction language (such as whole, half, half of, third,
third of)
Fractions can be interpreted as part of a whole.
Fractions are a single value. (Numerator tells how many parts of the whole there are, denominator tells how
many parts equal the whole)
The three types of fractions models: Area, Length, Set

Students will be skilled:
Recognize and name fractions using proper terminology.
Identify fractions as part of a whole via the three types of fraction models: Part of an entire area, part of a
whole length, and part of an entire set.
Recognize fractions in the real world.

Standards/Benchmarks:
CCSS.Math.Content.2.G.A.3 - Partition circles and rectangles into two, three, or four equal shares, describe
the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three
thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Rationale:

Interval of instruction necessary to address goal: Solo Period (Four consecutive weeks)
Assessments,
Scoring and
Criteria
STAGE 2
Planned assessments and criteria used to determine levels of performance:
Results:
Are all desired results being appropriately addressed?

Each lesson will build upon each other until all of the established goals are reached at the end of the unit.
(Halves first, then fourths/quarters, then thirds)

Evaluative Criteria: *(This is where you start to develop your formative assessments)
What criteria will be used in each assessment to evaluate attainment of the desired results? Regardless of the format of
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the assessment, what qualities are most important?

Students will complete in-class worksheets on material that was presented during the lesson on that day.
Students will complete homework assignment worksheets.
Students will fill out a reflection paper at the end of each performance task that will show the assessor and
the student themselves whether or not they are grasping the material.

Performance Task:
Students will show that they really understand by evidence of
How will students demonstrate their understanding through complex performance?

Playdoh Models: Students will construct and mold playdoh into various scultures, then cut them in halves and record
what they did to show their understanding of halves. They will also find various things around the classroom that can
be halved as well.

Tell students that they will be working in pairs to construct things using playdoh. When finished, they will use
the plastic knife to cut their models in half, and they will record on the paper what they created, a sketch of
what they created, and if it is able to be cut into two halves or not. Remind them that the plastic knives are
dangerous and not to use them improperly or else they will be taken away.
Students should make and record 5 different things, with at least 1 being able to be cut into halves, and one
not being able to be cut into halves.
Pass out the playdoh, plastic knives, and recording sheets before letting them begin.
Tell students that are finished to find 5 things or items around the classroom that can be cut into halves.
Have them record, draw, and then half the thing or object on their papers by drawing a cutting line through
it.
After students are finished, have them sit on the ground in the front of the class and conduct a short
discussion on things that they halved using playdoh, as well as on things that they found around the
classroom that could be halved.


Cutting Fig Newtons: Students will sort and cut fig newton bars to show their understanding of fourths.

Tell students that they will be sorting and cutting fig newtons into fourths/quarters:
Pass out a recording sheet to each student.
Explain to students that they will first sort their fig newtons and answer the first two questions on their
recording sheets before cutting the fig newtons.
Tell students to cut each fig newton into four pieces. Have them record their cuts by drawing a rectangle as
their fig newton on their recording sheet, and then have them draw cutting lines (dotted lines) indicating
how they cut their fig newtons.
Tell them that even though all 4 fig newtons are cut into four pieces, 2 of their fig newtons should be cut into
four fourths/quarters, and 2 should be cut into 4 pieces that are NOT considered to be fourths/quarters.
Have them write on their sheets whether the fig newton is in fourths/quarters or not.
Pass out a paper towel sheet and 4 fig newtons to each student.
After students are finished, have them sit on the ground in the front of the class to discuss what they did with
their fig newtons.
Pizza Time! Students will form groups and create a pizza with different types of toppings so that each student in the
group gets an equal amount of pizza and toppings for themselves. This activity will show students understanding of
thirds. (Idea from: http://www.uen.org/Lessonplan/preview.cgi?LPid=18835)
A cardboard cutout of a circle will be the pizza.
Tell students that they will be working in groups of three to create a paper pizza using crayons, markers,
scissors, glue, and the ingredients provided for them.
o Have students cut the cardboard pizza out and divide the pizza into thirds. (1 third given to each
person in group.) Cut the 3 slices out.
o Let students color and decorate their slice of the pizza by giving it a crust, tomato sauce topping
and cheese.
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o When each student is finished, have the teacher check to see if the group is on task, and give the
group the envelope of ingredients.
o Each envelope has the following ingredients: 6 pepperonis, 15 mushrooms, and 3 sausages. Have
the groups separate the items so that every member of the group has an equal amount of every
ingredient to put on their pizza slice. (2 pepperonis, 5 mushrooms, and 1 sausage)
o After the ingredients are separated, have students cut their sausage into thirds.
o Have students glue their ingredient toppings onto their pizza slice. Have students who are finished
help their group members.

Other Evidence:
Students will show they have achieved Stage 1 goals by
Coming up with multiple ways to show what a half, third, and fourth or quarter is using manipulatives and
drawings.
Modeling fractions in rectangular models, circular models, and set models.
Comparing fractions based on concrete/picture examples.
Teacher questioning, observations, examining student work, and think alouds will be done by the teacher
while they walk around the class watching the students complete their work.
Expected Targets
STAGE 3
Goals:
What is the goal for (or
type of) each learning
event?
Starting point for student performance groups
*Pre-Assessment:
What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?

Students will be given a pre-assessment test similar to the post-assessment test before the unit is started to
gauge the class level of knowledge as a whole when it comes to fractions. The last page of the assessment
will ask students to write a short response toward whether or not they know what a half, a third, and a
fourth/quarter is.

How will you monitor students progress toward acquisition, meaning, and transfer? How will students get the
feedback that they need?

Students will complete in-class worksheets and homework worksheets so the teacher can check if they are
grasping the content.
Students will fill out reflection papers on three separate occasions for the teacher during the unit. The
reflection papers will show if the students think they are grasping the content and keeping up with what they
are expected to know for the unit.
The teacher will also check the class for understanding through means of class discussions.
The teacher will verbally provide feedback to students, concentrating in areas that the majority of the class
needs improvement on. Special attention and maybe even 1-on-1 help will be provided to those who need
extra help.

Expected target for each student performance group:

For pre-assessment test (similar to post-assessment test):
Group A: Students who score an ME 0 students
Group B: Students who score an MP 2 students
Group C: Students who score a DP 5 students
Group D: Students who score a WB 14 students

Rationale for expected targets:
Does the learning plan reflect principles of learning and best practice? Will the plan be effective and engaging for
students?

The learning plan includes lessons that will build upon each other, starting from the simple basics of halves,
and adding on from there with fourths and thirds until each student is able to take the post-assessment
knowing how to solve/complete every question.
Various learning activities, such as coloring and labeling halves, thirds, and fourths, as well as the 3
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performance tasks, will be conducted when lessons that provide the knowledge necessary to complete the
tasks have been conducted.

Instructional
Strategies
STAGE 3
(CT and US will determine
how many lesson plans you
will need to submit for your
unit)
Instructional strategies for each level of performance:
Learning Events:
Student success at transfer, meaning, and acquisition depends upon
-Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?
-Does the learning plan reflect principles of learning and best practices?
-Is there tight alignment with Stages 1 & 2?
Is the plan likely to be engaging and effective for all students?

A pre-assessment test will be given on the day of the first lesson in the morning to check how much students
know about fractions before the unit begins.
Lesson 1 introduces students to wholes and halves.
Lesson 2 solidifies students understanding of halves through a Playdoh Models performance task.
Lesson 3 builds understanding of halves and introduces students to sets and halves of a set.
Lesson 4 introduces students to fourths/quarters, and reviews what halves are.
Lesson 5 builds understanding of fourths/quarters, reviews what halves are, and introduces students to
fourths/quarters of a set.
Lesson 6 solidifies students understanding of fourths/quarters through a Cutting Fig Newtons
performance task.
Lesson 7 introduces students to thirds, and reviews what halves and fourths/quarters are.
Lesson 8 builds understanding of thirds, reviews what halves and fourths/quarters are, and introduces
students to thirds of a set.
Lesson 9 solidifies students understanding of thirds through a Pizza Time! performance task.
Lesson 10 reviews everything about halves, fourths/quarters, and thirds, and checks students understanding
of the unit via a practice test.
Lesson 11 reviews everything about halves, fourths/quarters, and thirds, and checks students understanding
of the unit via a summative, post-assessment test.

FRACTIONS MATH UNIT OVERVIEW
(11 LESSONS TOTAL)

April 2014
Sun Monday Tuesday Wednesday Thursday Friday Sat
1

2 3
-Start of Math Unit-
Baseline Test / Pre-
Assessment
Halves Lesson 1
Introduction
Class: WS #1
HW: WS #2
4
Halves Lesson 2
(Performance Task 1:
Playdoh Models)
Class: Reflection
No HW
5
6 7
[45min]
Halves Lesson 3
Class: WS #4
HW: WS #3
8
Fourths Lesson 1
Introduction
Class: WS #5
HW: WS #6
9
[60min]
Fourths Lesson 2
Combination of
Fourths/Halves
Class: WS #7
HW: WS #8
10
Fourths Lesson 3
(Performance Task 2:
Cutting Fig
Newtons)
Class: Reflection
No HW
11
***Articulation***
(No Math)
12
13 14
[45min]
Thirds Lesson 1
Introduction
Class: WS #9
HW: WS #10
15
Thirds Lesson 2
Combination of
Thirds/Fourths/Halves
Class: WS #11
HW: WS #12
16
[60min]
Thirds Lesson 3
(Performance Task 3:
Pizza Time!)
Class: Reflection
No HW
17
***Field Trip***
(UH Play)
18
***Holiday***
(Good Friday)
19
20 21
[45min]
Review of
Halves/Thirds/Fourths
Class: WS #13
HW: Study for Test
22
Short Review for Test
Summative Test / Post-
Assessment on
Fractions Unit
- End of Math Unit -
23

24

25

26
27 28

29

30




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Progress Monitoring *(Formative Assessment x 3):
-How will you monitor students progress toward acquisition, meaning, and transfer, during lesson events?
-What are potential rough spots and student misunderstandings?
-How will students get the feedback they need?

The 3 performance tasks (Playdoh Models, Cutting Fig Newtons, and Pizza Time!), their results and after
activity reflections from the students will be used.
Various homework and in-class worksheets will be used, graded, and monitored to see if students are
learning according to the normal plan.


To assess and assist with the Student Learning Objective, use the Rubric for Rating the Quality of Student Learning
Objectives attachment






Results
*Post-Assessment
For post-assessment test (expected scores):
Group A: Students who score an ME 12 students
Group B: Students who score an MP 6 students
Group C: Students who score a DP 1 students
Group D: Students who score a WB 3 students

Unit Grading Sheet:
Student Pre-Assessment
Score
In-class & HW
Worksheets
Performance Tasks
Scores
Post-Assessment
Score
1 DP
2 WB
3 (SPED) (SPED) (SPED) (SPED)
4 MP
5 WB
6 WB
7 MP
8 WB
9 WB
10 MP
11 DP
12 WB
13 WB
14 WB
15 MP
16 DP
17 WB
18 WB
19 WB
20 WB
21 MP
22 ME
TOTAL ME 1
MP 5
DP 3
WB 12
(SPED) - 1


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SLO Rating Scale
Student teacher should attach the pre-assessment, three formative assessments, and the post assessment with rubrics, data, and
analysis (Pre-assessment: Student Generated; Formative assessment: Formative Assessment Analysis Form; Post-Assessment: Final
Unit Reflection).

Rating rubric for teachers with a class of 5 or more students.
Highly Effective Effective Developing Ineffective

At least 90-100% of students
met or exceeded expected
target.



At least 75-89% of students
met or exceeded expected
target.



At least 60-74% of students
met or exceeded expected
target.


Fewer than 60% of students
met or exceeded expected
target.
Rating rubric for teachers with a class of 4 or fewer students.
Highly Effective Effective Developing Ineffective

Based on individual growth
outcomes, all students met
expected targets and some
exceeded the targets.


Based on individual growth
outcomes, all students met
expected targets.


Based on individual growth
outcomes, some students met
or exceeded expected targets.


Based on individual growth
outcomes, no students met
expected targets.