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Master of Arts in Digital Teaching and Learning

Portfolio Proposal

Student Information
Melissa Cotant
Murrieta Regional Center
Course: EDUC 526 Capstone Experience in Digital Teaching and Learning
Professor: Matthew Hixson
Melissa Cotants Capstone Experience in Digital Teaching and Learning
Date Submitted: April 29, 2015
Type of Project
My unit plan was developed to target fifth graders who struggle with fractions.
The unit is taught in a four week time frame. Each lesson in the unit touches on
all the multiples intelligences to reach every learner. It also incorporates various
uses of technology throughout the unit. This unit opens the eyes to the wonderful
world of fractions.
Goal(s) of the Portfolio
This portfolio project will provide students with a foundation for understanding
fractions, which will help build a deeper understanding of the content. Students
will use strategies and a variety of activities to develop a strong foundation of
fractions.
Student Learning Outcomes of the Portfolio
Through the use of technology and the multiple intelligences, students will learn
about fractions through a variety of activities.
o Students will learn the step by step process on how to multiply fractions by
using Tenmarks.com.
o Students will learn how to divide a whole number by a fraction and divide
a fraction by a whole number by using the SmartBoard to solve their
problems.

o Students will relate the size of the product compared to the size of one
factor when multiplying fractions by explaining the mathematical concept
with their partner and creating a poster together on Glogster.com.
o Students will multiply two mixed numbers and find the area of a rectangle
by viewing a PowerPoint presentation on area and perimeter.
Outline
I. Content from APU coursework.
A. EDUC 512-In this class, I learned how to create a WebQuest. It included a
rubric, standards, and procedures for students and teachers.
B. EDUC 514-In this class, I learned how to make movies using iMovie.
C. EDUC 517-In this class, I learned how to edit photographs.
II. Multiplying and Dividing Fractions Unit
III. Standards
A. Mathematics Common Core Standards
1. Apply and extend previous understandings of multiplication and division
to multiply and divide fractions.
B. Language Arts Common Core Standards
1. Text types and purposes
2. Production and distribution of writing
C. Technology Standards
1. Creativity and Innovation
IV. Lessons
A. Day 1
1. Students will be introduced to the unit plan and learn what they will be

completing in the next few weeks. They will also be introduced to the
running around a track. The track is 3/4 of a mile long and the students
are running 2/3 of the 3/4. There job is to calculate how much of the
mile is 2/3. Students will be given a worksheet and they have to find

out which representations are accurate and which ones are not.
Students will have a 3 minute independent think time and then they will
discuss what they know with their shoulder partners. We will then have
a class discussion and then students will document in their math
journals what piece of knowledge they should take from this lesson.
Students will then create flashcards using their academic vocabulary
on Quizlet.com at https://quizlet.com/create-set/new
B. Day 2
1. Students will use a model to show the product of a fraction and a
whole number. Students will use fraction strips to find the fraction of a
group, such as

2. They will use 1 whole strips to represent the

whole 2. Then they will place fraction strips under each whole strip to
represent the denominator, the number of equal sized parts. Finally,
students find

of 2. Students will need to distinguish between four

pieces that the strips are divided into and the of 2. Students will then
need to distinguish between four pieces that the strips are divided
into and the of 2

partner how to use fractions to model multiplying a fraction by a whole

number. Then students will explain in their math journals how to use
models to find 3

and

3. Students will then go online and use

https://www.conceptuamath.com/app/tool/place-fractions-on-a-numberline to create their own fraction strip model to show the product of a
fraction and a whole number.
C. Day 3
1. Students will use algorithms to calculate the product of a fraction and a
whole number. Students will make a connection between the model
and how it relates to the algorithm. Students will then write step by step
instructions on how to find the product of a fraction and a whole
number without using a model. Students will write products in simplest

form. Students will then discuss with their partners how the models and
the algorithms are comparable. Students will then create a recipe of
their choice and apply the concept of multiplying fractions. Students
will use http://www.skiptomylou.org/recipe-card-maker/ to create a
recipe with directions and illustrations.
D. Day 4
1. Students will use an area model to show the product of two fractions.
Students will make connections between using the area model to
multiply fractions and the area formula of a rectangle and they will
document it in their math journals. Students will then discuss their
journal entries with their partners. Students will then create a song that
gives the steps on multiplying fractions. Students will go online to
create their song on Song Lyrics Generator at http://www.song-lyricsgenerator.org.uk/.
E. Day 5
1

Students will use models to compare the size of the product to the size
of a factor when multiplying fractions. They will understand that the
product of any fraction multiplied by 1 will be equal to the fraction
because of the Identity Property of Multiplication. Students will use the
web browser, Google Chrome to search for math concepts on
multiplying fractions. Students will discuss and brainstorm their ideas
with their partners. Students will then explain mathematical concepts
with their partner and create a poster together on Glogster at
http://edu.glogster.com/?ref=com.

F. Day 6
1. Students will use rectangles to represent fraction multiplication. When
multiplying fractions, students will learn to think of a multiplication
problem such as

. They will first

shade in 4 fifths of the rectangle. Then, they will divide the 4 fifths into
3 equal parts and double shade 2 thirds of the 4 fifths. Students will
see that when fifths are divided into thirds, the result is fifteenths.
Students will count the fifteenths that are double shaded. Eight of the

15 parts or

. Students will then go online to http://www.tenmarks.com/

and complete 5 math problems on multiplying fractions.
G. Day 7
1. Teacher will begin the lesson by introducing the differences between
area and perimeter on a PowerPoint. Then, students will use a unit tile
to find the area of a rectangle with fractional side lengths. Students will
use Math Talk to understand how to find the area of a unit tile with
fractional side lengths. In their math journals, students will draw a
shape with fractional side lengths. They will label and show how to find
its area.
H. Day 8
1. Students will compare mixed number factors and products. Students

will then explain to a partner how the size of the product compares to
the size of one factor when multiplying fractions greater than one. Then
they will write their explanation in their math journals. Students will use
the Virtual Manipulatives app at
https://www.commonsensemedia.org/app-reviews/virtualmanipulativesto help them understand the relationships with fractions
visually.
I. Day 9
1. Students will learn how to multiply mixed numbers. Students will use
the around the world concept to change a mixed number into an
improper fraction. Students will then use Microsoft Word to create a list
of scenarios of when they will need to multiply a mixed number by a
fraction or by another mixed number. Then, students will solve a
problem that involves multiplying by a mixed number. They will then
share and explain to their partner their scenarios and their concept of
how to multiply a mixed number by a fraction or by another mixed
number.
J. Day 10
1. Students will solve and create fraction word problems using
multiplication. First, students will make an illustration to help them

solve the problem. Students will work with a partner to write a

numerical expression. Students will then work independently in their
math journals to evaluate their expression. Then they will share their
work with someone elses partner and compare their results. Then they
will create their own fraction word problem and have their partner solve
it. Students will then use
http://www.iq.poquoson.org/5math/5mathwordprobmultfrac.htm to
solve fraction word problems.
K. Day 11
1. Students will be introduced to the academic vocabulary. Students will

then learn how to divide a whole number by a fraction and divide a

fraction by a whole number. The teacher will use a miniature KFC
bucket to explain how the acronym is related to dividing fractions. K is
for keep the first fraction, F is for flip the second, and C is for change
the sign. Then multiply the fractions as usual. Students will then write
the acronym in their math journals and color code what each letter
represents. Students will then work through their math problems that
are inside their KFC buckets with their partners. Then students will go
to the SmartBoard and explain how they solved their equations.
Students will then use the SmartResponders so the teacher can
assess their learning.
L. Day 12
1. Students will connect fractions to division. Teacher will show how a
fraction can be written as a division problem.
3

12

and explain how the 8 is the

numerator and the 4 is the denominator. Then the teacher will write 8
4 and point out that 8 is the numerator of the fraction and 4 is the
denominator of the fraction. Students will then write in their math
journals compare, contrast, and explain why 125
result as

as

8 gives the same result

M. Day 13
1. Students will solve and create fraction word problems using division.

First, students will use illustrations to represent the division story

problems. Then they will then work with a partner to write an equation
in their math journals and solve the equation. Students will then create
their own story problem in the math journal. They will have their
partners solve the other partners story problem. They will use an
illustration to represent the division problem and solve. Students will
then go onto the app, Course Notes at
http://www.coursenotesapp.com/app/ and record their steps on dividing
fractions.
N. Day 14
1. After a quick discussion on the concepts of multiplying and dividing
fractions, students will begin a childrens story. Students will organize
an outline and begin creating a story by writing a rough draft on a
mathematical concept. Students have a choice of using the concept of
multiplying fractions or dividing fractions. Students will use Google
Docs to write their rough draft.
O. Day 15
1. Students will continue working on their childrens book on their
mathematical concept. Students will peer-edit their partners rough
draft and provide verbal and written feedback. Students will then work
on the final draft and use My Story Book at
https://www.mystorybook.com/ to finish creating their story and
completing it with their illustrations.
V. Projects/Products
A. Childrens Story Project-Students will organize an outline and begin
creating a story by writing a rough draft on a mathematical concept of their
choice. Students have a choice of using the concept of multiplying
fractions or dividing fractions. Students will use Google Docs to write their
rough draft. Students will peer-edit their partners rough draft and provide

verbal and written feedback. Students will then work on the final draft and
use My Story Book at https://www.mystorybook.com/ to finish creating their
story and completing it with their illustrations.
B. Mathematical Song on Multiplying Fractions Project- Students will use an
area model to show the product of two fractions. Students will make
connections between using the area model to multiply fractions and the
area formula of a rectangle and they will document it in their math journals.
Students will then discuss their journal entries with their partners. Students
will then create a song that gives the steps on multiplying fractions.
Students will go online to create their song on Song Lyrics Generator at
http://www.song-lyrics-generator.org.uk/.
Resources
Materials
A. Non-Digital
1. Textbook
2. Pencils
3. Math Journals
4. Highlighters
5. Markers
6. KFC buckets with equations
B. Digital
1. SmartBoard
2. SmartResponders
3. ChromeBooks
5. PowerPoint
7. Microsoft Word
Apps/Websites
A. quizlet.com
B. conceptuamath.com
C. skiptomylou.org
D. song-lyrics-generator.org
E. tenmarks.com/
F. commonsensemedia.org/app
G. poquoson.org
H. qrstuff.com/

I. coursenotesapp.com/app
J. mystorybook.com
K. glogster.com