Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s)

Samantha Miller
Understanding by Design

Unit Cover Page

Unit Title: Number and Number Sense Focus: Place Value, Fractions, and Decimals
Grade Levels: 4th

Topic/Subject Areas: Place Value, Fractions, and Decimals

Key Words: ones, tens, hundreds, thousands, numerator, denominator, fraction,

decimals, greater than, less than.

Designed by: Samantha Miller Time Frame: 4 weeks

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

The student will use problem solving, mathematical communication, mathematical reasoning,
connections, and representations to:
a) compare and order fractions and mixed numbers;
b) represent equivalent fractions; and
c) identify the division statement that represents a fraction.
d) read, write, represent, and identify decimals expressed through thousandths;
e) round decimals to the nearest whole number, tenth, and hundredth;
f) compare and order decimals; and
g) given a model, write the decimal and fraction equivalents.

By the end of the unit the students will be able to understand place values up to the ten
thousands place, know how to write number in the forms as well as decimals and fractions. The
students will have their own understanding of how to compare and order decimals and fractions.

Unit design status: X Completed template pages stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: ___________) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s)
Samantha Miller

STAGE 1 DESIRED RESULTS

Unit Title: Number and Number Sense Focus: Place Value, Fractions, and Decimals

Established Goals (cite specific VA SOL):

VA SOL 4.2,4.3 The student will use problem solving, mathematical communication, mathematical reasoning,
connections, and representations to:

4.2
a) compare and order fractions and mixed numbers;
b) represent equivalent fractions; and
c) identify the division statement that represents a fraction.
4.3
a) read, write, represent, and identify decimals expressed through thousandths;
b) round decimals to the nearest whole number, tenth, and hundredth;
c) compare and order decimals; and
d) given a model, write the decimal and fraction equivalents.

Understandings: Students will understand that Essential Questions:

They can locate the correct place value and round
whole numbers to the nearest tens or hundreds
place.
They can tell which number a given number is
closer to when I round. For example, when I round
125 to the nearest tens place I need to decide if it is
closer to 120 or 130.
They can use their understanding of place value
and properties to help me accurately add and
subtract.
They can know the importance of ordering from
greatest to least and vice versa for future math
purposes.
They can understand that fractions are in real life.
Example: cooking, probability, and statistics.
How can a fraction equal a number written in
decimal form?
Why do we put numbers in order?
Tell me how an adult can use decimals and
fractions in the real world.
When would you use estimation (rounding)?
Why is it important to compare values?
What does finding the value of a number mean?
Where will you use fractions? (Cooking)
How do fractions show me parts of a whole?

They can tell if fractions are greater than, less than,

or equal to each other.
Students will know: Students will be able to:

Fractions can be represented as a decimal, Write in decimal and fraction form

fraction, and or mixed number
important to put fractions and decimals in order
(least to greatest and vice versa) by using the
number line.
Comparison of decimals, fractions, mixed numbers.
A decimal has place values. Tens, hundreds,
thousands place.
Round decimals to the nearest tenth, hundredth,
thousandths place.
A mixed number has two parts; a whole number,
and a fraction. E.g; 1
The division statement represents a fraction. E.g; 3
divided by 5 equals 3/5.
Any decimal less than 1 will include a leading zero
(e.g., 0.125).
Compare values using the symbols >, <, =.
Read and write decimals expressed through
thousandths, using Base-10 manipulatives,
drawings, and numerical symbols.
Arrange values in order from least to greatest and
vice versa.
Round decimals to the nearest whole number,
tenth, hundredth, and thousandths.
Identify the tens, hundreds, thousands place.
How to put fractions in order. (Prior knowledge
number lines.)
How to use models to judge the size of a fraction.
How to recognize that a whole number divided into
eight equal parts has a smaller value than a whole
divided into four equal parts. E.g. 1/5 < 1/3

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2

Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s)
Samantha Miller
That decimals and fractions represent the same How to read decimals, read the whole number to
relationship. E.g. 0.50 = = one divided by two. the left of the decimal point, if there is one; the
That decimal numbers can be rounded to an decimal point is and, then the digits to the right of
estimate when exact numbers are not needed for the decimal point read as a whole number.
the situation at hand.

STAGE 2 ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

Whack It! - Place Value Activity: Tape out the Homework- Identifying place value.
place value sections on each groups tables. Use
index cards for the numbers to place in each of the Homework- Rounding, ordering least to greatest,
place value box. Have students use a fly swatter, less than, greater than.
pointer, or their hands to hit the space called out by
the teacher. Showing speed, and knowledge of
place values. Quiz- Place value, Rounding, order.

Cut, Match, & Paste- Students will cut out possible Manipulatives- Students will pull out of a bag all
answers and match them to the correct pie graph the index cards, order them least to greatest. Mix
representing a fraction. Each graph has two of decimals, fractions, word form, expanded form.
answers, decimal form and fraction form.

Homework- Fractions
Frayer Model with a Twist- Have students use the
Frayer Model design. This will be added to their
interactive notebooks. Instead of the squares being Quiz- Fractions, greater than, less than.
label definition, characteristics, example, and non-
example, they will read; standard form, word form,
base ten form, and expanded form. Given a ** Multiple Choice Quiz Attached Below**
number the students will then complete the chart.

Alligator Farm-Students will use the greater than

> and less than < signs to fill in the appropriate box
for the correct numbers.

Order Up! -Students will form groups of 4. Each

group will have an envelope with 20 numbers. They
will have to sort them from least to greatest. The
numbers will be in decimal and fraction form. Each
envelope has different numbers, the groups will
rotate to the next station and follow the directions.
Some stations are timed, least to greatest, or
greatest to least.

Student Self-Assessment and Reflection

Entry Tickets- Thumbs up, middle or down on how the students felt with their homework from the lesson
given the day before.
Exit Tickets- 321 to turn in on the way out of class. 3 things I know, 2 things I learned, and 1 question I still
have. This is good for after a few days of practice before the assessment.
Students will think back on activities and write a journal on how this math lesson relates in the real-world.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s)
Samantha Miller
Individual Participation Sheet- Students will evaluate themselves- 3) almost always 2) often 1) sometimes
0) rarely.
Assessing with Balance- What do you know about the lesson? What can you now do with this new
information?

STAGE 3 LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Students start a three column Already Know, Want to Know, Learned chart as pre-assessment on prior knowledge of
numerals, fraction and decimals (Ruthford, 2008).
2. The teacher will capture the students by showing them a cartoon picture talking about fraction that relates to real life.

Discuss what they see or notice. (hook)

3. Frayer Model with a Twist- Have students use the Frayer Model design. This will be added to their interactive
notebooks. Instead of the squares being label definition, characteristics, example, and non-example, they will read;
standard form, word form, base ten form, and expanded form. Given a number the students will then complete the
chart.
4. Teacher will ask students the essential questions and students will think, pair, share to
discuss their answers (Ruthford, 2008).
5. The teacher will introduce. Learning Goal #1 on place value while students copy the chart in math notebook as the
teacher fills it in on the board. Place Value: Ones, Tens, Hundreds, Thousands, Ten thousand, hundred thousand.
Lesson also includes ways to show a number, standard form, word form, base ten form and expanded form.
6. Homework- Identifying place value. Place Value Sort activity. https://www.pinterest.com/pin/248190629438150843/
7. Teacher will review homework by creating the sort on the board and calling students up to sort the pieces.
8. Teacher will go over definitions: Place Value, and the forms.
9. Whack It! - Place Value Activity: Tape out the place value sections on each groups tables. Use index cards for the
numbers to place in each of the place value box. Have students use a fly swatter, pointer, or their hands to hit the
space called out by the teacher. Showing speed, and knowledge of place values.
10. Students will work in pairs to complete Roll It Make It Expand It worksheet to be turned in for a grade. (Assessment)
11. Exit Ticket- Students will turn in their Roll It Make It Expand It worksheet.
http://www.classroomfreebiestoo.com/2013/03/place-value-freebie.html
12. The Teacher will introduce Learning Goal #2 Fractions
13. Play the read aloud version of Whole-Y-Cow Fractions Are Fun. As the students are listening have them write down in
their math journals all the fractions they hear in the story. https://www.youtube.com/watch?v=J3kfHVHh2VU (Hook)
14. The teacher will walk around and look at what students are writing. (Assessment)
15. The teacher will define key words like numerator and denominator.
16. Cut, Match, & Paste- Students will cut out possible answers and match them to the correct pie graph representing a
fraction. Each graph has two answers, decimal form and fraction form.
17. The teacher will walk around to assess students work
18. The teacher will then go over this assignment by having students come up to the board to explain their thinking on a
certain problem.
19. Homework- Equivalent Fractions Worksheet made by teacher. This will be the exit ticket. The teacher will discuss this
homework the next day in class and to be put in math notebook.
20. The teacher will introduce a mini lesson discussing Learning Goal #3 Less than, equal to, and greater than.
21. The students will copy along as the teacher fills in the chart on the new lesson. This chart will show and explain the
symbols <, =, >
22. Alligator Farm-Students will use the greater than > and less than < signs to fill in the appropriate box for the correct
numbers.
23. Manipulatives- Students will pull out of a bag all the index cards, order them least to greatest. Mix of decimals,
fractions, word form, expanded form.
24. Toss & Talk Ball- Students will pass a beach ball around stating a fact about what we have been learning.
25. Order Up! -Students will form groups of 4. Each group will have an envelope with 20 numbers. They will have to sort
them from least to greatest. The numbers will be in decimal and fraction form. Each envelope has different numbers,
the groups will rotate to the next station and follow the directions. Some stations are timed, least to greatest, or
greatest to least. (This is group station rotations, and the teacher will assess by walking around and having students
one by one come up to the work with teacher station.
26. The teacher and students will do a review and prepare for Pizza Order Up Project. (GRASP)
27. The students will work and prepare for project and ask any other questions to the teacher.
28. Brain Break- Heads up 7Up
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4
Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s)
Samantha Miller
29. The teacher will go back and review Learning Goals 1,2,3
30. Homework- to finish up Pizza Order Up Project.
31. Students will turn in their projects.
32. Students will review and ask any last questions.
33. MC Quiz
34. The students will pull out their 3- column chart from the beginning and reflect on what they have earned and add to the
chart if needed.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s) Samantha Miller

Stage 3 Plan Learning Experiences and Instruction

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
Already Know, Learning Goal #1 Review HW Whole-Y-Cow define key words
Want to Know, New Definitions Whack It! - Place Fractions Are Fun like numerator and
Learned chart HW- Identifying Value Activity Read Aloud Book denominator
Cartoon Picture place value Roll It Make It (Hook) Cut, Match, & Paste
(Hook) Expand It Learning Goal #2 Activity
Frayer Model with a worksheet Fractions Assess by walking
Twist Exit Ticket- Turn in Listen to book around
Think Pair Share Roll It worksheet again- Write in
journal
(Assessment)

6. 7. 8. 9. 10.
Learning Goal #3 Review Collect Alligator Review Introduce GRASP
New vocab Alligator Farm Farm Worksheet Manipulatives- Project instructions
Math notebook- Worksheet (Entry Ticket) (individual/ group and Due date
copy chart Hw- finish Alligator Toss & Talk Bal no more than 3) Review
Farm if not
complete

11. 12. 13. 14. 15.

Order Up! - Stations Order Up! - Stations Review Project Day Review Learning
Work with teacher Work with teacher prepare for Pizza Work with teacher Goal 1,2,3
Station Station Order Up Project. Station Brain Break- Heads
(GRASP) Up 7Up

16. 17. 18. 19. 20.

Review Learning Answer any last Turn in GRASP Select few students MC quiz
Goal 1,2,3 question about Project share project. Reflect and add to 3
Brain Break- Heads GRASP Review for MC quiz column chart from
Up 7Up HW Finish Project HW- Study/ Review Answer and last beginning of unit
Math notebook questions
notes HW- STUDY

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6

Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s) Samantha Miller

Pizza Orders Up! Project Grading Rubric

The following rubric will be used to assess your project. If you Have any questions about how I will be grading or what is expected, please ask BEFORE the
projects are due.
Task: Pizza diagram using fractions, converting pizza topping order to all fractional forms, and providing a list each topping ordered greatest to least.

6-4 Outstanding 3-1 Good 0 Poor

Went into deep though
that supports the
solution to the
challenge.
Content-
Accuracy Has correct order in
fraction form. (Greatest
to least)
Is accurate to the data
provided. (Fractions)
Is well thought out and Showing no order of toppings.
supports the solution to the
Did not find equivalent fraction
challenge.
form.
Creativity, but display is
Display shows no toppings.
lacking some of the data
provided. No creativity.

The project includes;
two pizzas cute equally
into 8 slices.
The toppings are
modeled correctly on
Graphic the pizza.
Picture/Diagram On the diagram, each
pizza order must be
written down. (Fraction
form & greatest to
least.)
The diagram is somewhat Shows no sign of equal 8 slices
organized and cut into equal of pizza in each order.
pieces.
Toppings are not represented
Most of the toppings are correctly.
modeled correctly for each
order.
Some of the customers orders
are displayed on the diagram.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 7

Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s) Samantha Miller

6-4 Outstanding 3-1 Good 0 Poor

Project is neat and Project is displayed in a The display of the project is in

organized. somewhat organized way. no way organized or neat.
Clear to understand. Most of the toppings are No list shown of toppings listed.
accurate.
Neatness/ Toppings are displayed
Organization in the correct form Provided somewhat of a
according to the toppings list from greatest to
customers order. least.
The toppings list is
sorted greatest to least.
Score ____ / 18 _____%
Comments:

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8

Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s) Samantha Miller

Name_____________
Date______________

Place Value, Decimals, and Fractions

1. Which number has 7 in the tens place?

A. 2,707
B. 2,170
C. 7,222
D. 7,017

2.

Jake ate 6/9 of his Herseys chocolate bar. What fraction of the chocolate bar is left?
A. 6/6
B. 4/9
C. 3/9
D. 9/3

3. A states population has a population of 8,830,617. What is 8,830,617 rounded to the nearest hundred thousand?
A. 8,900,000
B. 8,730,617
C. 7,830,617
D. 8,840,000
4. Which number has 2 in the hundreds place?
A. 112
B. 126
C. 2,116
D. 216
5. What fraction is represented by the shaded model?

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 9

Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s) Samantha Miller

A. 1/6
B. 6/4
C. 4/6
D. 3/6

6. What is 73.21 rounded to the nearest tenth?

A. 72.0
B. 73.2
C. 73.3
D. 72.1

7. Which best shows the order of decimals from least to greatest?

A. 2.5, 5.3, 5.8, 10.9
B. 10.9, 5.8, 5.3, 2.5
C. 2.5, 5.8, 5.3, 10.9
D. 5.8, 2.5, 5.3, 10.9

8. Which best shows the decimal and fraction equivalents?

A. .8 = 1/7
B. .8 =
C. .5 = 2/6
D. .5 =
9. How is 5,545 written in word form?
A. Five thousand, forty-five
B. Five hundred, forty-five
C. Five thousand, five hundred, forty- five
D. Forty-five

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 10

Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s) Samantha Miller
10. Which statement is true?
A. 5,876 = 5,867
B. 4,958 < 9,350
C. 2,881 < 2,978
D. 100 > 250

Answer Key:
1 B
2 C
3 A
4 D
5 C
6 B
7 A
8 D
9 C
10 B

#2 Hook

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 11

Design Topic: Place Value, Fractions & Decimals Subject(s): Math Grade(s): 4th Designer(s) Samantha Miller

References:

Education, Virginia Department of. "Mathematics." VDOE. N.p., n.d. Web. 8 Oct. 2016.

L. (2014). Whole y Cow Fractions are fun by Taryn Souders. Retrieved October 12, 2016, from https://www.youtube.com/watch?v=J3kfHVHh2VU

Place Value Freebie! (2013). Retrieved October 12, 2016, from http://www.classroomfreebiestoo.com/2013/03/place-value-freebie.html

. https://www.pinterest.com/pin/248190629438150843/

Rutherford, P. (2008). Facilitator's handbook: Instruction for all students (2nd ed.). Alexandria, VA: Just Ask Publications.

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