Unit Plan Overview
Unit: Adding and Subtracting Fractions
Connections to Context:
● Before this unit, students are
learning more about computation
skills in preparation for simplifying
fractions, computing with fractions
● This unit fits with the school goal of
student’s mastery with common
core state standards for 5th grade
(How does this fit with students’ experiences,
the school goals, and the larger societal issues?
How does this fit with the broader curriculum-
what has come before and what will come
after?)
Established Goals
CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike
denominators (including mixed numbers) by
replacing given fractions with equivalent
fractions in such a way as to produce an
equivalent sum or difference of fractions with
like denominators.
CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and
subtraction of fractions referring to the same
whole, including cases of unlike
denominators, e.g., by using visual fraction
models or equations to represent the problem.
Use benchmark fractions and number sense of
fractions to estimate mentally and assess the
reasonableness of answers.
Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum
Teacher: Libby Engle
Stage 1- Desired Results
Transfer
Students will be able to independently use their learning to…
● Understand that equivalence is critical in order to add and subtract fractions.
● Develop a variety of visuals and meanings when students see fractions.
(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that… Students will keep considering…
● The denominator represents the whole, while the ● How do I see fractions in my everyday life?
numerator represents the part ● How can I visually represent adding and subtracting
● A common denominator is necessary when fractions?
adding or subtracting fractions ● Which model works best for me in order to visually
represent fractions?
(What specifically do you want students to understand?
What inferences should they make?) (What thought-provoking questions will foster inquiry, meaning-
making and transfer?)
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Cognitive Objectives Physical Development Objectives Socio-emotional Objectives
The students will be able to… The students will be able to… The students will be able to…
● Determine a common ● Gain more confidence in their
● Define the numerator and denominator of two given abilities to solve tough math
denominator of a fraction fractions concepts
● Add and subtract fractions with ● Use different models to ● Persevere when math doesn't
like and unlike denominators represent fractions come easily the first time
● Understand that a fraction with the ● Work cooperatively together
name number in both the numerator with tablemates to complete
and denominator = 1 tasks
● Develop a conceptual understanding ● Solve story problems involving (What values and commitments and
about what a mixed fraction is fractions with like denominators attitudes should students acquire or
● Define an improper fraction ● Create their own story problem wrestle with?)
● Recall information learned in to represent a fraction problem
previous lessons
 ● Define what a factor of a number is
● Define what a greatest common
factor is (GCF)
(What facts and basic concepts should
students know and be
able to recall?)
● Find the LCM between 2
numbers to use as the common
denominator
● Find a common denominator by
multiplying the two
denominators together
● Draw a representation of a
mixed fraction
● Turn a mixed fraction into an
improper fraction
● Change mixed numbers into
improper fractions in order to
add or subtract them
● Find the GCF between 2
numbers
● Use the GCF between 2
numbers to simplify a fraction

(What discrete skills and processes should

Evaluative Criteria
Worksheets corresponding with each
lesson:
Completion/Effort
-Student complete each problem and show
work to prove how they arrived at their
answer: ​2 points
-Student partially complete assignment and
show little work on how they arrived at
their answer: ​1 point
-Student hardly complete assignment,
showing no work for problems: ​0 points
students be able to use?)
Stage 2- Evidence
Students will show their learning by… ​(summative assessment)
PERFORMANCE TASK(S):
● Complete “What I Know About Fractions” pre-assessment
● Complete fraction problems pre-assessment
● Respond/participate during in-class activities
● Complete assigned worksheets that correspond with each lesson
● Complete final summative assessment
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

Punctuality
-Student complete homework as assigned
and turn in to teacher at expected time:​ 2
points

Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum
-Student complete homework as assigned
but do not turn into teacher when expected:
1 point
-Student do not complete homework as
assigned and do not turn into teacher when
expected: ​0 points

Accuracy
-Student accurately answer 70% of the
problems:​ ​2 points
-​Student accurately answer between
30%-69% of the problems: ​1 point
-​Students accurately answer between
0%-29% of the problems: ​0 points

Cooperativeness
-​Student consistently contribute to class
discussions and work together
cooperatively with their partners and
groups during particular activities:​ ​2 points
-​Student occasionally contributes to class
discussions and works with partners and
groups in an inappropriate way during
particular activities:​ ​1 point
-​Student does not contribute to class
discussion and does not work cooperatively
with partners and groups during particular
activities:​ 0 points

6-8 Points: ​✓+

2-5 points: ✓
0-1 points: ✓-

Final Summative Assessment:

The final summative assessment score will
be based off how many problems the
student accurately answered combined
with the above score factored in. Students
will be responsible for knowing the
material and being able to show that on a
final summative assessment, but their

Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum
participation and effort is also a crucial and
important part of their score.

(What criteria will be used in each assessment to

evaluate attainment of the desired
results?)(rubric required)
(Regardless of the format of the assessment,
what qualities are most important?)
OTHER EVIDENCE:
● Questions students raise
● Comments made by students as new material is being presented

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum
 Stage 3- Learning Plan

Pre-assessment- due October 19, 2018

● Pre-assessment will get a glimpse into what students already know about fractions, what they want to know, and how they feel about approaching our unit.
● This will allow for me to see what my students know, pointing out areas that need more/less emphasis
● Problem-based pre-assessment will allow for proof of what students say they know

(What pre-assessments will you use to check students’ prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each Learning Events Progress Monitoring
learning event build?)
Student success at transfer, meaning, and acquisition depends upon their participation in
Acquisition ● Students will have opportunities to
these learning events…
demonstrate understanding through
Meaning answering questions in class and
completing assigned activity
Transfer Initiating or Introductory Phase worksheets
Lesson 1​: T
​ his lesson will act as an introduction to the unit – a hands on activity for students to ● (How will you monitor students’ progress
explore different ways to visualize fractions. Students will explore how to represent the different toward acquisition, meaning, and transfer
denominators and numerators. Students will develop a preference as to which model would during lesson events?) (Formative
benefit their learning experience most. Assessment)

Developmental Phase ● Students will be able to compare

their understandings to the ​goal
Lesson 2:​ T
​ his lesson will introduce adding and subtracting fractions with like denominators.
each lesson will distinctly outline
Additionally, will allow students to apply this basic understanding to real-world word problems. ● Students will share their
Students will be able to have a good grip on the algorithm of adding and subtracting fractions, understandings with a partner,
before learning how to do so with unlike denominators. This lesson will incorporate teacher assessing their ability to explain
modeled examples allowing students to follow along independently. To assess students the material to someone else
understanding of the lesson they will work with partners to complete a worksheet with adding ● (How will students monitor their
and subtracting problems and story problems. own progress toward acquisition,
meaning, and transfer?)(Assessment
as learning)(rubric?)
Lesson 3:​ T
​ his lesson will begin with a challenge to see if students can follow a procedure to
find a common denominator. Teacher will explain to students why computing with fractions is
not possible with unlike denominators, while referring back to previous lessons where equal ● Students may wrestle with being able
parts were emphasized in the definition of fractions. Teacher and students together will explore to create a visual for the fraction
how to find a common denominator by multiplying the two denominators together and also problem
learning the method to finding a least common multiple (LCM). ● Students may not understand how to
find a common denominator and
understand the importance of doing so

Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum
 Lesson 4:​ T
​ his lesson will introduce mixed fractions and improper fractions. A conceptual ● Students may become discouraged
understanding will be developed about what a mixed fraction is, and how we can turn them into when they don’t understand the
an improper fraction. A procedure will be introduced after the conceptual understanding has material right away
● (What are potential rough spots and
been explained. It is important that students are able to visualize and understand how a mixed student misunderstandings?)
fraction can be turned into an improper fraction before being introduced to the method. Students
will be able to practice changing mixed numbers into improper fractions as well as turning
improper fractions back to mixed numbers before computing with them.

Lesson 5​: T
​ his lesson is a continuation of the material learned in lesson 4. The class as a whole
will review the worksheet assigned in lesson 4. Students are to complete this worksheet at home,
and finish it up the next morning during bell work. Students will be reminded that they know all
of the methods in order to add and subtract mixed numbers, they simply just need to put all the ● Teacher will provide written feedback
steps together. This will requiring high-order thinking in order to see how each step works as students complete worksheets
together into solving the problem. Students will be able to work with partners at the end of the ● Teacher will provide verbal feedback
lesson in order to practice. as responses are given in class
● (How will students get the feedback they
Lesson 6: T ​ his will will teach students how to put fractions in their simplest form by finding the need?)
greatest common factor (GCF) between 2 numbers. The teacher will guide students through how
to find the GCF between 2 numbers, and use that number to divide the fraction down into its
simplest form. Students will be able to go back to their worksheets from this unit and simplify
fractions they’ve already computed.

Culminating Phase
Lesson 7:​ This lesson will act as a review lesson over all material covered in this unit: adding
and subtracting fractions with like and unlike denominators, working with mixed numbers,
putting fractions in their simplest form, and applying these concepts in story problems. Students
will be able to confidentially write down questions and confusions they still have. This lesson will
prepare students for a final summative assessment of all the material learned in this unit.

● (Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)
● (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
plan?)
Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum
 ● (Does the learning plan reflect principles of learning and best practices?)
● (Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) ​The Understanding by Design Guide to Creating High-Quality Units ​and Van Brummelen (2002) ​Steppingstones to Curriculum