Missy May

Online Learning Assignment

FRIT 7235

Module 4: Operations with Fractions

Lesson One

Standard: MGSE4.NF.3 Understand a fraction a/b with a numerator >1 as a sum of unit fractions 1/𝑏.

a. Understand addition and subtraction of fractions as joining and separating parts referring to
the same whole.

My 4th-grade students will write number sentences to show the addition of fractions using a set of 12
and 18 counters.

After successful completion of the module, the student will be able to:

1.1 Understand that fractions represent part of a whole as well as part of a set.

1.2 Understand in sets, the whole is the total number of objects or the denominator and subsets of
the whole make up the fraction parts or the numerator.

1.3 Represent fractions of a set in a drawing.

1.4 Master addition and subtraction of fractions.

Resources: tangible manipulatives, virtual manipulatives, iXL, Nearpod

Principle 2 Action and Expression (HOW): Allowing students alternatives to express or

demonstrate their learning.

● Facet 3: Provide options for responding (e.g., keyboard instead of pen to complete a writing
assignment)

Students will be given the option to use tangible or digital manipulatives.

● Facet 4: Provide options for completing assignments using different media (e.g., text, speech,
film, music)

Students will be given the opportunity to model fractions of a group/set digitally or by creating a
virtual presentation. Either option will be guided by questions given by the teacher. If weather permits,
students will be able to model using chalk or watercolors on the sidewalk.

Principle 3 Engagement (WHY): Stimulating students’ interests and motivation for learning in a
variety of ways.

● Facet 5: Provide options that increase the relevance and authenticity of instructional activities
(e.g., using money to teach math, culturally significant activities)
Missy May
Online Learning Assignment
FRIT 7235
After understanding fractions of a group or set, students will be given the opportunity to
practice this standard with a pack of skittle, M&M’s, etc…

● Facet 6: Provide options that encourage collaboration and communication (e.g., peer tutoring)

Students will work with a partner completing their first portion of the task. The students will
then separate and work independently with their candy, but come back together to compare fractions
of a group/set.

Reflection

Implementing UDL will provide students with multiple learning methods to support removing
barriers. The lessons I have created allow for flexibility in addressing any learning concerns. Before
teaching addition and subtraction of fractions and fractions in a set/group, students did much better
when they had tangible unit fraction representations. Students can use double-sided counters, build
tangible or digital fraction models, and draw representations.

Can the UDL guidelines be meaningfully implemented without modern technology?

Working with adding and subtraction fractions can be implemented without technology.
Students can use tangible manipulatives, view examples from their practice books, and draw models.
However, technology platforms such as Flocabulary and Nearpod make it more engaging for
students.

Does technology use in the unit improve students’ comprehension and information
processing?

Yes, the technology resources can be used with repetition as students need. Students also
receive instant feedback when participating in iXL activities, such as iXL 4.O3.

Does technology use in the unit help students stay engaged in their lessons?

Engagement through the use of technology is evident. Students become engaged, practice,
and show mastery in multiple ways.

Did you provide alternative options for completing assignments with different media (e.g.,
video production, cartoon production, audio podcasting)?
Missy May
Online Learning Assignment
FRIT 7235
Yes, students can do a paper-pencil representation to go with their equations, or they can
represent them in Google Slides with voice-over-explanation.

Did you provide options that increase the relevance and authenticity of instructional
activities (e.g., using virtual fields to teach social studies, community activities to teach
history, and family traditions to teach writing)?

Relevance and authenticity were increased by using resources based on student learning
styles. Many of my students do well with the music, and Flocabulary helps them retain the
information.

Did you provide options encouraging collaboration and communication (e.g.,

role-playing, mentoring activity, think-pair-share)?

Yes, students were able to comment on other students' drawings, whether it be digitally on
Google Slides or “Sticky Advice” by using sticky notes on their paper copies.

Article(s)

Fraction of a Set - Why Is It Important to Understand

Fraction of a Set - Why Is It Important to Understand. (2016). Retrieved 13 April 2021, from
https://teachablemath.com/fraction-of-a-set/
Missy May
Online Learning Assignment
FRIT 7235

Module 1: Whole Numbers, Place Value and Rounding in Computation

Lesson Two

Standard: MGSE4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit numbers based on the meanings of the
digits in each place, using >, =, and < symbols to record the results of comparisons.

My 4th-grade students will work on a digital Google Form to create an Ice Cream Sundae based on
place value understanding.

After successful completion of the module, the student will be able to:
1.1 Read and write multi-digit whole numbers using base-ten numbers.
1.2 Read and write multi-digit whole numbers using expanded form.
1.3 Round whole numbers to the nearest 10, 100, 1000…

Resources: tangible manipulatives (base 10 blocks), virtual manipulatives, iXL, Google Form,
Flocabulary
Principle 2 Action and Expression (HOW): Allowing students alternatives to express or demonstrate
their learning.

● Facet 3: Provide options for responding (e.g., keyboard instead of pen to complete a
writing assignment)
Students will be given the option to use tangible or digital manipulatives.

● Facet 4: Provide options for completing assignments using different media (e.g., text,
speech, film, music)
Students will be given the opportunity to model numbers using base-ten manipulatives. Students will
have the opportunity to adjust their speed on the Flocabulary video.

Principle 3 Engagement (WHY): Stimulating students’ interests and motivation for learning in
a variety of ways.
● Facet 5: Provide options that increase the relevance and authenticity of instructional
activities (e.g., using money to teach math, culturally significant activities)
Students will have the opportunity to create their own ice cream sundae after successfully creating
their assignment.

● Facet 6: Provide options that encourage collaboration and communication (e.g., peer
tutoring)
Missy May
Online Learning Assignment
FRIT 7235
Before the lesson, students will work with a partner to discuss number sense and practice building
numeric models using base ten blocks. This sundae assignment will be used as an assessment tool.

Reflection
Can the UDL guidelines be meaningfully implemented without modern technology?
Creating base ten models, and writing numbers in standard form, expanded form, and word
form can be implemented without technology. Students can use tangible manipulatives, view
examples from their practice books, and draw models. However, technology platforms such as
Flocabulary and Nearpod make it more engaging for students.

Does technology use in the unit improve students’ comprehension and information
processing?
Yes, the technology resources can be used with repetition as students need. Students also
receive instant feedback when participating in iXL activities.

Does technology use in the unit help students stay engaged in their lessons?
Engagement through the use of technology is evident. Students become engaged, practice,
and show mastery in multiple ways.

Did you provide alternative options for completing assignments with different media (e.g.,
video production, cartoon production, audio podcasting)?
Yes, students can create a paper version of building a sundae and write the correct answers
on the piece (bowl, banana, scoops, etc…) as they work through the activity.

Did you provide options that increase the relevance and authenticity of instructional activities
(e.g., using virtual fields to teach social studies, community activities to teach history, and
family traditions to teach writing)?
Relevance and authenticity were increased by using resources based on student learning
styles. Many of my students do well with the music and Flocabulary helps them retain the information.
Not to mention, ice cream is typically a motivator!

Did you provide options that encourage collaboration and communication (e.g., role-playing,
mentoring activity, think-pair-share)?
Yes, students were able to work with a partner in the beginning before starting to build a
sundae. The actual building a sundae activity does not lend itself to this because it is used as an
assessment piece.

Article(s)
Hartnett, J. (2018). Teaching place-value: Concept development, big ideas, and activities. Judy
Hartnett. APMC, 35–40. https://files.eric.ed.gov/fulltext/EJ1231242.pdf