UMF Unit-Wide Lesson Plan Template

Name: Mya Daniels Program: Special Education Course: 460

Lesson Topic / Title: Reducing Fractions Centers Free Choice Small Group Large Group
(circle one)
Lesson Date: 3/3/23 Lesson Length: 40 minutes Grade/Age: 7th/12 years old

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Students will work in pairs to complete the fraction word
problems worksheet with 83% accuracy as measured by
the completion of the activity.
Students will reduce fractions using division to determine
the smallest equivalent fraction with 100% accuracy as
measured by teacher observation.
These standards were selected due to
the needs of the students in the
classroom as well as based on their IEP.
A file review was completed prior to
this unit plan to further inform
instructional decision making.

Content Standard(s) Instructional Decisions / Reasoning

MTH.04.F.Q3.LT.02 - I can recognize and generate
equivalent fractions based on my knowledge of
numerators and denominators.
MTH.04.F.Q3.LT.06 - I can decompose a fraction into
unit fractions.
These standards were selected due to
the needs of the students in the
classroom as well as based on their IEP.
A file review was completed prior to
this unit plan to further inform
instructional decision making.

MTH.05.NO.Q3.LT.02 - I can solve addition word problems with

fractions and mixed numbers

MTH.05.NO.Q3.LT.04 - I can solve subtraction word problems with

fractions and mixed numbers.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
- The pre-assessment was given
-Pre-assessment before the unit began to
- Progress monitoring* determine where the students
- Formative assessments (entry tickets, quizzes, 1 on 1 were grade-wise before
intervention supports) introducing seventh grade
- Practice sheets content standards.
- Teacher observation - Progress monitoring will be
- Assessment given throughout the unit to
 determine the student’s
learning growth; to determine
*Curriculum Based Measurements will be used to monitor where the student needs
student growth of learning re-teaching/reinforcing
- A variety of formative
assessments will be given to
determine the student’s
growth in the unit
- Practice sheets will be given to
reinforce the lesson of the day.
- Teacher observation will be
used to determine the
material/lesson for the next
class period

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Student Materials: Student Material Reasoning:

- Whiteboard, dry erase marker, whiteboard eraser - A whiteboard, dry erase
- Pencil and small pieces of paper marker, and whiteboard eraser
- Word problem worksheet will be used during the center
- Fraction reference papers groups to support students
- Word problem reference index cards while answering questions on
the fraction task cards.
Teacher Materials: - The small pieces of paper and
- Whiteboard, marker, eraser pencil will be used to support
- A timer students while answering the
- Word problem task cards warm up question at the
beginning of class.
- The word problem worksheet
will be used when they are
working at the independent
station.
- The fraction reference papers
will be used to support
students throughout the entire
unit plan, while they are
answering a variety of
questions. This will also be
used as a tool to increase
student independence before
asking the teacher questions.
- The word problem reference
index cards will be used to
help support students identify
which words in word problems
determine which order of
operation will be used in the
problem.
 Teacher Material Reasoning:
- The whiteboard, dry erase
marker, and white board
eraser will be used during the
warm up activity. The
questions will be written on
the whiteboard for students
while they are in centers.
- A timer will be used to keep
track of the amount of time
needed to conduct each center.
- Word problem task cards will
be used to as an entry ticket
for students.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
1. For a warm up activity, students will
Vocabulary:
complete a one word problem task card. - Numerators
The teacher will give task cards based on - Denominators
the student's needs. The teacher will also - Addition
give students the word problem reference - Subtraction
index card. Students will also be - Dividing
- Multiplication chart
prompted to take out their fraction - Order of operations
resource papers and multiplication chart. - Word problems
2. Once students have answered the - Least common denominators
questions, they will quietly pass in their (LCD)
papers to the pass in bin.
3. When all students have finished their
warm up, students will be divided into
two groups. One group will be working Questions:
with the teacher, while the other group - When we are talking about
will be working independently at the reducing, what comes to your
back table on word problems. mind?
- If we are going to reduce
4. All groups when working with the fractions, what order of
teacher, will be working on reducing operation do you think we are
fractions. using?
5. If students are working in the - What number could go into 44
independent group, they will be working and 108 evenly?
- If 2 doesn’t work, what is
on word problems. The teacher will another number that might
provide the word problem fraction work?
reference cards. - Remember, what you do to the
6. A timer will be set for 17.5 minutes. top you also have to do to the
7. The teacher will begin working with two bottom.
students on reducing fractions. The
 teacher will ask students what they
remember about reducing fractions. The
teacher will wait for choral responses
from students.
8. After waiting for student responses, the
teacher will then complete a
demonstration on how to reduce
fractions. The teacher will re-iterate to
students, reducing fractions has to be
done using division to find the smaller
equivalent fraction. The teacher will also
provide a list of numbers that are most
commonly used to reduce fractions (2,3,4,
and 5).
9. The teacher will use the “I do, we do, and
you do” strategy to maximize student
understanding. The teacher will complete
one problem on their own. Then write
another example problem on the board.
The students and the teacher will work
together to answer the question. Once all
students have seemed to understand the
process on how to reduce, the teacher
will write questions on the board for
students to answer on their own.
10. Once students and the teacher have
moved onto the “you do” part of the “I do,
we do, and you do” strategy, the teacher
will then take a moment to check on the
students at the back table. The teacher
will check their work and answer any
clarifying questions.
11. Once the timer is complete students will
switch groups. Students working with the
teacher will move to the back table to
complete independent work. Then
students working at the back table will
come to the teacher station.
12. The timer will be set for 16 minutes.
13. The teacher will begin working with two
students on reducing fractions. The
teacher will ask students what they
remember about reducing fractions. The
teacher will wait for choral responses
from students.
14. After waiting for student responses, the
teacher will then complete a
demonstration on how to reduce
fractions. The teacher will re-iterate to
students, reducing fractions has to be
done using division to find the smaller
equivalent fraction. The teacher will also
provide a list of numbers that are most
commonly used to reduce fractions (2,3,4,
and 5).
15. The teacher will use the “I do, we do, and
you do” strategy to maximize student
understanding. The teacher will complete
one problem on their own. Then write
another example problem on the board.
The students and the teacher will work
together to answer the question. Once all
students have seemed to understand the
process on how to reduce, the teacher
will write questions on the board for
students to answer on their own.
16. Once students and the teacher have
moved onto the “you do” part of the “I do,
we do, and you do” strategy, the teacher
will then take a moment to check on the
students at the back table. The teacher
will check their work and answer any
clarifying questions.
17. Once the timer is complete, students will
take care of all of the materials, while the
teacher gathers the homework.
18. After all of the materials are put away,
students will return to their desks. The
teacher will hand out the homework.
19. The teacher will discuss the homework
and the directions, students will only
need to complete the top half.
20. The teacher will then prompt students to
hold up their thumbs to do a check for
understanding on reducing fractions, on a
scale of thumbs up, thumbs to the side, or
thumbs down.
21. After the students show their level of
understanding, they can transition to
their next class.
Meeting students’ needs Instructional Decisions / Reasoning
- Scaffolded instruction
- Multiple means of representation All of these accommodations or
- Modifying the length of the assignment modifications are requirements for the
- Chunking the material students in this classroom per their IEP.
- Scribe
- Fidgets
- Larger writing utensils (to support the students’
grasp of the pencil)
- Breaks as needed
- Preferential seating
- Flexible seating options (yoga balls, stability pads,
standing desks, waist height desks, tall chairs, foot
pedals, and more)
- Extended time by 2-3 class periods
- Use of visuals
- Multiplication charts
- Longer wait time to process and answer questions
- Use of notes and a study guide provided by the
teacher

Field Course Only – Post lesson

Reflection

From this lesson, almost all of the students understood the content. When I was
working with students in smaller groups, they understood more of the content. I
was more available to students in these individualized settings. There were two
students per group, compared to a whole group of four. I created the groups based
on the student's academic levels. Some students are at a higher level compared to
other students. Something I would change is expanding more on what reducing is.
For this class period, it was my first of the day, so for my second period, it did
improve more. I did learn that even the smallest things can improve student
learning. For example, in the middle of the student independent learning, I gave
students their preferred colored markers. The markers provided in the classroom
are limited, but I allowed students to borrow my personal markers. This made a
difference from the first group to the second group. All of the students met the
standards, due to it being at their own pace and the questions are centered around
their abilities.

Standard 3 and 8

There are two Common Core Teaching Standards that connect to this lesson. The first standard that
connects to this lesson is Standard 3 Learning Environments. The second standard that is met within
this lesson is Standard 9 Reflection and Continuous Growth .
Standard 3 indicates, “The teacher works with learners to create environments that support
individual and collaborative learning, encouraging positive social interaction, active engagement in
learning, and self motivation.” This standard indicates that the teacher will create a learning
environment that supports and meets the needs of all students. The classroom environment is
appropriate for the grade level and or age range. The teacher is also facilitating positive and age
appropriate peer interactions of students. The indicator that is met within this standard is, 3 (b)
“Develops learning experiences that engage learners in collaborative and self-directed learning and
that extend learner interaction with ideas and people locally and globally.” For the centers, students at
the beginning of the center had to listen to instruction. After the instructional component was over,
students were given questions to answer at their own pace. Students were in charge of working at a
level that was comfortable to them.

Standard 9 indicates, “The teacher is a reflective practitioner who uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others (students,
families, and other professionals in the learning community), and adapts practice to meet the needs
of each learner.” The standard indicates that teachers are using a variety of practices to evaluate their
own teaching, so students are always receiving the best possible instruction. By evaluating their own
teaching practices, they can see a variety of areas of need where they can improve their own
practices. The indicator that is met within this standard is, 9 (b) “Engages in meaningful and
appropriate professional learning experiences aligned with his/her own needs and the needs of the
learners, school, and system.” For this lesson, I recorded myself using an iPad. After the class was
over, I reviewed the video and critiqued myself on how I can improve my instructional strategies. By
recording myself, I can see the affect of my instructional practices and choices of words or praise can
affect students in my classroom.