UMF Unit-Wide Lesson Plan Template

Name: Mya Daniels Program: Special Education Course: 460

Lesson Topic / Title: Fractions Pop Quiz Individual

Lesson Date: 2/16/23 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 answer questions on the fraction pop quiz
with 80% accuracy as measured by the completion of the
quiz.
Students can add or subtract fractions with common
denominators with 100% accuracy as measured by the
completion of the quiz.
This learning goal was created to
support students based on their IEP
goals. A file review was conducted
prior to the unit plan to further inform
instructional decision making.

Students can add or subtract fractions with uncommon

denominators with 50% accuracy as measured by the
completion of the quiz.

Students can multiply a fraction by another fraction with

50% as measured by the completion of the quiz.

Students can divide a fraction by another fraction with

50% as measured by the completion of the quiz.

Students can compare two fractions with uncommon

denominators using symbols(<,>, =) and models with
100% accuracy as measured by the completion of the quiz.

Students can reduce fractions to the smallest possible

equivalent fraction using division with 100% accuracy as
measured by the completion of the quiz.

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.03 - I can compare two fractions
with different numerators and different denominators
by creating common denominators or numerators or
by comparing them to a benchmark fraction like
one-half.
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.04.F.Q3.LT.05 - I can compare fractions using
the symbols >, = and <, and justify the comparison by
using models.

MTH.05.NO.Q3.LT.01 - I can add fractions with unlike

denominators

MTH.05.NO.Q3.LT.03 - I can subtract fractions with

unlike denominators

MTH.05.NO.Q3.LT.07 - I can multiply two fractions.

MTH.05.NO.Q4.LT.09 - I can use fraction models to

show my work.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
Pre-assessment - The pre-assessment was given
- Progress monitoring* before the unit began to
- Formative assessments (entry tickets, quizzes, 1 on 1 determine where the students
intervention supports, check for understandings as an exit were grade-wise before
ticket) introducing seventh grade
- Practice sheets content standards.
- Teacher observation - Progress monitoring will be
- Assessment given throughout the unit to
-Retake Assessment determine the student’s
learning growth; to determine
where the student needs
*Curriculum Based Measurements will be used to monitor re-teaching/reinforcing.
student growth of learning - 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
(Include list of all materials, resources, handouts, and (Include sources of information such as
technology needed to implement activity) websites and books)

Student Materials: Student Materials:

- Pencil
- Fraction reference papers
 - Multiplication chart - A pencil will be used for
- Fraction pop quiz students to write the answers
to questions on the pop quiz.
Teacher Materials: - The fraction reference papers,
- Providing students with the fraction pop quiz multiplication chart, and word
problem reference index card
will be used as a reference for
students to use while
completing the quiz.
- The fraction pop quiz will be
used as a formative
assessment and as a check in.

Teacher Materials:
- The fraction pop quiz will be
used as a formative
assessment and as a check in.

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

Vocabulary:
1. To begin class, the teacher will instruct students
- Addition, subtraction,
to take out their fraction reference papers and
multiplication, division
multiplication charts.
- Uncommon denominators
2. Once students have gathered all of their materials,
- Common denominators
the teacher will begin to pass out the fraction pop
- Numerator
quiz.
- Comparing using symbols
3. The teacher will instruct students that this quiz is
(<,>,=)
completely individual and graded. The teacher
- Reducing
can read questions and clarify as needed.
- Least common denominator
4. Once students have completed the pop quiz, they
(LCD)
will quietly pass in their work to the pass in bin.
5. They can work on missing work for this class or
Questions:
other classes until everyone has completed the
- What do your reference
quiz or class time is over.
resources tell you?
- How do you compare
fractions?
- What happens to the
denominator when you are
adding or subtracting?

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)
- Scaffolded instruction All of these accommodations or
- Multiple means of representation modifications are requirements for the
- Modifying the length of the assignment students in this classroom per their IEP.
- Chunking the material
- 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 the pop quiz this informed future instruction for the rest of the unit plan
before students had to take the summative assessment. Students overall did not
seem too nervous before taking the pop quiz. Out of all of my students, 4 of them did
not pass the quiz. However, when reviewing and giving feedback, most of these
corrections were simple and could be easily fixed. By using this formative
assessment data, it gave me insight on where students were within the unit plan. It
showed how future classes were going to be taught and which concepts needed to
be re-teached. One thing that I would change would be creating another version of
the test to be more accommodating to one of my students. I would have preferred
printing the questions on large graph paper to meet their needs. Out of 8 of my
students, 4 of them met the standards, while two partially met, and two did not
meet the standards. In the future, I will target the entry tickets towards the content
areas where students need help. I also plan for class on Friday’s to be two centers.
One center student will be working independently on a different fraction content
area, while the other center will be with me. The point of the group working with
me is to focus on areas of student need.

There are two Common Core Teaching Standards that connect to this lesson. The first standard that
connects to this lesson is Standard 6 Assessment. The second standard that is met within this lesson
is Standard 7 Planning for Instruction.

Standard 6 indicates, “The teacher understands and uses multiple methods of assessment to engage
learners in their own growth, to document learner progress, and to guide the teacher’s on-going
planning and instruction.” This indicator is demonstrating teachers are using a variety of
assessments to show student’s progress throughout the units. By using a variety of assessments,
teachers can target the areas of students' needs to create lessons based around those needs. By using
assessments, it can inform further instructional planning. The indicator that is met within this
standard is, 6 (l) “Knows how to analyze assessment data to understand patterns and gaps in
learning, to guide planning and instruction, and to provide meaningful feedback to all learners.” This
pop quiz guided instructional decision making for the rest of the unit plan. I wanted to implement
harder concepts, however, once reviewing the quizzes, it was important that I did not. Most students
had a hard time understanding the current concepts, if I implemented harder concepts, students
would not have been as successful on the summative assessment.

Standard 7 indicates, “The teacher draws upon knowledge of content areas, cross-disciplinary skills,
learners, the community, and pedagogy to plan instruction that supports every student in meeting
rigorous learning goals.” The standard is wanting teachers to use knowledge of other content areas to
gather students learning in a variety of ways, but also creating instruction that is supporting and
meeting the needs of all students. The indicator that is met within this standard is, 7 (b) “Plans how
to achieve student learning goals, choosing appropriate strategies and accommodations, resources
and materials to differentiate instruction for individuals and groups of learners.” This assessment
used a variety of methods and accommodations to meet the needs of students. All students had
access to use their multiplication charts and fraction resource papers. One of my students requires
the need for all math papers to be on large graph paper instead of blank white spaces for questions.
The graph paper provides barriers and structure for student writing, and also makes it easier for
others to read their work. By giving students these accommodations and resources, they were able to
be more successful on the quiz. If they did not have these accommodations and resources, most
students would have not passed.