UMF Unit-Wide Lesson Plan Template

Name: Mya Daniels Program: Special Education Course: 460

Lesson Topic / Title: Fraction Digital Escape Room Free Choice Small Group Large Group
Problems (circle one)
Lesson Date: Lesson Length: 30 minutes Grade/Age: 7th grade/ 12 years
3/16/2023 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 identify the key words in a word problem to
determine the order of operation to successfully answer
the question with 100% accuracy as measured by the
completion of the activity.
Students will identify the important fractions of the word
problem in order to solve the problem with 100%
accuracy as measured by the completion of the activity.
These learning goals were 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 will multiply a mixed number by a fraction with

100% accuracy as measured by the completion of the
activity.

Students will add or subtract mixed numbers in word

problems with 100% accuracy as measured by the
completion of the activity.

Students will subtract mixed numbers with 100%

accuracy as measured by the completion of the activity.

Content Standard(s) Instructional Decisions / Reasoning

These standards were selected due to

4. 4.NF.B.4 Apply and extend previous understandings of the needs of the students in the
multiplication to multiply a fraction by a whole number. classroom as well as based on their IEP.
c. Solve word problems involving multiplication of a A file review was completed prior to
fraction by a whole number, e.g., by using visual fraction this unit plan to further inform
models and equations to represent the problem. For instructional decision making.
example, if each person at a party will eat 3/8 of a pound
of roast beef, and there will be 5 people at the party, how
many pounds of roast beef will be needed? Between what
two whole numbers does your answer lie?

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

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

MTH.05.NO.Q3.LT.08 - 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
-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 Material: Student Material Reasoning:

- Laptop and Google Classroom - Google classroom will contain
- Whiteboard, dry erase marker, eraser all of the digital materials
- Fraction resource papers students need for today's class.
- Multiplication chart - A laptop will be used for
- Word problem reference index card students to complete their
digital escape room.
- Fraction reference papers will
Teacher Material: be used to help students with a
- Providing students with the digital escape room variety of questions on their
(on Google Classroom) assignments throughout the
- Answer key unit plan. These papers are
also used as a way to increase
 student independence before
asking the teacher for help.
- Multiplication chart will be
used as a reference to help
students when adding and
subtracting fractions with
uncommon denominators.
- The word problem reference
index card will be used as a
support for students to
identify which order of
operations is needed to
answer the question.

Teacher Material Reasoning:

- The digital escape room being
used to meet and show
understanding of the CCTS 11.
- The answer key will be used to
help students if they become
unsure of what and how to
unlock the code while
completing the escape room.

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. The teacher will post the digital escape (Include questions you will ask and
vocabulary you will introduce)
room to the Google classroom.
2. Students will be paired and asked to find Vocabulary:
the following materials to use: laptop, - Mixed numbers
fraction reference papers, word problem - Uncommon denominators
index card, whiteboard, marker, and - Addition and subtraction
- Fractions
eraser. - Improper fractions
3. Students will work as partners to answer - Least common denominator
the four questions.
4. When they answer one question, they
will match the correct letter, then write
Questions:
the letter in the code box below.
- What words in the question
5. After answering all of the questions, if tell you what order of
they are correct it will unlock the escape operation to use based on your
room. index card?
6. Before students transition to the next - Don’t forget to use your
class, the teacher will instruct students to resource papers to support
you to complete this activity.
rate this activity on a scale of 1-5 with - What is the least common
their hands. 1 being they did not like this denominator?
activity at all and would not do it again, 5
 being the most, and they loved it and - How do you convert a mixed
would do it again. number to an improper
fraction?

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

modifications, accommodations)

All of these accommodations or

- Scaffolded instruction
modifications are requirements for the
- Multiple means of representation
students in this classroom per their IEP.
- Modifying the length of the assignment
- 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

Overall, students seemed to enjoy this activity the most out of the entire unit plan.
Every student met the learning goals of the lesson. I know this because all of the
students completed this activity with 100% accuracy. Something I would change is
by making each question its own code to be unlocked. Some students became
flustered because if they did not answer one or more questions correctly then you
could not escape. I had students work in pairs to complete the escape room. If
students worked individually, then they would have not completed the escape room
before class was over. This activity was implemented after the summative
assessment to give students a break of academics before heading home for a long
weekend. I did not want to introduce a new unit before a three day weekend.
Standard 5 and 11

There are two Common Core Teaching Standards that connect to this lesson. The first standard that
connects to this lesson is Standard 5 Innovative Applications for Content. The second standard that is
met within this lesson is Standard 10 Collaboration. The last standard that is met during this lesson is
Standard 11 Technology Standards for Teachers.

Standard 5 indicates, “The teacher understands how to connect concepts and use differing
perspectives to engage learners in critical/creative thinking and collaborative problem solving
related to authentic local and global issues.” This indicator refers to the teacher creating content that
relates to real-world situations. The teacher uses multiple modes of inquiry to allow students to meet
the content standards in a variety of ways. The indicator that is met with this standard is indicator, 5
(l) “Understands how to use digital and interactive technologies for efficiently and effectively
achieving specific learning goals.” For example, this unit plan was based on reviewing student’s files.
In each of their files, there were multiple students who had IEP goals relating to multistep word
problems and addition and subtraction of fractions with uncommon denominators. This digital
escape room meets the goal of creating varied instructional materials using technology, while also
having it centered around student’s IEP goals.

Standard 10 indicates, “The teacher seeks appropriate leadership roles and opportunities to take
responsibility for student learning, to collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner growth, and to advance the profession.”
This standard states that it wants teachers to take initiative and leadership roles throughout the
school community. These leadership roles are important to ensure all students are reaching their full
potential. The indicator that meets this standard is, 10 (a) “Takes an active role on the instructional
team, giving and receiving feedback on practice, examining learner work, analyzing data from
multiple sources, and sharing responsibility for decision making and accountability for each student’s
learning.” For example, one important component of implementing this unit plan was reviewing
student work, files, and implementing various checks for understanding throughout the course of the
instruction. When reviewing student files, it is important to review the student’s previous IEP goals
and the most current IEP. Students can make limited to satisfactory progress within a year of each of
their annual IEPs. It is also important to see which students have high or lower needs within the
classroom. For example, in most of my classes, I would have two higher functioning students and two
lower functioning students. Students who were higher functioning, would complete new concepts
more quickly and easily compared to the lower functioning students. I always had to have new and
more challenging materials ready for each class.

Within Standard 11 this lesson meets this indicator, “Facilitator: Educators facilitate learning with
technology to support student achievement of the 2016 ISTE Standards for Students.” This indicator
is wanting teachers to use technology for student assignments to demonstrate their understanding of
content. Technology in the classroom can be implemented in a multitude of ways to increase student
achievement. The indicator within Standard 11 Facilitator is, 11.6 (b) “Manage the use of technology
and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or
in the field.” For example, this indicator is met through the use of the digital escape room. Students
are using the digital escape room to reinforce previous concepts discussed in class.