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**UBD Teaching Unit
**

Velvet L. Ferrari

Name: Velvet Ferrari Grade Level: 2

Subject: Math/Fractions

School: East Central Week of:

Backward Design Template Established Goals: (i.e., Standards) M2N4. Students will understand and compare fractions. a. Model, identify, label, and compare fractions (thirds, sixths, eighths, tenths) as a representation of equal parts of a whole or of a set. b. Know that when all fractional parts are included, such as three thirds, the result is equal to the whole.

Standards for the 21st Century Learner: 1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life. 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.2.3 Demonstrate creativity by using multiple resources and formats. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.3.1 Connect understanding to the real world. 3.1.1 Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly.

Name: Velvet Ferrari Grade Level: 2

Subject: Math/Fractions

School: East Central Week of:

Identify Desired Results What overarching understandings What are the overarching “essential” are desired? questions? *top number represents how many *Why is it important to identify fractions as

parts of a set or whole representations of equal parts of a whole or a set? *bottom number represents the total * Why is it important to label fractions as objects of the set representations of equal parts of a whole or a set? *mixed number represents more than * Why is it important to compare fractions as one whol and a fractional part representations of equal parts of a whole or a set? *represent halves, thirds, fourths, sixths, *If you have two fractions, how do you know which is eigths, and tenths greater or has more value? *where fractions love on the number * How do you know how many fractional parts make a line whole?

**What will students understand As a result of this unit? *Fractional parts are equal shares of a
**

whole number, object, or set. *The more equal sized pieces that form a whole, the smaller the pieces will be. *When the numerator and denominator are the same, the fraction equals the number one or one whole. *Mixed numbers represent more than one whole and a fractional part of another whole. *Fractions live between (and on) the whole numbers on the number line.

**What “essential” and “unit” questions will focus this unit?
**

* What is a fraction? * What do the parts of a fraction tell us? * What is a mixed number? * What do the parts of a mixed number tell us?

*Where do fractions live on the number line?

Name: Velvet Ferrari Grade Level: 2

Subject: Math/Fractions

School: East Central Week of:

Plan Learning Experience and Instruction Given the targeted understandings, other unit goals, and the assessment evidence identified, what knowledge and skills are needed? Students will need to know… *What is meant by a whole *How much is thirds, sixths, eights, tenths, and two. Students will need to be able to… *Count to 2, 3, 6, 8, and 10.

What teachings and learning will equip students to demonstrate the targeted understandings? I will begin my lesson by reading Pizza Parts: Fractions! by Linda Bussell. (H) We will then begin working through teaching Framework Unit 5: Parts of a Whole.

(W,T,E,R,E2,T,O) The students will complete the Sweet Fractions task from the Framework. See attachment. (W,E,R,E2,T,O) The class will play Jelly Golf, http://www.fuelthebrain.com/Game/play.php?ID=215. (H,E,R,E2,T) We will end the lesson with a debrief and a question/answer session. (H,T)

Determine Acceptable Evidence What evidence will show that students understand…. Performance Tasks, Projects By the conclusion of this unit, students should be able to demonstrate the following competencies: • Identify and represent the fractional parts of a whole or of a set (halves, thirds,

Name: Velvet Ferrari Grade Level: 2

Subject: Math/Fractions

School: East Central Week of:

• • •

fourths, sixths, eights, and tenths). Recognize and represent that the denominator determines the number of equal sized pieces make up a whole. Recognize and represent that the numerator determines how many pieces of the whole are being referred to in the fraction. Represent and compare fractions with like denominators using concrete and pictorial models.

Fraction Flip Book WHERETO is denoted in the plans above using the following codes: W - Where are your students headed and Why? What is required of them? H - How will the students be hooked and held in this unit? E - What activities, instruction, and guidance will be provided to enable and equip students to explore and experience the important ideas in this unit? R - What activities, products and performances will be designed to provide students with the opportunity to reflect, rethink, and revise? E2 - What self-assessments and self-evaluations will students participate in to allow for reflection and transfer of learning? T - How will instruction and activities be tailored to provide for the various learning needs, styles, knowledge and interests of students? O - How will learning experiences be organized/sequenced to provide for greatest acquisition/understanding of ideas?

Name: Velvet Ferrari Grade Level: 2

Subject: Math/Fractions

School: East Central Week of:

**Quizzes, Tasks, Academic Prompts
**

Pizza Party Tim and Lisa are having friends over for a pizza party. There will be 5 children which include Lisa and Tim. Each child wants 3 slices of pizza. A small pizza has 6 slices and cost $5.00. A medium pizza has 8 slices and cost $6.00. A large pizza has 10 slices and cost $7.00. How many whole pizzas do they need? How much will they spend for their pizzas? Pieces of Pizza Make 3 pizzas, 1 with 4 slices, 1 with 6 slices, and 1 with 8 slices. If I have 6 friends over, how many slices will each get? Books Polar Bear Math: Learning About Fractions From Klondike and Snow - Ann Whitehead Nagda The Hershey's Milk chocolate Bar Fractions Book - Jerry Pallotta Fraction Action - Loreen Leedy Eating Fractions - Bruce McMillan Websites http://www.visualfractions.com/ http://illuminations.nctm.org

Name: Velvet Ferrari Grade Level: 2

Subject: Math/Fractions

School: East Central Week of:

**Other Evidence (e.g., observations, Work samples, dialogues)
**

Observation from Jelly Golf Fraction Flip Book

**Student Self-Assessments
**

Students will make an entry in their math journals that will include the definitions of the terms:

numerator, denominator, and whole fraction.

Name: Velvet Ferrari Grade Level: 2

Subject: Math/Fractions

School: East Central Week of:

Monday

Math Workshop

Pizza Parlor Framework Unit 5 Pp. 57-61 (Part I) (L)Review/discuss about going to a pizza place. Write down any experiences and how fractions are used. (I)Students will be divided groups of 2 or 3 to work on solving the pizza problem. (D)Students will share their work and how they solved the problem. EQ: Why is labeling, identifying & comparing fractions of whole or a set important? M2N4,M2D1,M2P1,M2P3,M2P5

Tuesday

Math Workshop

Pizza Parlor Framework Unit 5 Pp. 57-61 (Part II) (L)Review/discuss about going to a pizza place. Write down any experiences and how fractions are used. (I)Students will be divided groups of 2 or 3 to work on solving the pizza problem. (D)Students will share their work and how they solved the problem. EQ: Why is labeling, identifying & comparing fractions of whole or a set important? M2N4,M2D1,M2P1,M2P3,M2P5

Wednesday

Math Workshop

Pizza Party Exemplars (L)Discuss ways in which fractions are used daily. Review the exemplar task and what to include to solve the task. (I)Students will be divided in groups of 3 to decide how the pizzas could be divided. (D) Students will share their work and tell what they learned. EQ: Why is labeling, identifying & comparing fractions of whole or a set important? M2N4,M2D1,M2P1,M2P3,M2P5

Thursday

Math Workshop

Fraction Cookies Framework Unit 5 Pp. 62-70 (L)Review halves, thirds, fourths, sixths, eights and tenths. Then review the task. (I)Students will work with a partner to decide how the cookies should be divided using the fraction cookie sheets to show their work. (D) Students will share their work and tell what they learned. EQ: How did you decide which color is the most in the bag? M2N4,M2D1,M2P1,M2P3,M2P5

Friday

Math Workshop

Computer Lab

** Young – 9:45-10:15 **Ferrari – 1:30-2:15

Math Test

Fractions

Calendar Math

*Day of the Week *Time *Tally Marks *Place Value *Addition/Subtraction Fact Fluency *Money *Seasons *Ten Frames *Decomposing Numbers

Calendar Math

*Day of the Week *Time *Tally Marks *Place Value *Addition/Subtraction Fact Fluency *Money *Seasons *Ten Frames *Decomposing Numbers

Calendar Math

*Day of the Week *Time *Tally Marks *Place Value *Addition/Subtraction Fact Fluency *Money *Seasons *Ten Frames *Decomposing Numbers

Calendar Math

*Day of the Week *Time *Tally Marks *Place Value *Addition/Subtraction Fact Fluency *Money *Seasons *Ten Frames *Decomposing Numbers

*Day of the Week *Time *Tally Marks *Place Value *Addition/Subtraction Fact Fluency *Money *Seasons *Ten Frames *Decomposing Numbers

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