Unit Plan

Title of Unit Fractions and Decimals Grade Level Grade 4/5

Subject Math Time Frame 6 weeks

Developed By Keely Boschee

Stage 1 - Identify Desired Results

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s)

General Outcome: Develop number sense.

Specific Outcomes:
(Grade 4)

8. Demonstrate an understanding of fractions less than or equal to one by using concrete, pictorial and
symbolic representations to:
• name and record fractions for the parts of a whole or a set
• compare and order fractions
• model and explain that for different wholes, two identical fractions may not represent the same quantity
• provide examples of where fractions are used.
9. Represent and describe decimals (tenths and hundredths), concretely, pictorially and symbolically.
10. Relate decimals to fractions and fractions to decimals (to hundredths).

11. Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by:
• using personal strategies to determine sums and differences
• estimating sums and differences
• using mental mathematics strategies to solve problems.

(Grade 5)
 7. Demonstrate an understanding of fractions by using concrete, pictorial and symbolic representations to:
• create sets of equivalent fractions
• compare fractions with like and unlike denominators.
8. Describe and represent decimals (tenths, hundredths, thousandths), concretely, pictorially and
symbolically.
9. Relate decimals to fractions and fractions to decimals (to thousandths).

10. Compare and order decimals (to thousandths) by using:

• benchmarks
• place value
• equivalent decimals.
11. Demonstrate an understanding of addition and subtraction of decimals (limited to thousandths).

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? What provocative questions will foster inquiry into the
content?
Students will understand that... Content specific….
 Fractions can be represented visually and in  How can fractions be compared and represented?
written form.  How can a fraction be represented by a decimal?
 They must consider the size of the whole when  How can we use decimals to compare fractions?
comparing fractions.
 Benchmark fractions can help them compare and
order fractions.

 Decimal notation is another way to represent a

fraction.

 Decimals are used to represent money

Knowledge: Skills
What knowledge will student acquire as a result of this What skills will students acquire as a result of this unit?
unit?

Students will know... Students will be able to…

 A fraction is a number that represents an equal
part of a whole object or set  Represent a given fraction, using a region, object
 A fraction must have equal parts or set.
 A fraction can be part of a whole or part of a set  Identify a fraction from its given representation.
 A numerator shows the number of parts to count
 A denominator shows the number of equal parts  Name and record the shaded and non-shaded
it takes to make a whole
 How fractions can be represented in everyday parts of a given whole region, object or set.
life
 Place values within decimal numbers  Represent a given fraction pictorially by shading
 How to represent a given decimal using pictorial parts of a given whole region, object or set.
representation
 How to relate fractions to decimals and decimals  Explain how denominators can be used to
to fractions compare two given unit fractions with a
 How money can represent decimals numerator of 1.

 Order a given set of fractions that have the same

numerator or denominator, and explain the
ordering.

 Identify which of the benchmarks 0, 1/2 or 1 is

closer to a given fraction.

 Name fractions between two given benchmarks

on a number line.

 Order a given set of fractions by placing them on

a number line with given benchmarks.

 Provide examples of when two identical fractions

may not represent the same quantity

 Provide, from everyday contexts, an example of a

fraction that represents part of a set and an
example of a fraction that represents part of a
whole.

 Write the decimal for a given concrete or pictorial

representation of part of a set, part of a region or
part of a unit of measure.

 Represent a given decimal, using concrete

materials or a pictorial representation.

 Explain the meaning of each digit in a given

decimal with all digits the same.
  Represent a given decimal, using money

 Record a given money value, using decimals.

 Provide examples of everyday contexts in which

tenths and hundredths are used.

 Model, using manipulatives or pictures, that a

given tenth can be expressed as a hundredth;
e.g., 0.9 is equivalent to 0.90, or 9 dimes is
equivalent to 90 pennies.

 Express, orally and in written form, a given

fraction with a denominator of 10 or 100 as a
decimal.

 Read decimals as fractions

 Express, orally and in written form, a given

decimal in fraction form.

 Express a given pictorial or concrete

representation as a fraction or decimal

 Determine the sum or difference of two given

decimal numbers, using a mental mathematics
strategy, and explain the strategy.

 Solve problems, including money problems, which

involve addition and subtraction of decimals,
limited to hundredths.

Stage 2 – Assessment Evidence

Pre-Assessment

 Class discussion
 “Fractions about us” activity

Quizzes, Tests, Assignments Performance Tasks, Projects

 Fraction Test  Pizza Project

 Decimal Quiz

Other Evidence (observations, work samples, dialogues) Student self-assessment

 Class discussions/ observations  Exit slip

 Worksheets
 Bell work
 Exit slip
 Kahoots

Assessment Tool Overview

Assessme Assessme Assessme

Assessment Tool Brief Description nt FOR nt AS nt OF
Learning Learning Learning
 Bell work questions will be used at the beginning of
every Math class to determine what the students
already know. Students will individually answer 4
questions and upon completion 4 different students
Bell work
will write their answers on the board and we will go
over them as a class. This assessment tool is
assessment FOR learning as it will determine what
the students already know or do not know.
Each lesson will contain multiple classroom
discussions whether they be whole class, group,
partner, or one-one conversations. These discussions
will act as observations for me to formatively assess
Daily observations/
students understandings as we move throughout the
discussions
unit. This assessment tool is assessment FOR
learning as it will be used to determine where the
students are in terms of their current understanding
on content taught.
Each Math class will end with an exit slip which will
contain one question relating to the content learned
during that class as well as a place for students to
show me how they are feeling about the content by
drawing a symbol (, :/, ). This will not be taken in
Exit Slip for marks, rather used as a formative assessment/
check-in to see how students processed knowledge
right after the lesson was taught. This assessment
tool is assessment FOR and AS learning as exit slips
will not be taken in for marks (FOR) and students will
evaluate and reflect on their own knowledge (AS).
There will be a final task at the end of the unit to tie
all the key concepts together. Students will be asked
to work in partners on this assignment where they
Performance task
will construct their own pizza relating it to fractions
and decimals. This is assessment OF learning since
the task will be graded.

There will be a unit test that covers the content from

Unit Test the entire unit. This assessment tool is assessment
OF learning as the unit will be formally graded.
 Stage 3 – Learning Plan

#/ Day Lesson Title Lesson Activities Assessments Resources

1 Introduction  Bell work - Observation  Fraction

to Fractions/ s anchor chart
Representing  A little about me, two truths and a lie, and expectations - Discussions  Laptops
Fractions - Exit slip  Worksheet 1
 Fractions about us, intro to fractions with fraction poster  Fraction tiles
 Roll and color
 Math workshop - rotation 1 a fraction
worksheet,
M-math tech – math prodigy or Mathletics on laptops foam dice

A-at your seat – fractions worksheet 1 (representing fractions,

ordering, and comparing)

T-teacher time – introduce new concepts using fraction tiles

 how denominators can be used to compare two given unit

fractions with a numerator of 1
 how you can order and compare fractions with the same
numerator or the same denominator

H-hands on – roll and color a fraction worksheet

 Exit slip
2 Comparing  Bell work Same as Same as previous
and Ordering  Whole class activity previous day day
Fractions  Math workshop – rotation 2
 Math workshop – rotation 3
 Exit slip

3 Comparing  Bell work Same as Same as previous

and Ordering  Math workshop – rotation 4 previous day day
Fractions  Exit slip

4 Number line  Bell work - Observation - Laptops

Fractions  Math workshop – rotation 1 s - Worksheet 2
 - Discussions - Number lines
Math tech – math prodigy or Mathletics on laptops - Exit slip - Deck of cards
- Flip and
At your seat – fractions worksheet 2 (ordering and comparing Compare sheet
fractions) - Mini
whiteboards
T-teacher time – introduce new concepts:
 Introduce fractions using a number line
 How to order fractions using benchmarks 0,1/2, 1

 Ordering fractions between 2 given benchmarks on a

number line

Hands on – flip and compare

 Math workshop – rotation 2

 Exit slip
5 Number line  Bell work Same as Same as previous
Fractions  Math workshop – rotation 3 previous day day
 Math workshop – rotation 4
 Exit slip

6 Equivalent  Bell work Same as - Laptops

Fractions  Math workshop – rotation 1 previous day - Worksheet 3
(grade 5)
M-math tech – math prodigy or Mathletics on laptops
Real-world
fractions A-at your seat – fractions worksheet 3 (extension on ordering
(grade 4) and comparing fractions, ordering fractions on a number line,
cross multiplication trick)

T-teacher time – introduce new concepts:

Grade 4

- Provide examples of when two identical fractions may not

represent the same quantity
- Provide, from everyday contexts, an example of a fraction
that represents part of a set and an example of a fraction
 that represents part of a whole

Grade 5

- Model and explain equivalent fractions

- Represent equivalent fractions

- Determine if two given fractions are equivalent, using

concrete materials or pictorial representations

H-hands on – *Two diff games for 4/5*

 Math workshop – rotation 2

 Exit slip

7 Equivalent  Bell work Same as Same as previous

Fractions  Whole class activity previous day day
(grade 5)  Math workshop – rotation 3
 Math workshop – rotation 4
Real-world  Exit slip
fractions
(grade 4)
8 Fraction Test  Test - Test - Test

9 Intro to  Bell work - Observation - Laptops

Decimals s - Decimal
 Whole class mini lesson to decimals - Discussions worksheet
- Exit slip - Decimal game
 Math workshop - rotation 1

Math tech – math prodigy or Mathletics on laptops

At your seat – decimal worksheet 1

Teacher time – introduce new concepts

 Write the decimal for a given concrete or pictorial

representation of part of a set, part of a region or part of a
unit of measure.
 Represent a given decimal, using concrete materials or a
 pictorial representation.

 Explain the meaning of each digit in a given decimal with

all digits the same.

Hands on – decimal game

 Rotation 2

 Exit slip
10 Intro to  Bell work Same as Same as previous
Decimals  Math workshop – rotation 3 previous day day
 Math workshop – rotation 4
 Exit slip
11 Represent  Bell work - Observation - Laptops
decimals s - Worksheet
 Math workshop – rotation 1 - Discussions - Decimal game
- Exit slip
Math tech – math prodigy or Mathletics on laptops

At your seat – decimal worksheet 2

Teacher time – introduce new concepts

 Represent a given decimal, using money values (dimes

and pennies).
 Record a given money value, using decimals.

 Provide examples of everyday contexts in which tenths

and hundredths are used.

Hands on – decimal game

 Rotation 2

 Exit slip
12 Represent  Bell work Same as Same as previous
decimals  Math workshop – rotation 3 previous day day
 Math workshop – rotation 4
 Exit slip
13 Relate  Bell work - Observation - Laptops
decimals to  Math workshop – rotation 1 s - Worksheet
fractions - Discussions - Decimal/fractio
Math tech – math prodigy or Mathletics on laptops - Exit slip n game

At your seat – decimal worksheet 2

Teacher time – introduce new concepts

 Express, orally and in written form, a given fraction with

a denominator of 10 or 100 as a decimal.
 Read decimals as fractions; e.g., 0.5 is zero and five
tenths.

 Express, orally and in written form, a given decimal in

fraction form

Hands on – decimal/ fraction game

 Math workshop – rotation 2

 Exit slip
14 Relate  Bell work Same as Same as previous
decimals to  Math workshop – rotation 3 previous day day
fractions  Math workshop – rotation 4
 Exit slip
15 Rounding  Bell work - Observation - Anchor chart
Decimals  Whole-class lesson s - Mini-
- Discussions whiteboards
- Exit slip
16 Rounding  Bell work - Same as - Anchor chart
Decimals  Whole-class lesson previous day - Mini-
part 2 whiteboards
17 Adding  Bell work - Observation - Laptops
Decimals  Math workshop – rotation 1 s - Adding
- Discussions decimals
Math tech – math prodigy or Mathletics on laptops - Exit slip worksheet
- Adding
At your seat – decimal worksheet 2 decimal game
 Teacher time – introduce new concepts

 Predict sums and differences of decimals, using

estimation strategies.
 Determine the sum or difference of two given decimal
numbers, using a mental mathematics strategy, and
explain the strategy.

 Refine personal strategies to increase their efficiency.

Hands on – Adding decimal game

 Math workshop – rotation 2

Exit slip
18 Adding  Bell work Same as Same as previous
Decimals  Math workshop – rotation 3 previous day day
 Math workshop – rotation 4
 Exit slip
19 Adding  Bell work Same as Same as previous
Decimals  Math workshop – rotation 1 previous day day
(money)
Math tech – math prodigy or Mathletics on laptops

At your seat – decimal worksheet 3

Teacher time – introduce new concepts

 Predict sums and differences of decimals, using

estimation strategies.
 Determine the sum or difference of two given decimal
numbers, using a mental mathematics strategy, and
explain the strategy.

 Refine personal strategies to increase their efficiency.

Hands on – decimal/ fraction game

  Math workshop – rotation 2
 Exit slip
20 Adding  Bell work Same as Same as previous
Decimals  Math workshop – rotation 3 previous day day
(money)  Math workshop – rotation 4
 Exit slip
21 Comparing  Bell work - Observation - Laptops
Decimals  Math workshop – rotation 1 s - Worksheet –
(grade 5) - Discussions both 4/5
Math tech – math prodigy or Mathletics on laptops - Exit slip - Games – both
4/5
At your seat – Comparing decimals (grade 5) and more
practice (grade 4)

Teacher time – introduce new concepts (grade 5 only)

 Order a given set of decimals by placing them on a

number line that contains the benchmarks 0.0, 0.5 and
1.0.
 Order a given set of decimals including only tenths,
using place value.

 Order a given set of decimals including only hundredths,

using place value.

 Order a given set of decimals including only

thousandths, using place value.

 Explain what is the same and what is different about

0.2, 0.20 and 0.200.

Hands on – Comparing decimals game (grade 5) and decimal

game (grade 4)

 Math workshop – rotation 2

 Exit slip
22 Comparing  Bell work Same as Same as previous
 Decimals  Math workshop – rotation 3 previous day day
(grade 5)  Math workshop – rotation 4
 Exit slip
23 Unit Review  Jeopardy review game - Observation - Jeopardy
s
- Discussion
24 Decimal Quiz  Quiz - Quiz - Quiz

25 Performance  Pizza performance task - Summative - Pizza boxes

task  Work time task - Construction
paper
26 Performance  Pizza performance task - Summative - Pizza boxes
task  Work time task - Construction
paper