Planning and Instructing Math: Fractions Unit Plan and Activities

This document presents a detailed math unit plan designed for teaching fractions to elementary students. The plan spans a week, covering topics such as naming unit fractions, understanding numerators and denominators, modeling fractions with Cuisenaire rods and pattern blocks, and recognizing fractions as parts of a set. It aligns with state math standards and includes specific learning objectives, instructional strategies, and differentiation techniques. The unit incorporates formative assessments to monitor student progress, along with a summative assessment to evaluate mastery. The rationale section explains the plan's alignment with curriculum standards, emphasizing interactive learning and real-world examples. It highlights the importance of formative assessment and collaboration with other professionals to enhance the learning experience. References to relevant educational research are also included.

Running Head: PLANNING AND INSTRUCTING MATH 1
PLANNING AND INSTRUCTING MATH CONTENT
Student Name:
Student Number:
Date:

PLANNING AND INSTRUCTING MATH 2
Part 1: Math Unit Plan
Grade:
Week 1 Monday Tuesday Wednesday Thursday Friday
Lesson Title Naming unit
Fractions
Naming fractional
parts
Making use of
Cuisenaire rods to
model fraction
Making use of
Pattern blocks for
modeling wholes
Fractions as Equal
Shares of a Set
State Math
Standards
State Standard for the lesson DESE, 2017
Learning
Objectives
 Create, then
name, as
well as
write unit
fractions
through
portioning a
whole shape
in equal
parts
 Make
students
understand
the purpose
of
numerator
and
denominato
r while
writing of
fractions
number
 Students are
made to
understand
that fractions
are built from
unit fractions
 Develop an
understandin
g of fractions
as numbers
 They will
recognize
that greater
the number
of parts,
smaller will
be the unit
fraction
 Reason with
shapes and
their
attributes
 Students will
understand
the use of
fractions in
everyday
lives
 Solve
problems in
measurement
 Develop an
understandin
g of fractions
as numbers
 Students will
build whole
from unit
fractions by
use of Pattern
Blocks
 They will
justify the
size of a
whole as
given by
visual
representatio
n for a
fractional
 Solve
problems
with the four
operations,
and then
identify as
well as
explain
patterns in
arithmetic
 Students will
name part of
a set and
provide
description
by use of
fraction; the
student will
create a set

PLANNING AND INSTRUCTING MATH 3
form part for the
same whole
by making
use of Pattern
Blocks
Instructional
Strategy
 Introduce
students to
the unit
 Engagemen
t activity
 Guided
Practice
 Independent
Practice
 Preview of
the next
lesson
 Introduce key
vocabulary to
students such
as fractional
parts, unit
fractions,
numerator,
denominator
and model
 Use of
representatio
n cards for
introducing
fractions
 Visual
representatio
n of numbers
 Interacting
with students
 Technology
alternative
with
Cuisenaire
rod applet
will be used
by
distributing a
bag of
Cuisenaire
rods to each
student
 Use of
flashcards
and
whiteboard to
explain
complicated
concepts
 Distribution
of Pattern
Blocks
amongst all
the students.
For example,
if the red
rhombus is
¾, show 1
whole.
 During
independent
practice,
students will
work alone or
in pairs for
modeling and
drawing
solutions to
problems and
then
 Asking
students to
explain
mathematical
operators
 Students as
asked ways
in which
models help
understandin
g fractions
 Students
learn the
relationship
between a
fraction, unit
fraction and
the whole

PLANNING AND INSTRUCTING MATH 4
returning to
the whole
group to
show
solutions.
Summary of
Instruction
Students were
given model
fractions from
regular objects to
enable them
learning making
fractions from
whole numbers by
portioning circles
and rectangles into
halves.
Students can
recognize and
describe equal
shares by use of
terms such as
equal, halves,
thirds and so on
Provide models to
students to work on
given problems to
solve with their
partners.
Students are made to
make paper pizza
models with their
partner and divide it
into 8 pieces.
Ask students to
provide examples of
shapes and their
attributes; such that
they can devise
fractions.
Students need to
decontextualize
quantities of
Cuisenaire rods in
numerator and
denominator as
fractional parts with
the relationship of
the whole.
Make use of
flashcards to develop
further
understanding of
fractions as numbers.
Students might face
difficulty in
understanding this
type of questioning
Asking students to
solve complicated
problems such that
they can explain
arithmetic patterns
and their operations
in fractions
Differentiatio
n
Independent
practice for
students with
varying needs
Teacher after
assessing through
observation during
class practice will
provide group
activity
Group activity with
worksheets
Class review Similar worksheet
for all student with
some additional
support
Materials,
Resources,
and
Technology
 Square
paper cuts
in one color
 Rectangle
 Pre-made
representatio
n card for
fractions
 School
recommende
d textbook
 Math journal
Use of the flashcard  Loose sheets
of paper
 Overhead of
chocolate

PLANNING AND INSTRUCTING MATH 5
paper cuts
 Large chart
paper
 Children
friendly
Scissors
 Glue sticks
 Marker
 Small size
cardboards
that student
can cut out
and make
paper pizzas
 Fraction
circles
 Fraction mat
template
 Recording
sheet for
independent
practice
 Pencil/
colored
pencil
 Cuisenaire
rods
 Documenting
camera
 Math
workbook
bars
 Copies for
documenting
 Square tiles
 Pack of
Smarties
candies per
pair of
students
Formative
Assessment
Continuous
evaluation of the
lesson to check
academic progress
by asking students
to provide feedback
regarding the class.
The essential
question to address
is why we need
fractions?
Help students
improve the learning
of fractions and
develop basic
concepts.
Students will be
asked the name and
record a fractional
part of a whole
which is greater than
the unit fraction.
Interacting with
students to
understand their
strengths and
weaknesses
Write down main
points identifying the
lesson
Evaluate worksheets
and ask for feedback.
Ask the student what
fraction of the set is
red, green, and blue.
Creating set with 12
tiles.
Drawing pictures of
the set and labeling
the fractional parts.
Summative
Assessment
(a short
description of
the summative
assessment)
In this math assessments, students are given as much time as they need to complete the test, as the test is not
timed. The main aim of this test is to understand the mastery and standards demonstrated by students in their
thinking. This assessment includes identifies diagrams by showing equal parts, analysis, and explaining of the
diagrams showing equal fourths, developing diagrams that show given fractions. It also provides students the
opportunity to identify and explain numerator and denominator through analysis and explanation for shapes of
equal fractions and plotting them on a number line. There will be multiple correct answers and written
explanations of the questions given in the assessment. Throughout this assessment, the student will make use of
fractional bars for comparing and ordering fractions. I will allow students to make use of manipulatives and tools

PLANNING AND INSTRUCTING MATH 6
during the assessment as resources for demonstrating their mastery and standards while solving problems.
A final assessment includes understanding two fractions as equivalents, comparing two fractions of the same
numerator or same denominator through reasoning. Providing students worksheet to understand their concept
regarding fractions as numbers for fractions with denominators 2, 3, 4, 6 and 8. Problem sheets with dot stickers
are shared with students in assessing their knowledge regarding fractions.
Part 2: Rationale
The unit plan has been developed keeping the standard curriculum in mind. The core instructional strategy is focused upon enabling
students to learn ways to represent as well as solve problems. Along with interpreting the concept of whole numbers, providing them
with the concept regarding quotient of whole numbers (Fielding-Wells, & Makar, 2012). The instructional strategy is aimed at
providing students a detailed insight regarding the ways to describe several shares or the number of groups that can be expressed in
context. Hence this instructional strategy allows varied teaching mechanisms by which students can easily develop in-depth and
detailed learning related to fractions operations. The instructional strategy was majorly focused on in-class learning activities and
practices. Through interactive sessions and practices, the focus was to help develop complete knowledge in students, such that they
can solve problems without hesitation. The primary aim of the instructional strategy was to enable students to develop an association
of fractions with real-world examples. Students were given examples of half-filled bottles, cake pieces and so on such that they can
grasp the concept of the fraction with some association and visualization of its existence in real-life.
The formative assessments included in the unit plan provides ample opportunities to modify instructions to promote social,
intellectual, emotional and physical development. The unit has successfully included formative assessments that include individual

PLANNING AND INSTRUCTING MATH 7
assessments and worksheets. These provide students with the capability to explore their intellectual and emotional capabilities by
focusing on solving the problem (Tan, 2011). Furthermore, the group tasks designed within the assessments enable the development of
social development. Students can discuss with their group or partners collaboratively and also resolve any conflicts or negotiate, which
in turn helps their social development. The goal of this assessment was to enable students to understand the properties of fractions and
solve problems easily by the use of four operators. Explanation of patterns in arithmetic with the use of whole numbers alongside that
of fractions was given such that students can easily arrive at reasonable answers. The formative assessment requiring students to come
to the whiteboard or explore physical shapes allows hands-eye coordination, hence enabling physical development.
There is tremendous value in utilizing knowledge from professionals in other content areas for enhancement of instructions and
learning experience for students. Varied professionals with varying skills and knowledge regarding methods that allow developing
emotional, social, physical and intellectual development for students are integral. Such as a professional from content areas of English
provided me with inputs regarding ways in which non-native English speakers could be made to understand a math problem easily, by
making use of simpler terms (DOE, 2011). Hence rather than using long complicated sentences, I made use of shorter sentences with
more familiar terms such as, “which is bigger”, or “which one is lesser” as against using of terms such as comparisons. This made
students from diversified backgrounds and even with special needs understand and comprehend lessons in a faster manner. This
allowed the successful implementation of the lesson plan and in completing this unit.

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References
DOE, M. (2011). Massachusetts Curriculum Framework for Mathematics.

PLANNING AND INSTRUCTING MATH 9
Fielding-Wells, J., & Makar, K. (2012, January). Developing primary students’ argumentation skills in inquiry-based mathematics
classrooms. In The future of learning: Proceedings of the 10th International Conference of the Learning Sciences (Vol. 2, pp. 149-
153).
Tan, M. (2011). Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content
learning. Language Teaching Research, 15(3), 325-342. DOI: 10.1177/1362168811401153