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Eyestone DEP Page

Page history last edited by kellyf@psdschools.org 10 years, 4 months ago

Celebration: We have a Spring Enrichment Unit planned!!!




Next Steps

  • Writing criteria for the scripts and the rubric
  • Including Dan more!!!! 



  • Understanding By Design Unit Template



Title of Unit: Batter UP!!!


Grade Level: 4


Subject Area (s):  Math


Time Frame


Teachers Kelly Matsuda, Heather Testa, Kelly Vance


Desired Results (Stage 1)

Essential Content (Subject Area) Standards

Standard: Number Sense, Properties, and Operations

    #3 Different models and representations can be used to compare fractional parts.

        c. Demonstrate equivalent fractions, decimals and percents using drawings and models


National Education Technology Standards (Choose 2-3 to focus on)

     Creativity and Innovation          Communication and Collaboration            Research and Information Fluency


        Critical Thinking, Problem-Solving and Decision-Making         Digital Citizenship         Tech Operations and Concepts


Essential Questions

(connected to overarching and supporting understandings)

Overarching Understanding (“Big Idea”)

In practical application, positive rational numbers are used to describe complex number situations.


  • What do fractions reveal about whole numbers?
  • How and when can we use positve rational numbers numbers?
  • How are positive rational numbers applied in the real world?
  • Why are fractions useful?
  • What would the world be like without fractions?

Supporting Understandings


  •  Fractions, decimals and percents express a relationship between two numbers.
  • Operation strategies with fractions, decimals, and percents are similar to those used with whole numbers.
  • Percents, decimals, and common fractions can represent fractional parts.



Students will know…


Students will be able to…

  • fractions, decimals, and percents
  • numerators and denominators
  • fractional parts of a set
  • equivalencies
  • numberlines



  • identify fractions as part of a whole
  • find fractional parts of a set
  • identify equivalent fractions
  • rename fractions as decimals and vice versa
  • order sets of fractions and decimals using a numberline
  • recognize the relationship between equivalent fractions, decimals, and percents 







Assessment Evidence (Stage 2)


Assessment of Overarching Understanding/Big Idea


Assessment Criteria (students will be able to… student application of Six Facets of Understanding)

  • Students will reveal a personalized, thoughtful, and coherent grasp of positive rational numbers (explain) 
  • Student will see and explain the importance of positive rational numbers (perspective)
  • Student will demonstrate the concept of positive rational numbers that are too easily misunderstood by others (empathy)

Assessment Tool (describe type of assessment tool to be used here - post completed tool with unit)

  • student friendly rubric  

Assessment Strategy (performance task description)


Your goal is to demonstrate and explain an understanding of fraction as related to real world situations.


Students are researchers, analyzers, and problem solvers 


Peers, teachers, and parents 


As a pastry chef, your job is to model the differences between fractional parts in relation to the whole.


In teams, students will create a video that explains to  a disgruntled customer that  the size of their slice of cake depends on the size of cake they ordered when cut into halves, fourths, and eigths.


Your performance needs to explain why the slices of different wholes with the same fractional pieces are different sizes.  

Evidence of development of supporting understandings, knowledge and skills

(identify assessment criteria, strategies and tools for each)


Students will represent given fractions using words, numbers, pictures and models.

  • Teacher Developed Game     Cover and Uncover


Students will be able to place fractions on a numberline at the appropriate location.

  • EDM     Fraction Top It
  • Education City    Up and Away


Students will convert basic fractions into decimals and percents.

  • EDM     Fraction/Decimal/Percent Concentration  
  • Math Facts in a Flash       Fraction/Decimal/Percent Conversion


Students will be able to identify equivalent fractions from a given set.

  • Teacher Developed Game     Cover and Uncover














Evidence of student application of selected National Educational Technology Standards during the course of the unit? (Note: assessment of the NETS standards should be integrated with assessment of unit understandings, knowledge and skills and embedded within unit learning activities)


Netbooks, Blackboard, SMART Boards, Flipcams, and Web-Based Applications 



Learning Experiences (Stage 3)

Consider the questions in the boxes below as you design learning experiences that support student achievement of desired results


 Units 7 and 9 from Everday Math will be taught throughout this Enrichment Performance Task.  Study links will be used as formative assessments with end of the unit tests used for summative assessments.


1.  Begin with the question, "What would the world be like without fractions?" Document discussion using a KWL chart on the Smartboard.  Show the video "The Number Crew: Action with Fractions" for United Streaming.

2.  Introduce the Enrichment Performance Task titled "Batter Up" and share student friendly rubric.

3.  Students read Ed Emberley's Picture Pie: A Circle Drawing Book.  As a follow up activity, students create their own designs based on the fractional parts of circles.

4.  Using their circle design from Ed Emberly, students create Pixie artwork.

5.  Working in cooperative groups, students analyze a hypothetical situation  between and customer and a baker. Group develops explainations to correct common misunderstandings in positive rational numbers.  Teacher will coach and observe students' work.

6.  Cooperative groups write scripts to present their explanations.

7.  Students exchange scripts with other groups for peer assessment based on teacher developed critia list.  Allow students to make revisions based on feedback.

8. Teacher will collect and review scripts to look for misunderstandings needing instructional attention.

9.  Students generate props and costumes needed for their performance task and begin practicing their performance.

10.  Performances are filmed by students using the Flipcam.  (Edit the video using Movietime software?  Help Dan!!!!)

11.  Teacher shares the videos with the class using the Epson Short-Throw Projectors and Smartboard screen. During this time, the teacher will be grading the performance task using the student friendly rubric.

12. Conclude the performance task with a self evaluation and a class discussion reflecting back on the KWL chart.
















Use “Where To…” as a tool to assess the quality and scope of unit learning experiences.

How will you cause students to reflect and rethink?  How will you guide them in rehearsing, revising, and refining their work?



Where are your students headed?  Where have they been?  How will you make sure the students know where they are going?


How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?



How will you hook students at the beginning of the unit?

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?



What events will help students experience and explore the big idea and questions in the unit?  How will you equip them with needed skills and knowledge?

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?




From:  Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

   ISBN # 0-87120-313-8 (ppk)



Comments (1)

Kate Canine said

at 9:02 am on Mar 15, 2010

Well thought out unit - love the idea and context of the video assessment. Quick question and please excuse me if I missed something somewhere else in your plans - can you explain what you mean by 'complex number'? Is this referring to fractions, mixed numbers, etc? I just worry about the mathematical vocabulary of complex numbers which involves imaginary numbers (a + bi; i=sqrt(-1)), etc. Perhaps you could define your 'complex' number so it isn't confused with the advanced topic? Cool unit!
~Kate Canine

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