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 23 to focus on)

Creativity and Innovation Communication and Collaboration Research and Information Fluency
Critical Thinking, ProblemSolving and DecisionMaking Digital Citizenship Tech Operations and Concepts

Understandings

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.

Knowledge
Students will know…

Skills
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)
Assessment Strategy (performance task description)

Goal

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

Role

Students are researchers, analyzers, and problem solvers

Audience

Peers, teachers, and parents

Situation

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

Product/Performance

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.

Standards

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.
Students will be able to place fractions on a numberline at the appropriate location.
Students will convert basic fractions into decimals and percents.
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 WebBased 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 ShortThrow 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 selfevaluate 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?


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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