Patti Herrington

Patti Herrington FRIT 7430: Instructional Design Stage 1, Understanding by Design June 24, 2012

Patti Herrington

UbD Stage 2 Template Stage 2 Determine Acceptable Evidence

Title of Unit
Numbers and Operations Fractions

Grade Level

Fifth (5th)

Stage 1 Identify Desired Results

Students will understand that:
Math (in particular, fractions) plays an important role in our daily lives. Fractions are embedded in multiple content areas of mathematics. Fractions = Division/Ratio Fractions can represent parts of regions, parts of sets, parts of measures, division or ratio. A fraction is not meaningful without knowing what the whole is. Renaming fractions is often the key to comparing them or computing with them. Every fraction can be renamed in an infinite number of ways. There are multiple models and procedures for comparing and computing with fractions. Operations with fractions have the same meanings as operations with whole numbers, even though the algorithms differ.

Related Misconceptions:
Numerators and denominators can be added or subtracted. (Do not realize that the denominator is the size of the fractional part and the numerator is the number of the part.) EX. 1/3 + 2/5 = 3/8 Not finding a common denominator when adding or subtracting fractions with unlike denominators. Working with only the whole number or the fractional part of a mixed number. Multiplying on the numerator by numerator and leaving the denominator the same when multiplying fractions. When multiplying mixed numbers by mixed numbers multiplying the whole numbers and then the fractions instead of converting the mixed number to an improper fraction. Inversion problems with dividing fractions. http://www.ernweb.com/public/1237print.cfm

Patti Herrington

Essential Questions
(copy and paste from Stage 1) Overarching Questions:
How do fractions play a part in our everyday lives? Why should I learn about fractions? Why are fractions such an important part of mathematics? How can fractions be modeled, compared, and ordered? Identify real world situations when fractions are used to represent numbers?

Topical Questions:
How do I recognize and name equivalent fractions? How do I identify fractions as part of a whole and part of a set? How to I read and write common fractions? How can using the greatest common factor help me write a fraction in simplest form? How do I add and subtract fractions with like denominators? How do I add and subtract fractions with unlike denominators using the Least Common Multiple? How do I add and subtract mixed numbers? How can I multiply fractions? How do I recognize and rename improper fractions and mixed numbers? What methods can be used to compare fractions? How are common denominators used to compare fractions? How can addition/subtraction of fractions be represented by objects, pictures, words and numbers? How do I identify the inverse relationship when dividing fractions?

Patti Herrington

Stage 2 - Evidence Performance Task(s)

Performance Activity Culminating Activity (Individual or Group) Facets 1 6 (Explanation, Interpretation, Application, Perspective, Empathy, and SelfKnowledge) Goal: Students will recognize that fractions are evidenced in many aspects of everyday life and realize the urgency in learning how to model, compare, and order fractional numbers, as well as, provide evidence of computation through addition, subtraction, multiplication, and division. Role: Teacher Producer Writer Designer Audience: Fifth grade students. Situation: A new student has moved from Atlanta to Brunswick. Our class has just completed our unit on fractions. At his/her old school, the teacher was just beginning to teach the class about fractions. Your teacher needs your assistance in helping teach this student learn how to make equivalent fractions, change mixed numbers to improper fractions and improper fraction to mixed numbers, as well as how to add and subtract like and unlike fractions and multiply and divide fractions. In addition you need to help this student understand the urgency in learning to work with fractions. Product Performance and Purpose: You are to assume the role of the teacher and design a brochure, create a Golg, PowerPoint, or other teacher approved tool to produce an artifact that demonstrates, as well as illustrates how to find equivalent fractions, how to work with improper fractions and mixed numbers, how to add and subtract fractions using (like/unlike denominators proper/improper fractions), how to multiply and divide fractions. Remember this tool is to include real life application and will be used as a tool to help students who are learning about fractions in the fifth grade. Standards and Criteria for Success: MCC5.NF.1 MCC5.NF.2 MCC5.NF.5 MCC5.NF.4 MCC5.NF.6. MCC5.NF.3 MCC5.NF.7

Patti Herrington

Performance Task(s) Rubric(s)

Assuming the Role of the Teacher

(0-1 Points) (2-3 Points) (4-5 Points)

Your
Score
One to two types of representations are included. Representation Examples do not apply to real life experience with fractions. Uses limited mathematical conventions, vocabulary, and terminology with explaining reasoning and procedures. Most representations are included throughout the presentation including pictures, numbers, and words. Examples apply to real life experiences. Uses some mathematical conventions, vocabulary, and terminology when explain reasoning and procedures. All representations are included throughout the presentation including pictures, numbers, and words. Examples apply to real life experiences. Uses mathematical conventions, vocabulary, and terminology when explaining reasoning and procedures. Expresses and organizes mathematical thinking effectively. An explanation of some skills was provided along with examples. Skills Skills *making equivalent fractions *changing improper to mixed fractions and mixed fractions to improper. *adding and subtracting fractions with like denominators. *adding and subtracting fractions with unlike denominators. *multiplying fractions. *dividing fractions. Project has 5 or more math, spelling, or grammatical errors. An explanation of most skills was provided along with examples. Skills *making equivalent fractions *changing improper to mixed fractions and mixed fractions to improper. *adding and subtracting fractions with like denominators. *adding and subtracting fractions with unlike denominators. *multiplying fractions. *dividing fractions. Project has 3-4 math, spelling, or grammatical errors. An explanation of all skills was provided along with examples. Skills *making equivalent fractions *changing improper to mixed fractions and mixed fractions to improper. *adding and subtracting fractions with like denominators. *adding and subtracting fractions with unlike denominators. *multiplying fractions. *dividing fractions. Project 0 - math, spelling, or grammatical errors.

/5

Communication

/5

/5

Mechanics

/5
Project is not neat and/or organized. Project is relatively neat and organized. Project shows creativity and very neat and organized.

Visual Appeal

/5

Your Total Score

/25

Patti Herrington

Narrative Writing Assessment

(0-1 Points) (2-3 Points) (4-5 Points)

Your
Score
Topic and Organization Narrative has no topic sentence. Ideas and opinions are not organized. Some errors in agreement, number, and/or tense. Grammar and Punctuation Many punctuation and/or case errors. Writing has one paragraph or has division but not my content. Simple sentences used. Several fragments and/or run on sentences are evident in writing. Narrative has a minimally developed topic. Ideas and opinions are expressed but not organized. Minor errors in agreement, number, and/or tense. Minor errors in punctuation and/or case. Ideas are divided appropriately into paragraphs with limited use of supporting details. A variety in the length and type of sentence is used. Evidence of one fragment or run on sentence is evident in writing. Narrative has a developed topic. Ideas and opinions are expressed and organized. No errors in agreement, number, and/or tense. No punctuation or case errors.

/5

/5
Ideas are divided appropriately into paragraphs with strong use of supporting details. A variety in the length and type of sentence is used. Writing contains no fragments or run on sentences.

Paragraphs and Sentences

/5

Vocabulary

Some use of key mathematical terms in narrative. Basic vocabulary words used. Hard to read. Letters not formed well.

Uses key mathematical terms in narrative. Ideas in narrative are minimally expressed. Word selection is limited. Legible. Letter formed well.

Visual Appeal Handwriting

Uses key mathematical terms in narrative. Ideas in narrative flow well. Word selection is varied, interesting, and used appropriately. Neat. Easy to read. Well-formed letters.

/5 /5

Your Total Score

/25

Patti Herrington

Audio/Video Podcast
(0-1 Points) (2-3 Points) (4-5 Points)

Your
Score
Script There is little evidence of planning. Script is not provided or is weak. Some key vocabulary is uses. Script contains mostly factual material and has many grammatical errors. A script was written for the podcast performance. Language used is good and some use of key vocabulary is included. Script contains factual material and has a few grammatical errors. A well written script was written for the podcast performance. Language used is interesting and uses key vocabulary. Script contains factual material and has no grammatical errors.

/5

Delivery

The podcast appears unrehearsed, the enunciation is muddled and not clear and the recitation lacks expression and enthusiasm The volume is poor for both music and voice, there is considerable background and other distracting noise, and there are several technical glitches. The group functioned fairly well, with most members contributing, sharing and supporting the others effort. They were sometimes on task.

The podcast is rehearsed, the enunciation is sometimes clear and intelligible, and there is some expression and enthusiasm in the recitation. The volume is good for both music and voice, there is little background or other distracting noise, and there are no technical glitches. The group functioned well, with all members contributing, sharing and supporting the others effort. They were almost always on task.

Audio/Technical

Group Work

The podcast is rehearsed and delivered smoothly, the enunciation is clear and intelligible, and there is expression and enthusiasm in the recitation. The volume is good for both music and voice, there is no background or other distracting noise, and there are no technical glitches. The group functioned exceptionally well, with all members contributing, sharing and supporting the others effort. They were always on task.

/5

/5 /5

Your Total Score

Adapted from Rayburn Elementary School Podcast Rubrics

/20

Patti Herrington

Expository Writing Assessment

(0-1 Points) (2-3 Points) (4-5 Points)

Your
Score
Response Student attempted to answer question(s). Written explanation did not support knowledge of content. Visual explanation did not support knowledge of content. Some errors in agreement, number, and/or tense. Grammar and Punctuation Many punctuation and/or case errors. Minimal use of key mathematical terminology is used in explanation. Appearance of paper is very messy. Writing is hard to read. Student answered question(s). Written explanation demonstrated minimal knowledge of content. Visual explanation demonstrated minimal knowledge of content. Minor errors in agreement, number, and/or tense. Minor errors in punctuation and/or case. Limited use of key mathematical terminology is used in explanation. Appearance of paper is somewhat messy. Writing is legible. Student answered question(s). Written explanation demonstrated complete knowledge of content. Visual explanation demonstrated complete knowledge of content. No errors in agreement, number, and/or tense. No punctuation or case errors.

/5

/5
Exclusive use of key mathematical terminology is used in explanation.

Vocabulary

/5
Appearance of paper is neat. Writing is easy to read. Wellformed numbers and letters.

Visual Appeal Handwriting

/5

Your Total Score

/20

Patti Herrington

(e.g. tests, quizzes, work samples, observations)

Interactive Journals Facet 6 (Self-Knowledge) Standard Questions 1. In what ways did your knowledge about fractions change today? 2. What applications did you find useful for use with fractions? 3. What surprised or disappointed you today? 4. What do you still wonder about? 5. What else do you want me (the teacher) to know? Culminating Writing Assessment Facet 4 (Perspective) Personal Narrative (using interactive math journals) - Using your math journal you are to write a personal narrative of your learning experiences with fractions. Things you may want to include are: What you knew about fractions before the fraction unit began; things you did not know; what was easy; what was difficult; what frustrated you the most; where you stand at the end of this unit (have learned everything or still need help on some areas). Expository Writing Facet 1 (Explanation) Equivalent Fractions: How can you use multiplication or division to find equivalent fractions? Using the fraction 4/8 write an equivalent fraction using multiplication and an equivalent fraction using division. Improper Fraction Mixed Numbers: Explain how to write two and one-fourth as an improper fraction? How can you write any improper fraction as a mixed number? (In addition to your writing, provide an example.) Adding/Subtracting Like Fractions: How do you add or subtract like fractions? Is the sum of 1/4 + 2/4 less than or greater than 1? Explain. Adding/Subtracting Unlike Fractions: What must you do first before adding or subtracting unlike fractions? How can you find a common denominator for two unlike fractions? Multiplying Fractions: How do you multiply two fractions? Provide an example. How can you use multiplication to multiply a whole number by a fraction? Provide an example. Dividing Fractions: How can you write a fraction as a division problem? Provide an example. How can you divide a whole number by a fraction? Provide an example. Other Performance Assessments Audio/Video Podcasts Vocabulary and Think A-Louds Facet 3 and 5 (Application and Empathy) Using vocabulary and skills learned, you and your group will create audio/video podcast(s) that demonstrates your knowledge of a specific content area of fractions. You will select a target group of learners (struggling, average, advanced, English Learners, etc.) and create an audio/video podcast that will be placed on classroom webpage.

Other Evidence

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10

Fraction Story of Collage Facet 2 (Interpretation) Create a fraction story or collage (with/without technology) at shows various examples of using fractions in your daily life. Suggestions for use of technology might include using: www.mixbook.com; http://littlebirdtales.com; or www.glogster.com.

Patti Herrington

11

Student and Teacher Self-Assessment and Reflection

Interactive Journals Facet 2 (Interpretation) Standard Questions (Student) 1. In what ways did your knowledge about fractions change today? 2. What applications did you find useful for use with fractions? 3. What surprised or disappointed you today? 4. What do you still wonder about? 5. What else do you want me (the teacher) to know? Standard Questions (Teacher) 1. 2. 3. 4. 5. Did the lesson go according to plan? Were the students engaged in the presentation and use of materials? Were the students attentive? Was the flow of the lesson appropriate? After review of observations, formative assessments, and/or review of interactive journals are the students learning?

Problem Solving Rating Scale Facet 4 (Perspective) 1 3 5 _________________________________________ I do not understand the problem I can explain this problem

1 3 5 _________________________________________ I cannot recognize the important and unimportant parts of this problem. I can recognize the important and unimportant parts of this problem.

1 3 5 _________________________________________ I do not know where to start. I can solve the problem and explain my solution.

1 3 5 _________________________________________ This was a difficult problem This was an easy problem.

Patti Herrington

12

Lesson Understanding Facet 6 (Self-Knowledge)

thumbs up

thumbs ok

thumbs down

Patti Herrington

13

UbD Stage 2 Scoring Rubric

(0 Point)
1.

(1-2 Points) Assessments appear to utilize some facets to build assessments for understanding.

(3 Points) Utilizes the six facets to build assessments for understanding. Assessments clearly identify the correlating facet. Assessments demonstrate congruency among goals Designs authentic performance task(s) Task(s) in alignment with goals and standards Designs a scoring rubric that includes distinct traits of understanding and successful performance Includes a variety (at least 3 types) of appropriate assessment formats within the unit to provide additional evidence of learning Self-assessments clearly used as feedback and reflection for students and teachers, as well as for evaluation.

Your
Score

Assessments are not representative of different facets of understanding.

/3

2.

Performance task(s) are not authentic

Designs performance task, which requires learners to exhibit understanding through authentic performance tasks. Designs appropriate criterion-based scoring rubric to evaluate learner performance task(s) Includes at least two different formats of assessment.

/3 /3 /3 /3

3.

4.

Does not provide scoring rubric for the performance task(s) Selection of assessment formats is limited.

5.

Fails to provide opportunities for learners to selfassess.

Provides opportunities for learners to self-assess.

Your Total Score

/15