Generic Unit Plan Format Snowden, P. L.

Fall 2011

p. 1

FRACTIONS, RATIOS, & DECIMALS ARE AMAZING!

NAMES: Meghan Powers, Annmarie McGonagle, Derrick LaBombard CLASS/SEMESTER: EDR 524, Fall 2011 GRADE LEVEL: 7th Grade NUMBER OF STUDENTS IN THE CLASS: Approximately 24 students Exceptional Children who are included in the class We have one student that is visually impaired and one student that is hearing impaired. UNIT TITLE: Fractions, Ratios, & Decimals Are Amazing! RATIONALE: Basic pre-requisite knowledge for higher mathematical learning and thinking, as well as for day-to-day use. INSTRUCTIONAL GOAL(S): At the end of the unit, students will be able to understand the relationships between fractions, ratios and decimals. Students should also be able to apply the basic operations to rational numbers. STUDENT PERFORMANCE INDICATORS/OUTCOMES: A. Common Core Curriculum Standards: Ratios & Proportional Relationships 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems. 1. Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour. 2. Recognize and represent proportional relationships between quantities. a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a
Caring, Competent, Qualified Professionals Knowledge of Content, Knowledge of Pedagogy, Professional Skills p. 1

table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. c. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. The Number System 7.NS Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 1. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. 2. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. 3. Solve real-world and mathematical problems involving the four operations with rational numbers.1 _________________ 1 Computations with rational numbers extend the rules for manipulating fractions to complex fractions. Expressions & Equations 7.EE Use properties of operations to generate equivalent expressions. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. 3. Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation

Generic Unit Plan Format Snowden, P. L.

Fall 2011

p. 3

strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. IRA/NCTE Standards for the English Language Arts: 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Taken from the NCTE/IRA Standards (1996) B. CONTENT: Fractions (addition, subtraction, multiplication, division). Ratios. Decimals (addition, subtraction, multiplication, division). Conversion.

INTEGRATION/INTERDISCIPLINARY APPROACH/METHODS: English Language Arts Trade Books, Journals, Story Writing Visual Arts Tessellations, Geometric Art, Story-Related Pictures, Video INSTRUCTIONAL PROCEDURES/STRATEGIES: a) Generalities of Lesson Plans The Story Behind Your Favorite Number(s) (LP1) The teacher will explain that students should write a short story (approximately a page and a half in length) about their favorite number(s) in math. Sharing Stories With Friends (LP2) The students
Caring, Competent, Qualified Professionals Knowledge of Content, Knowledge of Pedagogy, Professional Skills p. 3

will create a drawing of their partners story, based on their favorite number and the use mathematical terms. Working Together to Solve Problems (LP3) Students will work with partners using technology in the computer lab to solidify their understanding of applying basic operations to fractions. They will use the virtual manipulative websites. Operations with Decimals (LP4) The whole class will work on a few in-class examples together to practice applying the basic operations applied to decimals. Fractions Outside the Classroom (LP5) Since this lesson is on the last day of the Unit, the class will be having a mini-party with pizza, cookies (etc.), and will divide each of the food-items into 24 equivalent sizes (the number of students in the class). This will enforce the uses of basic operations using a combination of fractions, decimals, and ratios. b) Type(s) of Grouping Patterns (WC, SG and type of SG, P, and I; include description of SG types) The Story Behind Your Favorite Number(s) (LP1) WC: The whole class will go over the vocabulary words with the teacher. I: Students will individually write their own short story about their favorite number, while incorporating the vocabulary words into it. No SG, or P. Sharing Stories With Friends (LP2) P: Students will then work with a partner and share their story, while the other partner draws their own picture representation of that story. I: Students will post their pictures that they have created on the board. Students will finish class with a review worksheet (whatever is left to the worksheet will be assigned for homework). WC: Students will have the opportunity to share their story with the class on a volunteer basis. No SG. Working Together to Solve Problems (LP3) P: Students will work with a partner(s) when

Generic Unit Plan Format Snowden, P. L.

Fall 2011

p. 5

going over the homework from previous class as well as when using technology in the computer lab. I: The students will individually work on examples given by the teacher and start homework due the next class if time allows. WC: The whole class will go over basic examples in class. No SG. Operations with Decimals (LP4) P: Students will work with a partner(s) when going over the homework from previous class. I: The students will individually work on examples given by the teacher and start homework due the next class if time allows. WC: The whole class will go over basic examples in class. No SG. Fractions Outside the Classroom (LP5) SG: Students will work together in groups of 3 or 4 while determining which fractions and proportions the food should be cut up into. I: Students will individually work on examples given by the teacher and start homework due the next class if time allows. WC: The whole class will go over homework together, as well as basic examples in class. No P. c) Vocabulary Instruction: Critical Vocabulary: The following vocabulary list will be used throughout the unit during all five lesson plans. The titles of the lesson plans are The Story Behind Your Favorite Number(s), Sharing Stories With Friends, Working Together to Solve Problems, Operations with Fractions, and Fractions Outside the Classroom. The vocabulary list includes: circle, square, triangle, radius, rational, numerator, linear, area, volume, diameter, perimeter, distance, cube, graph, fraction, denominator, ratios, and proportion Teaching Strategies: Direct: I plan to lecture to the students about the vocabulary. For some of the words I will simply read the definition and use them in
Caring, Competent, Qualified Professionals Knowledge of Content, Knowledge of Pedagogy, Professional Skills p. 5

sentences to solidify the students understanding. Students will discuss the meanings of some vocabulary words in groups and then the class will come together to have a discussion. During the discussion I will guide the students to help them with their definitions. Indirect: The students will be divided into groups so that they can discuss the vocabulary terms and try to make sense of them. These learning stations will help students work together to put the meanings of the terms into their own words. Student Strategies: Students will be able to make post it notes or flashcards to help them remember and study the critical vocabulary terms. Also, making sure that they use the vocabulary terms correctly and often in their writing and verbal communication will help them remember the terms and their meanings. We will also look at passages with the vocabulary terms used throughout. The students will go through the SQ3R (Survey, Question, Read, Recite, Review) process to develop a better understanding of the words. d) Meeting the Special Learning Needs of a Student or Group of Students The Story Behind Your Favorite Number(s) (LP1) If one of the students in the class happens to have exceptional learning needs, this lesson can very easily be changed to accommodate them and still include them in the class. For instance, if one of the students were visually impaired, the teacher could translate documents to and from Braille using the Duxbury Braille Translator (Duxbury, 2009). Another person could help the blind student by writing the story as he or she tells it to them. A teacher should always work to keep every student involved in the class no matter what. Sharing Stories With Friends (LP2) If one of the students in the class happens to have exceptional learning needs, this lesson can very easily be changed to accommodate them and still include them in the class. For instance, if a student is deaf we should accommodate them with sign language or

Generic Unit Plan Format Snowden, P. L.

Fall 2011

p. 7

have someone certified that knows sign language to translate information to that student. Also, we should allow the student to have a desk close to the front of the classroom so that they are closer to the teacher. A teacher should always work to keep every student involved in the class no matter what. For struggling readers Firstly, each student will have practice reading and writing during both Lesson Plan 1 and Lesson Plan 2. If students still struggle, the teacher is available during freeperiods, as well as after school. UNIT SCHEDULE Week 1 Thursday The Story Behind Your Favorite Number(s) (LP1). Friday Sharing Stories With Friends (LP2). Week 2 Monday Fractions: Addition, Subtraction (LP3). Tuesday Fractions: Multiplication, Division (LP3). Wednesday Ratios (LP4). Thursday Decimals and Conversion (LP4). Friday Fractions Outside the Classroom (LP5). Week 3 Monday Overview. Tuesday Long Quiz: Approximately 25 Questions. INTRODUCTION/ MOTIVATION: Bell ringer activity at the beginning of the unit that seems impossible to students. http://www.teachertube.com/viewVideo.php?video_id=24266 This is a video we will watch on fractions. CULMINATION/CULMINATING ACTIVITY: The students will be able to do the impossible problem at the end of the Unit by Monday of Week 2 for the overview of the Unit. ASSESSMENT and EVALUATION PROCEDURES: ***FINISH THIS
Caring, Competent, Qualified Professionals Knowledge of Content, Knowledge of Pedagogy, Professional Skills p. 7

SECTION!*** a) Student Assessment (methods/techniques and procedures): 1) Teachers assessment of student: I will observe the students during class to make sure they are grasping concepts and skills. There will also be weekly journal entries kept by the students so that I can read them and gather information. I will also interview each student individually throughout the unit to determine if they have any problems with material. 2) Student self-assessment: During the individual interviews, students will be asked to assess themselves on how they think they are progressing with the mathematical material. (b) Student Evaluation (methods/techniques and procedures): I will grade worksheets, quizzes, a test at the end of the unit, journal entries (pass/fail), math stories, and math pictures (pass/fail), etc. (c) Self-assessment/evaluation (methods/techniques and procedures): I will assess my teaching and make adjustments accordingly based on class discussions and student evaluations and assessments. MATERIALS & RESOURCES: a) Types of, Titles of, and Brief Descriptions of Printed Texts: Mathematics Applications and Concepts. Course 1. Authors: Baily, R., Day, R., Frey, P., Howard, A., Hutchens, D., McClain, K., Moore-Harris, B., Ott, J., Pelfrey, R., Price, J., Vielhaber, K., and Willar, T. (2006). The McGraw-Hill Companies Inc. This particular book is currently being used by 7th graders at Chateaugay High School in Chateaugay,

Generic Unit Plan Format Snowden, P. L.

Fall 2011

p. 9

NY. We will go over chapters 5, 6, 7, and 10 in this text. This is the textbook we will use during the unit. Sir Cumference and the First Round Table. * Sir Cumference and All the Kings Tens. * Sir Cumference and the Isle of Immeter (* = Indicates texts written by the same author: Cindy Neuschwander as well as illustrated by Wayne Geehan). These trade books will be used throughout the unit to allow students to explore the stories and pull out mathematical ideas. Dowdy, Penny. Body Math. Marshall Cavendish Benchmark , 2009. ISBN: 9780761432159. This book will show students that math is in many areas. The Math Teachers' Book of Lists. This book will help me prepare for lessons because it contains mathematical vocabulary and ideas.

b) Types of, Names of, and Brief Descriptions of AudioVisual Materials: http://www.teachertube.com/viewVideo.php? video_id=24266 This video will be the unit starter. The video is of a man, Mr. Duey, who developed a rap song about fractions. It should grab the attention of the students and let them have some fun at the same time. c) Types of, Addresses of or Names of, and Brief Descriptions of at least three Technology Resources: http://galileo.phys.virginia.edu/classes/109N/lecture s/newton.html (I will print and bring copies to class). This is a biography of Issac Newton, a great mathematician. New York State Coach Mathematics. Jerome D. Kaplan. (2005). Triumph Learning, LLC, grade 7. This is a workbook for students to have practice exercises. http://nlvm.usu.edu/en/nav/frames_asid_136_g_3_t_3 .html? open=instructions&from=category_g_3_t_3.html This is an interactive virtual manipulative on fractals and the Mandelbrot set. http://nlvm.usu.edu/en/nav/frames_asid_137_g_3_t_3
Caring, Competent, Qualified Professionals Knowledge of Content, Knowledge of Pedagogy, Professional Skills p. 9

.html? open=instructions&from=category_g_3_t_3.html This is a virtual manipulative which enables students to make their own fractals. http://nlvm.usu.edu/en/nav/frames_asid_194_g_3_t_1 .html?from=category_g_3_t_1.html This is a virtual manipulative that helps students understand multiplying fractions. http://nlvm.usu.edu/en/nav/frames_asid_106_g_3_t_1 .html?from=category_g_3_t_1.html This virtual manipulative allows students to practice adding fractions. It helps them see why we must find a common denominator before adding two fractions together. ADDITIONAL NOTES AND COMMENTS: 1. ADDITIONAL MATERIALS (Not specifically included in other sections): a) Quizzes and/or Tests; Rubrics for grading: There is a rubric attached at the end of this document which will be used in combination with both the first and second Lessons of this Unit. NOTE: Other grading of the students will be done through interviewing, as well as the students' general progress and attention in class. Also see Part d). for more details on the Culmination of this Unit. b) Homework, newsletter, invitations: The students will be assigned various worksheets for homework throughout the unit so that they gain practice and understanding. At the end of the unit, we will invite the families of the students to join us for a family math night. During this event, we will play mathematical games and the students work from the unit will be on display for the family members to see. c) Guest speakers, details of field trips, other out-of-class activities: If possible, I will try to fit in a visit to the computer lab so that students can use the virtual

Generic Unit Plan Format Snowden, P. L.

Fall 2011

p. 11

manipulatives. d) Details of Introduction and Culmination of the unit: This Unit will be introduced with the first and second Lesson Plans (The Story Behind Your Favorite Number(s) [LP1], and Sharing Stories With Friends [LP2]); both of which are general and arbitrary. However, both of these Lesson Plans are supposed to be fun, as well as introductory with a little review mixed in. Another great introduction to this Unit is the Mr. Duey Teacher Tube video on Fractions. The students will most likely find it interesting, amusing, and probably hilarious and a little ridiculous! For the culmination/conclusion of this Unit, we will do a number of the following things (if not, all of them): The students will now be able to do the "impossible" problem that was presented to them at the beginning of this Unit. It will be done individually and handed in to the teacher; after which a confident volunteer will do the problem at the board, explaining each step as they solve it. Watch a Mr. Duey video again; "Fractions," or another video related to the next Unit the class will be learning. Play a review game. For homework one night, students will make/create at least 1 question related to this Unit (on fractions, decimals, and/or ratios), as well as giving the correct answer with their problem. Little do they know that each of their problems will be mixed into their next quiz or test! Quiz or test. 2. INFORMATION FOR SUPERVISOR and/or READING SPECIALIST and/or SUBSTITUTE TEACHER: TO WHOM IT MAY CONCERN: I believe that each of the Lesson Plans within this Unit is all fairly straightCaring, Competent, Qualified Professionals Knowledge of Content, Knowledge of Pedagogy, Professional Skills p. 11

forward; especially if you happen to have a mathematics background. However, if you do not understand what I have laid-out for you to teach, either ask another math teacher to explain it to you further or, as always, feel free to contact me. If either of these situations are not possible, please assign the students a few problems to try (individually, with a partner, or in a small group) from the chapter we're working in at this moment. I would also appreciate a short note on how each class did, what they did, and if there are any problems that I may need to address when I return. Otherwise, THANK YOU! ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~~

Rubric Name:

Generic Unit Plan Format Snowden, P. L.

Fall 2011

p. 13

Student Activity: Students are to create a short story about their favorite number (s) using mathematical vocabulary that is provided below. Students must use at least 7 vocabulary words and the rubric below must be followed.

Grammar/Spelling Vocabulary use At least 1 pages Creativity Readability 4 4 4

4 3 4 3 3

3 2 3 2 2

2 1 2 1 1

Total:

Score:

Vocabulary list: circle, square, triangle, radius, rational, numerator, linear, area, volume, diameter, perimeter, distance, cube, graph, fraction, denominator, ratios (We created this rubric ourselves).

Prepared by: Snowden, P. L. (1995). Department of Elementary and Special Education, Southeast Missouri State University, Spring Semester 1995 (revised Summer Semester 1996). Additional revisions: Snowden, P. L. (1999). Center of Educational Studies and Services. Plattsburgh State University of New York. Snowden, P. L. (2005, 2006, 2007, 2009, 2011). Literacy Education. SUNY-Plattsburgh

Caring, Competent, Qualified Professionals Knowledge of Content, Knowledge of Pedagogy, Professional Skills p. 13