## Unit Plan

**BlendEd Learning Best Practices**

**Unit Template**

**Unit Title: **Adding and Subtracting Fractions with Like Denominators

**Content Area Skills: **Math

**Digital Age Skills: **Computational Thinker, Empowered Learner, Creative Communicator, Knowledge Constructor

**Duration of Unit: **7 Days

**Unit Author: **MeLinda Cromer

**BlendEd Coach: **Karen Dux

**Overview of Unit:** In this unit students will decompose fractions into a sum of fractions to discover the different components that make up a fraction. Students will also create drawings and use words and symbols to add and subtract fractions with like denominators.

## Empower Learners | |

Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning. |

Learning Objectives | |

Content Area Skills: For Standards, please include # and description (add or delete rows as needed) | Student Friendly Learning Objectives: |

MA 4.1.1.l Decompose a fraction into a sum of fractions with the same denominator in more than one way and record each decomposition with an equation and a visual representation. | I can break apart fractions into a sum of fractions using an equal sign and pictures. |

MA 4.1.2.e Use drawings, words, and symbols to explain the meaning of addition and subtraction of fractions with like denominators. | I can model using drawings and pictures to demonstrate adding and subtracting fractions with like denominators.I can utilize words and symbols to demonstrate adding and subtracting fractions that have like denominators. |

Empower Learner Activity | |

Detailed Description (self-assessment, goal sheet, action plan)Students will complete a self-assessment at the beginning of the unit and at the end of the unit. The self assessment will list each student-friendly objective and provide students with the opportunity to determine what their current knowledge level is each time.Students will also answer three questions to plan in what ways they would like to learn about fractions and to set goals to decide how they are going to apply the unit’s learning objectives. | |

Link to Empower Learner Activity |

## Knowledge Application | |

The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know. |

Artifact Profile | ||

Title of the Artifact: Addition and Subtraction Fraction Stories | ||

Detailed Description: Students will generate story problems that represent the addition of fractions with like denominators and story problems that represent the subtraction of fractions with like denominators. Students will create a model that represents addition story problems and a model that represents the subtraction story problems. Each student will input their story problems and models into Book Creator to produce a digital story book demonstrating the addition and subtraction of fractions with like denominators. Students will then be asked to evaluate peers’ story problems. They may verbalize their thinking on Flipgrid. | ||

Content Area Skills Addressed:- MA 4.1.1.l Decompose a fraction into a sum of fractions with the same denominator in more than one way and record each decomposition with an equation and a visual representation.
- MA 4.1.2.e Use drawings, words, and symbols to explain the meaning of addition and subtraction of fractions with like denominators.
| Digital Age Skills Addressed:- Computational Thinker
- Empowered Learner
- Creative Communicator
- Knowledge Constructor
| Link to Rubric: Fraction Rubric |

## Knowledge Deepening | |

During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills. |

Task 1: | ||

Description: Students will be able to break apart fractions into a sum of fractions using an equal sign and pictures. | ||

Must Do’s:IXL: Q1, Q2, Q3Go Math Lesson 7.2 | May Do’s:Items found in May Do sections of Choice Board *Complete one from each section |
Go Math |

Task 2: | ||

Description: Students will be able to use drawings and pictures to demonstrate adding fractions with like denominators. | ||

Must Do’s:IXL: Q4, Q5Go Math Lessons 7.3 | May Do’s:Items found in May Do sections of Choice Board*Complete one from each section |
Go Math |

Task 3: | ||

Description: Students will be able to use drawings and pictures to demonstrate subtracting fractions with like denominators. | ||

Must Do’s:IXL Q6, Q7Go Math Lesson 7.4 | May Do’s:Items found in May Do sections of Choice Board *Complete one from each section |
Go Math |

## Direct Instruction | |

Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning. |

Learning Path | |||

Day # | Description | BlendEd Model | Resources |

1 | Pre-Assessment & Goal Sheet, review fraction vocabulary | Flex | Go Math |

2 | Direct Instruction and hands-on practice about naming and understanding fractions |
| Fraction manipulatives |

3 | Decomposing Fractions | Whole GroupFlex | Task 1 Go Math |

4 | Adding Fractions, review decomposing fractions, and review addition and subtraction of whole numbers | Station Rotation | Task 2 Go Math |

5 | Subtracting Fractions, review decomposing fractions, review adding fractions | Station Rotation | Task 3 Go Math |

6 | Addition & Subtraction Fraction Story using Book Creator |
| |

7 | Post-Assessment | Flex | Empower Learner Activity |