HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Wendy Yurkanin
Subject :
Direct Instruction Math
Start Date(s):
12/1/2014
Grade Level (s): 7th and 8th
Building : West Hazleton
Unit Plan
Unit Title: an educational unit title summarizes content across several lessons that establishes and reinforces certain skills and essential knowledge for grade levels and
content areas.
Working with Fractions
Essential Questions: Essential questions are concept in the form of questions. Questions suggest inquiry. Essential questions are organizers and set the focus for the
lesson or unit. Essential questions are initiators of creative and critical thinking. Essential questions are conceptual commitments focusing on key concepts implicit in the
curriculum
Examples – What is a fraction?/ What does a fraction represent?/ What are equivalent fractions?/ How is a fraction represented on a circle or a rectangle?/
How would a fraction or a whole number and a fraction be represented on a number line?/ Can a number of objects be broken down and make a fraction?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
PA Core Standards
-Make sense of problems and persevere in solving them.
-Reason abstractly and quantitatively.
-Model with mathematics.
-Attend to precision.
-Look for and express regularity in repeated reasoning.
CC.2.1.7.D.1 Analyze proportional relationships and use them to model and solve real world and mathematical problems.
CC.2.1.7.E.1 Apply and extend previous understandings of operations with fractions to operations with rational numbers.
CC.2.2.7.B.3 Model and solve real-world and mathematical problems by using and connecting numerical, algebraic, and/or graphical
representations.
Summative Unit Assessment :
Summative Assessment Objective
Assessment Method (check one)
Students will-write a fraction to represent picture
-color in a picture to represent a fraction
-add, subtract, multiple, and divide fractions with a common denominator
(using flip chart with integer rules).
-identify equivalent fractions
-Using number lines to find the point the fraction or mixed number
represents and to name the point on the number line
-using a word problem, students will write an equation and solve the
equation
____ Rubric ___ Checklist _X___ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
STUDENTS WILL CONTINUE TO ONE OJECTIVE UNTIL THESTUDENT ACHIEVES
80% ACCURACY BEFORE WORKING ON THE NEXT OBJECTIVE.
Day
Objective (s)
1
Students will1. Identify the numerator
2. Identify the denominator
3. Match fractions to pictures
4. Use pictures to write a fraction
5. Use empty fraction pictures
(circles and rectangles) to color in
a fraction
6. Identify equivalent fractions
based on pictures
7. Identify equivalent fractions
without pictures
8. Identify points on a number line
based on fraction or mixed
numbers
9. Name the fraction or mixed
number on a number line
10. Write an equation based upon
a word problem (with common
denominator)
11. Using an integer flip chart,
students will solve the equation
developed by the word problem
(with common denominator)
single step problem.
DOK
LEVEL
1-5
DOK
Level
1
Activities / Teaching Strategies
Word wall work (vocabulary, words used for word
problems)
Grouping
DAILY PLAN
Materials / Resources
PDN Notebooks (pencils and
erasers)
Whiteboards/ Markers/ erasers
Math facts in a Flash
6-7
DOK
Level
2
Doc Cam (ELMO)
Assessment of Objective (s)
FormativePDN (group students based on
results of PDN- re-teaching or
independent work)
Ticket Out the Door (for individual
objectives)
Matching activities with pictures and fractions
Worksheets
8-9
DOK
Level
2
I DO, WE DO, YOU DO
10
DOK
Level
3
Worksheets based on each objective
Large group and small group instruction and reteaching as needed
Materials from Study Island,
Accelerated Math, Math-Aids,
Triumph Learning.
SummativeHomework Completion
Quizzes and Tests
Teacher generated quizzes and
tests
Computers
11-14
DOK
Level
4
Responders for Accelerated Math
Peer teaching based on students’ ability level (one
student whom understands and demonstrates the
objective with one student that is NOT able to
demonstrate the objective)
VISUALS- pictures of circle and rectangles divided into
sections, number lines,
Calculators
Student madeWorking with Integers foldable.
Word Walls in classroom
Student Self - AssessmentThink- Pair- Share
Thumbs up/Thumbs Down
Show of fingers for understanding
(1-3 )
12. Using an integer flip chart,
students will solve the equation
(without common denominator)
single step problem.
13. Without using an integer
chart, student will solve two step
problems with common
denominator.
14. Without using an integer
chart, student will solve two step
problems without a common
denominator.
Students will-
See above
Formative-
See above
2
See
above
See above
See
above
See above
SummativeStudent Self - Assessment-
Students will-
FormativeSummative-
3
Student Self - AssessmentStudents will-
FormativeSummative-
4
Student Self - AssessmentStudents will-
FormativeSummative-
5
Student Self - AssessmentStudents will-
FormativeSummative-
6
Student Self - Assessment-