Good Spirit School DivisionUbD Unit Plan
Teacher: Bethany / Subject:Math / Grade: 5
Unit Title: Fractions
Context (ELA only): / Type of Unit (ELA only):
Time Frame:4 weeks
STAGE ONE: IDENTIFY THE DESIRED RESULTS
Outcomes Addressed in the Unit
SK curriculum outcomes can be copied and pasted, focuses highlighted.
N5.5 Demonstrate an understanding of fractions by using concrete and pictorial representations to:
  • create sets of equivalent fractions
  • compare fractions with like and unlike denominators.

Big Ideas/Enduring Understandings
What do you want students to understand and be able to use several years from now?
What are the BIG ideas? / Essential Questions
Open-ended questions that stimulate thought and inquiry linked to the content of the enduring understandings.
  • That bigger numbers aren’t always about more – numbers about relationships to each other
  • That fractions are vitally important to daily thinking
  • That there is more that one way to express the same amount
  • That fractions can represent parts of a whole or parts of a set
  • That justification/verification means backing up your answer with evidence
/
  • What does it mean to be a part? How can I show it?
  • What is a number?
  • Why are fractions important?
  • How can it be that different numbers mean the same amount?
  • How can I prove what I know?

Knowledge and Skills (Students will know and do…)
What key knowledge and skills will students acquire as a result of this unit?
(These may be indicators from the curriculum)
Knowledge (Students will know…)
What key knowledge will students acquire as a result of this unit? / Skills (Students will know how to…)
What key skillswill students acquire as a result of this unit?
  • Vocabulary- denominator, numerator, fraction, equivalent fraction, set, concrete pictorial, symbolic, physical, compare, common denominator, non-equivalent
  • How to write fractions
  • Multiplication/division strategies/facts
  • Number line – what it is and how to use it
  • Strategies for comparing, ordering
  • Benchmark fractions
  • How to justify/verify
/
  • Create models of equivalent fractions
  • Explain reason for models – relate to quantity
  • Prove/verify equivalent or non-equivalent using models
  • Verify symbolic strategy for developing a set of equivalent fractions (mult., div)
  • Explain the equivalent fractions/real life connection
  • Use equivalent fractions to compare fractions with unlike denom.
  • Use a number line to order fractions
Justify the weirdness of fractions, larger numbers can mean smaller amounts
STAGE TWO: DESIGN ASSESSMENT EVIDENCE
Assessment Evidence
Summative Assessments/Performance Tasks
Assessments of what students know and can do aligned to the outcomes. They are a snapshot in time used for reporting and evaluating.
Outcomes/Objectives
N5.5 / Post Assessment-Saskatchewan Common Math Assessment
Formative Assessments
Through what multiple sources of evidence will students demonstrate their understanding on a continual basis?
These help guide instruction and provide feedback to students.
Pre-Assessments
Pre-assessments are used to determine what students know and their readiness level to inform instruction.
N5.5 Pre-Assessment- Saskatchewan Common Math Assessment
STAGE THREE: CREATE THE LEARNING PLAN
Instructional Plan
The Instructional Plan should include a sequence of lessons, teaching strategies, and information on First Nation, Inuit and Metis Content integration and technology integration.
Equivalent Fractions

Equivalent Fractions Cards
Students turn over two cards to create a fraction, they must then find the equivalent fraction
Fractions War
Students use two decks of cards and create two different piles. One with numbers A-4 (numerator) and another with numbers 6-10 (denominator). The student with the larger fraction wins all four cards.
Comparing Fractions
Strengthen your students’ fraction-comparing skills with this game based on a classic. Give each student pair a set of dominoes in which any pieces with blank halves have been removed. To begin, students turn all the dominoes facedown. Each player draws one piece and positions it as shown so that the smaller half represents a numerator and the larger half represents a denominator. The player with the larger fraction takes both pieces. If the fractions are equal, each student turns over another domino and continues to compare until one is greater. Play continues until all dominoes have been used. The student with more pieces wins.
Ordering Fractions

Key Resources