Grade 4 UbD Math Unit Planning 2014 to 2015

PS 105

Unit #/Book/Topic / Unit 6/Engage Mod 6/Decimals / Approximate Days or Dates / 30
Stage 1 - Identify Desired Results
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include specific Common Core standards)
Important Note: We have ordered teacher guides for this unit, but they have not arrived (and may not arrive until after the unit). Please access the teacher’s guide through EngageNY. Here is the link: https://www.engageny.org/resource/grade-4-mathematics-module-6
Understand decimal notation for fractions, and compare decimal fractions.
4.NF.5: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with
respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10+4/100 = 34/100.
4.NF.6: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
4.NF.7: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals
refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Solve problems involving measurement and conversion of measurements.
4.MD.1: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
4.MD.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Enduring Understandings
What understandings about the big ideas are desired? (what you want students to understand & be able to use several years from now)
What misunderstandings are predictable? / Essential Questions
What is the Go Math Chapter Essential Questions?
Are there any potential cross-curricular connections during this chapter?
Students will understand that...
·  Decimals are an extension of the place value system with whole numbers (i.e. each digit has 1/10 the value of the digit to its left).
·  Decimals are another way to name fractions with denominators that are powers of 10. Therefore, they should use what they know about fractions to help them with decimals.
·  Decimals are symmetric around the ones place (and there are no oneths).
·  Decimals are often needed for metric measurement.
Related misconceptions…
·  Students have a great deal of trouble understanding that 0.3 > 0.15 since they know 3 < 15 with whole numbers.
·  Why does putting a zero after a whole number (like 35->350) change the number, but putting a zero after a decimal
(like .3- .350) doesn’t change the number? / Essential Question:
·  When is it better to use decimals than fractions?
·  In what ways are decimals similar to whole numbers?
Cross-curricular connections…
Knowledge:
What knowledge will student acquire as a result of this unit? This content knowledge may come from the chapter’s goals, or might also address pre-requisite knowledge that students will need for this unit. / Skills:
What skills will students acquire as a result of this unit? List the skills and/or behaviors that students will be able to exhibit as a result of their work in this unit.
Students will know...
·  All decimals numbers can be written as fractions
·  Our place value system from whole numbers can be extended to decimal numbers
·  That a decomposing a unit into ten equal parts yields tenths and decomposing a tenth into ten equal parts yields hundredths
·  10 hundredths is equivalent to 1 tenth
·  That attaching a zero to a decimal number creates an equivalent decimal number (e.g., .3 = .30) / Students will be able to…
·  Read and write decimal numbers as fractions
·  Use centimeters to the nearest tenth (e.g., draw a line 3.4 cm long)
·  Represent decimals on number lines
·  Use expanded form to represent decimal numbers
·  Compare and order decimal numbers through hundredths
·  Use equivalent fractions to add tenths and hundredths
·  Apply their knowledge of decimal numbers to problems with money
Stage 2 – Assessment Evidence
Evidence
Through what evidence (work samples, observations, quizzes, tests, journals or other means) will students demonstrate achievement of the desired results? Formative and summative assessments used throughout the unit to arrive at the outcomes. / Student Self-Assessment
How will students reflect upon or self-assess their learning?
The unit contains a mid-module assessment and an end of unit assessment.
The unit also contains exit tickets at the end of most lessons. The purpose of these exit tickets is to formatively assess which students need additional time on a topic (differentiation).
Stage 3 – Learning Plan
# / Content Goal / Lesson Notes/Planned Differentiation / Additional Resources or Math Centers
EngageNY Module 6: Decimal Fractions
See separate document for specific lesson implementation advice for this unit.
1-3 / Exploring Tenths
4-8 / Tenths and Hundredths
Mid-Module Assessment
9-11 / Comparing Decimals
12-14 / Decimal Addition
15-16 / Money as Decimals
Test / Unit Test / Create a unit test that is a combination of chapters 7 and 8.
Post-Unit Reflection
Considerations / Comments
Required Areas of Study:
Was there alignment between outcomes, performance assessment and learning experiences?
Adaptive Dimension:
Did I make purposeful adjustments to the curriculum content (not outcomes), instructional practices, and/or the learning environment to meet the learning needs and diversities of all my students? / For struggling students:
For students who need a challenge:
Suggested Changes:
How would I do the unit differently next time?