Curriculum Design
theedukator2020
ExampleTwo.pdf
CURRICULUM DESIGN PROJECT
Curriculum Design Project
Tammy Baysden
School of Education, Liberty University
Author Note
Tammy Baysden
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Tammy Baysden.
Email: [email protected]
CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
STAGE 1 – DESIRED RESULTS Unit Title: Fraction Exploration Established Goals: Students understand that learning about fractions goes beyond mastering numerical concepts.
Day 1 Understandings: Students will understand that… Mathematicians effectively communicate their
mathematical thinking and reasoning using appropriate mathematical language, symbols, and representations.
Mathematicians expand their mathematical vocabulary by using academic language such as; numerator, denominator, equivalent fractions, common denominators, and mixed numbers.
Fraction models represent fractions, and how to use fraction models to represent fractions.
Day 2 Understandings: Students will understand that…
Equivalent fractions have meaning. Fractions and other mathematical concepts, such as
decimals, are used to deepen their understanding of fractions as part of a larger mathematical framework.
To find an equivalent fraction you have to multiply and divide.
Day 3 Understandings: Students will understand that…
Fraction a/b is equivalent to fraction (n x a)/(n x b) by using visual fraction models, paying attention to how the number and size of the parts differ even though the two fractions themselves are the same size.
They can use multiplication and division to generate fractions that are equivalent to a given fraction.
Day 1 Essential Questions: How can area and length fraction
models be utilized to illustrate the equivalence of fractions?
In what ways do the number and size of parts differ when comparing equivalent fractions using area and length models?
Why is it essential to consider both area and length fraction models when explaining the equivalence of fractions?
Day 2 Essential Questions: What is really going on when
fractions are equivalent? When you create equivalent
fractions with multiplication or division what patterns do you see?
How can you tell fractions are equivalent without drawing a diagram?
Day 3 Essential Questions:
How do visual models show that fractions are equivalent?
How does multiplying the numerator and denominator by the same number change the fraction and size of the parts?
Why can you multiply the numerator and denominator by the same number without changing the value of the fraction?
Day 1 Students will know: Day 1 Students will be able to:
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
How to demonstrate the equivalence of fractions by employing area and length fraction models.
Day 2 Students will know: How to use models, multiplication and division to
find equivalent fractions. Day 3
How to add and subtract fractions with unlike denominators by writing the fractions with a common denominator.
How to use benchmarks and number sense to estimate sums and differences of fractions and mixed numbers with unlike denominators.
explain and illustrate the equivalence of fractions by using both area and length fraction models.
articulate how the number and size of parts can vary, even when fractions are numerically equivalent.
Day 2 Students will be able to: draw different fraction models to
represent the value of the same fraction.
Demonstrate that two fractions are equivalent using area and length models
Communicate effectively about equivalent fractions.
Day 3 Identify equivalent fractions. Write equivalent fractions by
multiplying the numerator and denominator by the same amount
Write equivalent fractions by dividing the numerator and denominator by the same number.
STAGE 2 – ASSESSMENT EVIDENCE
Day 1 Performance Tasks: Given a set of fraction models, students will correctly
identify and represent fractions using visual models with 80% accuracy in three consecutive activities.
Given a set of fractions, students will accurately identify and generate equivalent fractions for a given fraction with 90% accuracy in a written assessment.
During a hands-on activity, students will demonstrate an understanding of the relationship between numerator and denominator by correctly identifying the numerator and denominator of given fractions with 85% accuracy in a group activity.
Day 2 Performance Tasks: Given a set of fraction models, students will correctly
identify and represent fractions using visual models with 80% accuracy in three consecutive activities.
Given a set of fractions, students will accurately identify and generate equivalent fractions for a given fraction with
Day 1 Other Evidence: • Students will create fraction models as a way to show their thinking during an independent activity. • Students will work in groups to create and identify equivalent fractions, and their relationship between the numerator and denominator. Day 2 Other Evidence: • Students will understand the value of a fraction • Students will use models to demonstrate that two fractions are equivalent. • Students will represent fractions using models. Day 3 Other Evidence:
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
90% accuracy in a written assessment. During a hands-on activity, students will demonstrate an
understanding of the relationship between numerator and denominator by correctly identifying the numerator and denominator of given fractions with 85% accuracy in a group activity.
Day 3 Performance Tasks: Given a set of fraction models, students will correctly
identify and represent fractions using visual models with 80% accuracy in three consecutive activities.
Given a set of fractions, students will accurately identify and generate equivalent fractions for a given fraction with 90% accuracy in a written assessment.
During a hands-on activity, students will demonstrate an understanding of the relationship between numerator and denominator by correctly identifying the numerator and denominator of given fractions with 85% accuracy in a group activity.
• Students will explain how to use multiplication and division to write equivalent fractions • Students will explain reasoning about fraction equivalence.
Key Criteria: Students will be evaluated on the following criteria:
asking questions and making predictions about why a fraction is equivalent (NC.4.NF.1) being able to explain their reasoning for how fractions can be equivalent. (NC.4.NF.1) identifying a equivalent fractions in a group of random fractions. (NC.4.NF.1) using area and length fraction models to determine equivalent fractions although the parts are
different the fractions are the same. (NC.4.NF.1) creating models to demonstrate thinking. showing work.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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STAGE 3 – LEARNING PLAN
CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
STAGE 3 – LEARNING PLAN Summary of Learning Activities: Day 1: Introduction to Fractions/Equivalent Fractions Materials Needed: Fraction Bars/Strips Anchor Chart(s) Printable fraction worksheets Interactive Whiteboard/Document Camera “The Doorbell Rang” by Pat Hutchins Paper/Pencil
Standards: NC.4.NF.1- Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size (NCSCOS 3 5 Mathematics/ NC DPI, 2018). Set: This lesson is an introduction to fractions and equivalent fractions. To set the tone we will begin the lesson with a YouTube video to activate students’ prior knowledge from 3rd grade, and to make a connection to real-world events and fractions. “The Doorbell Rang” by Pat Hutchin (Reed, 2020) https://www.youtube.com/watch?v=4I-V6DRmm9Y After the video the class will discuss the concept of sharing and dividing into equal parts. The discussion will conclude with the teacher reiterating that division is simply dividing into equal parts or fractional pieces of a whole. Guided Practice: I DO: Fraction bars/strips will be used for explicit teaching as a visual to ensure students understand the concept of fractional pieces of a whole and to see the equivalent of those fractional pieces. This will also build on prior knowledge of multiplication and division. -A teacher-made equivalent fractions worksheets (personal anchor charts). Students will be able to use these sheets as a visual and to take notes while the teacher is teaching/explaining the lesson. -The teacher will write fractions on the whiteboard (students have a paper copy) and ask students if they can tell her what the equivalent(s) to those fractions are. WE DO: Together the class will complete a teacher-made worksheet, the teacher will allow students to work problems out on the whiteboard, and the teacher will discuss the students work as well as help the students who are still having trouble understanding the concept. Independent Practice YOU DO: Students will work in groups or individually (their choice) with fraction models to get a better grasp of the concept of equivalent fractions. During this time students will complete a teacher made equivalent fractions worksheet. Closure: To close out this lesson, the teacher will pull the class back together, go over the independent work worksheet, and review what was taught with the class. This is also the time any misconceptions will be discussed. Students will turn in their independent practice worksheet, using the appropriate highlighter to dictate understanding Levels of Understanding (Baysden, 2023). Evaluation: The independent practice worksheet and group discussion will serve as a formative assessment.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
Day 2: Understand Equivalent Fractions
Materials Needed: iReady Math-Teacher Toolbox Fraction Bars/Strips Number lines Anchor Chart(s) Printable fraction worksheets Interactive Whiteboard/Document Camera Paper/Pencil
NC.4.NF.1- Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size (NCSCOS 3 5 Mathematics/ NC DPI, 2018).
Set: This lesson is meant to help students get a better understanding of equivalent fractions. To set the tone we will begin the lesson with an interactive video from iReady Teacher Toolbox. “ Understand Fraction Equivalent” (iReady, 2023) After the video the class will discuss the concept of equal parts. Guided Practice: I DO: Fraction bars/strips will be used for explicit teaching as a visual to ensure students understand the concept of fractional pieces of a whole and to see the equivalent of those fractional pieces. This will also build on prior knowledge of multiplication and division. -The teacher will begin the lesson using the iReady textbook to explain the lesson material. -The teacher will review yesterday’s lesson on using models to divide and draw models on the board that are the same size. One model will be divided into, for example, tenths and the other model fifths. Students will be asked how to make the model that is divided into fifths equivalent to the tenths model that represents 5/10. This will continue with other models and equivalent fractions. The teacher will also introduce the number line for the next part of the lesson. WE DO: Together the class will complete a teacher-made worksheet with number lines. The teacher will show students that dividing number lines is also one way to think about equivalent fractions. Together the class will divide number lines into various fractions and find their equivalents. Independent Practice YOU DO: Students will work in groups or individually (their choice) with fraction models and their number line worksheet to get a better grasp of the concept of equivalent fractions. During this time, they will complete an escape room activity on equivalent fractions created by the teacher in Google Forms (Appendix A). Students will have access to this escape room via Google Classroom. The teacher will be walking around the room, conferencing with students and assisting when needed. Closure: To close out this lesson, the teacher will pull the class back together and review what was taught. This is also the time any misconceptions will be discussed. Students will turn in their escape room activity, using the appropriate highlighter to dictate their level of understanding Levels of Understanding (Baysden, 2023). Evaluation: The escape room with level of understanding denoted, will serve as a formative assessment for this lesson.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
Day 3: Generate Equivalent Fractions
Materials Needed Fraction Bars/Strips Number lines Anchor Chart(s) Printable fraction worksheets Interactive Whiteboard/Document Camera Paper/Pencil
NC.4.NF.1- Explain why a fraction is equivalent to another fraction by using area and length fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size (NCSCOS 3 5 Mathematics/ NC DPI, 2018).
Set: This lesson is meant to help students get a better understanding of equivalent fractions. To set the tone we will begin the lesson with an interactive video from HMH Into Math “Math on the Spot-Generate Equivalent Fractions” (HMHCO, 2023) After the video the class will discuss the concept of equal parts and generating equivalent fractions. Guided Practice: I DO: Students will be presented with these questions. Sarah is mixing fertilizer for her garden. She needs to add ¾ teaspoon of fertilizer to water. But she only has a ⅛ teaspoon measuring cup. How many times does Sarah need to fill the ⅛ teaspoon measuring cup?
a. You want to know how many eighths equal ¾. Write two fractions in an equation. a. Use multiplication to determine the relationship between two known denominators a. Use the relationship to find the unknown numerator for the equivalent fraction a. Sarah needs to fill the ⅛ teaspoon measuring cup ______ times to measure ¾ teaspoon.
The teacher will walk the students through these questions and complete a visual model to justify the answer. WE DO: Together the class will complete a teacher-made worksheet using visual models. The teacher will show students that you can find the factors of your numerator and denominator to help you generate equivalent fractions. The teacher will show students how to use those common factors to create equivalent fractions. Independent Practice YOU DO: Students will work individually on a generating equivalent fractions worksheet to get a better grasp of the concept of creating equivalent fractions. Closure: To close out this lesson, the teacher will pull the class back together and review what was taught. This is also the time any misconceptions will be discussed. Students will turn in their independent practice worksheet, using the appropriate highlighter to dictate their level of understanding Levels of Understanding (Baysden, 2023). Evaluation: The IP worksheet will serve as a formative assessment.
Appendix A Context of Instruction
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
These three lessons are designed for fourth-grade students in North Carolina. The North Carolina Standard Course of Study standard used for these lessons is NC.4.NF.1(see the lesson for the complete standard). These lessons begin a fractions unit that explores the concept of equivalent fractions through multiplying fractions with and without common denominators. I will begin teaching my fractions unit after the Christmas break in January 2024. This unit normally takes 2 to 3 months to teach as fractions are the biggest part of the NC EOG for 4th-grade Math.
Appendix B List of Resources
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
eBooks The Doorbell Rang by Pat Hutchins
Videos Understand Fraction Equivalent (iReady Teacher Toolbox) Math on the Spot-Generate Equivalent Fractions (HMH-Into Math)
Technology Interactive Whiteboard/Document Camera MacBook
Teacher Resources iReady Math-Teacher Toolbox HMH-Into Math Fraction Bars/Strips Number lines Anchor Chart(s) Printable fraction worksheets Paper/Pencil
Appendix C Levels of Understanding Student Rubric (Self-Evaluation)
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
Levels of Understanding (Baysden, 2023)
Grading/Assessing Rubric
(Assignments will be graded based on the actual correctness of the assignment) *Gradebook scores are based on NC EOG Cut Scores
Rubric Score/Gradebook Score Levels of Understanding Score Achieved Rubric Score 0-9
Gradebook Score 0-54 Not Proficient
Rubric Score 20-39 Gradebook Score 55-61
Level 3- Meets Level of Understanding
Rubric Score 40-59 Gradebook Score 62-84
Level 4- Meets Expected Level of Knowledge and
Understanding Rubric Score 60-79
Gradebook Score 85-100 Level 5- Exceeds Expected Level of Knowledge and
Understanding
Appendix D
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
Appendix E
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
Appendix F Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
13
CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
14
CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
Appendix G
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
Appendix H
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
17
CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
18
CURRICULUM DESIGN PROJECT TEMPLATE
Design Topic Equivalent Fractions Subject(s) Mathematics Grade(s) 4th Designer(s) Tammy Baysden
References
Baysden, T. K. (2023). Equivalent Fractions Escape Room. Baysden.
Baysden, T. K. (2023). Levels of Understanding [Self-grading Rubric].
HMHCO. (2023). Generate Equivalent Fractions. HMH.
https://www.hmhco.com/content/math/common/math_video_player/index.html?
custom_correlation_id=9ecceb97-7dd1-46c2-9411-63d3443f3080&refid=En_170
Hutchin, P. (2020). The Doorbell Rang. YouTube. https://teacher-toolbox.i-
ready.com/toolbox/M.4/classroom-resources~lessonID=NC.M.4.4.12~.html?
state=NC&lessonId=NC.M.4.4.12&assetId=ef077819-e32e-452f-9d75-d6f9e2687a61
NC DPI. (2018, August 21). 2018 NCSCOS 3 5 Mathematics | NC DPI. NC DPI. Retrieved December 8,
2023, from https://www.dpi.nc.gov/documents/cte/curriculum/languagearts/scos/current/2018-
ncscos-3-5-mathematics
Understanding Fraction Equivalent. (2023). iReady. https://teacher-toolbox.i-
ready.com/toolbox/M.4/classroom-resources~lessonID=NC.M.4.4.12~.html?
state=NC&lessonId=NC.M.4.4.12&assetId=ef077819-e32e-452f-9d75-d6f9e2687a61
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
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- STAGE 1 – DESIRED RESULTS
- STAGE 2 – ASSESSMENT EVIDENCE
- STAGE 3 – LEARNING PLAN
