Handouts: Creating a Unit Plan

Handout: Unit Plan Template

Name:

Harley Brooks

Date:
UNIT INFORMATION

**Cut and paste this information from the applicable unit within your Long Term Plan**

Grade/Subject:

3rd Grade Math

Unit Name:

Subbing Up Fractions

Length of Unit:

14 days

UNIT STANDARD
**Cut and paste this information from the applicable unit within your Long Term Plan**

Handouts: Creating a Unit Plan

3.NF.2
Understand a fraction as a number on the number line; represent fractions on a
number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the interval
from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that
each part has size 1/b and that the endpoint of the part based at 0 locates the
number 1/b on the number line.
b. Represent a fraction a/b on a number line diagram by marking off a lengths
1/b from 0. Recognize that the resulting interval has size a/b and that its
endpoint locates the number a/b on the number line.

Learning Goals

3.NF.3
Explain equivalence of fractions in special cases, and compare fractions by
reasoning about their size.
c. Express whole numbers as fractions, and recognize fractions that are
equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1;
recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line
diagram.
d. Compare two fractions with the same numerator or the same denominator
by reasoning about their size. Recognize that comparisons are valid only when
the two fractions refer to the same whole. Record the results of comparisons
with the symbols >, =, <, and justify the conclusions, e.g., by using a visual
fraction model.
3.NF.3
Explain equivalence of fractions in special cases, and compare fractions by
reasoning about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or
the same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 =
2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction
model.
c. Express whole numbers as fractions, and recognize fractions that are
equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1;
recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line
diagram.

Remedial (R)
Enrichment (E)
(to be completed after
receiving diagnostic
assessment results)

(R)- Have time for students to work independently and receive help if
they are struggling with the concepts
(R )- Split students into their academic levels with fractions.
(E)- After finishing their Exit Ticket, they will have a challenge question
that will require students to extend their thinking.
(E)- Students will play fraction games after they have completed the
challenge question allowing more practice with the concepts

Handouts: Creating a Unit Plan

1: Engage New York Homework and Exit Tickets Lessons 14-27

Curricular
Resources

2: Fraction Strips to help with concrete examples

3: Unit Assessment and Rubric

Step 1: Creating Vision and Planning for Assessment

1st Unit Plan - GOAL

Unit Assessment: 100% of students will receive a 80% or higher on the unit
assessment.

1st Unit Plan Planning For Assessment

How will I measure my 1st Unit Goal?
The unit goal will be measured by 100% of the students scoring 80% or higher on the unit
assessment. The rubric is attached below.
How will I measure progress toward the 1st Unit Goal?

Formative assessments will include problem sets and exit tickets from engage NY that
include problems based on the standard these will be done whole group, in partners,
and individually. Their problem sets will be checked during each lesson. After each
lesson will be an exit ticket to see if students have mastered the objective.

1ST Unit Plan Big Ideas

Handouts: Creating a Unit Plan

Objective 1: Place fractions on a number line with endpoints 0 and 1.
(Lesson 14)
Objective 2: Place any fraction on a number line with endpoints 0 and 1.
(Lesson 15)
Objective 3: Place whole number fractions and fractions between whole
numbers on the number line. (Lesson 16)
Objective 4: Practice placing various fractions on the number line.
(Lesson 17)
Objective 5: Compare fractions and whole numbers on the number line by
reasoning about their distance from 0.
(Lesson 18)
Objective 6: Understand distance and position on the number line as
strategies for comparing fractions. (Optional.) (Lesson 19)
Objective 7: Recognize and show that equivalent fractions have the
same size, though not necessarily the same shape. (Lesson 20)
Objective 8: Recognize and show that equivalent fractions refer to the
same point on the number line. (Lesson 21)
Objective 9: Generate simple equivalent fractions by using visual
fraction models and the number line. (Lessons 2223)
Objective 10: Express whole numbers as fractions and recognize
equivalence with different units.
(Lesson 24)
Objective 11: Express whole number fractions on the number line when
the unit interval is 1.
(Lesson 25)
Objective 12: Decompose whole number fractions greater than 1 using
whole number equivalence with various models.
(Lesson 26)
Objective 13: Explain equivalence by manipulating units and reasoning
about their size.
(Lesson 27)

UNIT ASSESSMENT ALIGNMENT GUIDE

Standard #

3.NF.2

Standard

Understand a fraction as a
number on the number
line; represent fractions
on a number line diagram.
a. Represent a fraction 1/b
on a number line diagram

Aligned
Item #s
Lessons
14 and
15

Points Correct

Points
Possible
3/3

Grade
(%)

Handouts: Creating a Unit Plan

by defining the interval
from 0 to 1 as the whole
and partitioning it into b
equal parts. Recognize
that each part has size
1/b and that the endpoint
of the part based at 0
locates the number 1/b on
the number line.

3.NF.2

3.NF.
3

3.NF.3

3.NF.3

b. Represent a fraction a/b on a

number line diagram by
marking off a lengths 1/b from
0. Recognize that the resulting
interval has size a/b and that
its endpoint locates the
number a/b on the number line.

Explain equivalence of
fractions in special cases,
and compare fractions by
reasoning about their size.
c. Express whole numbers as
fractions, and recognize
fractions that are equivalent
to whole numbers.
Examples: Express 3 in the
form 3 = 3/1; recognize that
6/1 = 6; locate 4/4 and 1 at
the same point of a number
line diagram.

Compare two fractions with

the same numerator or the
same denominator by
reasoning about their size.
Recognize that comparisons
are valid only when the two
fractions refer to the same
whole. Record the results of
comparisons with the
symbols >, =, <, and justify
the conclusions, e.g., by
using a visual fraction model.

Explain equivalence of
fractions in special cases,
and compare fractions by
reasoning about their size.
a. Understand two fractions
as equivalent (equal) if they
are the same size, or the
same point on a number line.

Lesson
16 and
17

3/3

Lesson
18

Lesson
19

Lessons
20 and
21

3/3

Lessons
22, 23,

3/3/3/3

Handouts: Creating a Unit Plan

3.NF.3

3.NF.3

b. Recognize and generate

simple equivalent fractions,
e.g., 1/2 = 2/4, 4/6 = 2/3.
Explain why the fractions are
equivalent, e.g., by using a
visual fraction model.

c. Express whole numbers as

fractions, and recognize
fractions that are equivalent
to whole numbers.
Examples: Express 3 in the
form 3 = 3/1; recognize that
6/1 = 6; locate 4/4 and 1 at
the same point of a number
line diagram.

24, 27

Lessons
25 and
26

3/3

Total

42

Handouts: Creating a Unit Plan

Step 2: Lesson Objectives

Standard

Daily Lesson Objective(s)

# of days

Lesson Plan Notes

1 day = 60 min.

3.NF.2 Understand a fraction as a

number on the number line; represent
fractions on a number line diagram.
a. Represent a fraction 1/b on a
number line diagram by defining the
interval from 0 to 1 as the whole and
partitioning it into b equal parts.
Recognize that each part has size 1/b
and that the endpoint of the part
based at 0 locates the number 1/b on
the number line.

Objective 1: Place fractions on a number line with

Fraction strips and number lines overview
endpoints 0 and 1. (Lesson 14)
2 days line Lesson 14 Problem Set
Objective 2: Place any fraction on a number
with endpoints 0 and 1. (Lesson 15)
Lesson 14 Exit Ticket
Lesson 15 Problem Set
Lesson 15 Exit Ticket
Investment Plan

3.NF.2 b. Represent a fraction a/b on a

number line diagram by marking off a
lengths 1/b from 0. Recognize that the
resulting interval has size a/b and that
its endpoint locates the number a/b
on the number line.

Objective 3: Place whole number fractions and fractions

Whiteboardbetween
Applicationwhole
Problem
numbers on the number line. (Lesson 16)
days
16 Problem
Set
Objective 4: Practice placing various 2fractions
onLesson
the number
line.
(Lesson 17)
Lesson 16 Exit Ticket
Review Problem
Lesson 17 Problem Set
Lesson 17 Exit Ticket
Investment Plan

3.NF.3 Explain equivalence of

fractions in special cases, and
compare fractions by reasoning about

Objective 5: Compare fractions

and whole numbers on the

Life Size Number Line Activity

Handouts: Creating a Unit Plan

their size.
c. Express whole numbers as
fractions, and recognize fractions that
are equivalent to whole numbers.
Examples: Express 3 in the form 3 =
3/1; recognize that 6/1 = 6; locate 4/4
and 1 at the same point of a number
line diagram.

number line by reasoning

about their distance from 0.
(Lesson 18)

3.NF.3 Compare two fractions with the

same numerator or the same
denominator by reasoning about their
size. Recognize that comparisons are
valid only when the two fractions refer
to the same whole. Record the results
of comparisons with the symbols >,
=, <, and justify the conclusions, e.g.,
by using a visual fraction model.
3.NF.3 Explain equivalence of
fractions in special cases, and
compare fractions by reasoning about
their size.
a. Understand two fractions as
equivalent (equal) if they are the
same size, or the same point on a
number line.

Objective 6: Understand
distance and position on the
number line as strategies for
comparing fractions.
(Optional.) (Lesson 19)

1 day

Lesson 18 Problem Set

Lesson 18 Exit Ticket
Investment Plan

Whiteboard Application Problem

1 day

Lesson 19 Problem Set

Lesson 19 Exit Ticket
Investment Plan

Objective 7: Recognize and show that2 equivalent

fractionsApplication
have theProblem
same
days
Whiteboard
size, though not necessarily the same shape. (Lesson 20)
20 Problem
Objective 8: Recognize and show that equivalentLesson
fractions
refer Set
to the
same point on the number line. (Lesson 21)
Lesson 20 Exit Ticket
Review Problem
Lesson 21 Problem Set
Lesson 21 Exit Ticket
Investment Plan

3.NF.3 b. Recognize and generate

simple equivalent fractions, e.g., 1/2
= 2/4, 4/6 = 2/3. Explain why the
fractions are equivalent, e.g., by using
a visual fraction model.

Objective 9: Generate simple equivalent

fractions
by usingApplication
visual fraction
4 Days
Whiteboard
Problem
models and the number line. (Lessons 2223)
Lesson
Problem Set
Objective 10: Express whole numbers as fractions
and 22
recognize
equivalence with different units.
Lesson 22 Exit Ticket
(Lesson 24)
Objective 13: Explain
Review Problem
equivalence by manipulating
units and reasoning about
Lesson 23 Problem Set
their size.
(Lesson 27)
Lesson 23 Exit Ticket

Handouts: Creating a Unit Plan

Lesson 24 Problem Set
Lesson 24 Exit Ticket
Lesson 27 Problem Set
Lesson 27 Exit Ticket
Investment Plan
3.NF.3 c. Express whole numbers as
fractions, and recognize fractions that
are equivalent to whole numbers.
Examples: Express 3 in the form 3 =
3/1; recognize that 6/1 = 6; locate 4/4
and 1 at the same point of a number
line diagram.

Objective 11: Express whole number 2fractions

onWhiteboard
the number
line when
the
Days
Application
Problem
unit interval is 1.
Lesson 25 Problem Set
(Lesson 25)
Objective 12: Decompose whole number fractions greater than 1 using
whole number equivalence with various models. Lesson 25 Exit Ticket
(Lesson 26)
Review Problem
Lesson 26 Problem Set
Lesson 26 Exit Ticket
Investment Plan

Unit Review and Assessment

Teacher will go over planned review

questions that will be similar to unit
assessment.

2 days
60 min for review
60 min for
assessment

TOTAL

16 days

Handouts: Creating a Unit Plan

STEP 3: Calendar

CALENDAR OF DAILY OBJECTIVES

January
Monday
12

Tuesday
13

MLK Day

Wednesday
14

ASU Coursework
Day

Half day

Thursday

Friday

21 DAY 1

22 DAY 2

Standard:

Standard:

3.NF.2 Understand a fraction

as a number on the number
line; represent fractions on a
number line diagram.
a. Represent a fraction 1/b
on a number line diagram by
defining the interval from 0
to 1 as the whole and
partitioning it into b equal

3.NF.2 Understand a fraction

as a number on the number
line; represent fractions on a
number line diagram.
a. Represent a fraction 1/b
on a number line diagram by
defining the interval from 0
to 1 as the whole and
partitioning it into b equal

Handouts: Creating a Unit Plan

parts. Recognize that each
part has size 1/b and that
the endpoint of the part
based at 0 locates the
number 1/b on the number
line.

parts. Recognize that each

part has size 1/b and that
the endpoint of the part
based at 0 locates the
number 1/b on the number
line.

Daily Objective:

Daily Objective:

Objective 2: Place
any fraction on a
number line with
endpoints 0 and 1.
(Lesson 15)
Formative
Assessment: Lesson
15 Exit Ticket

25 DAY 3

26 DAY 4

27 DAY 5

Objective 1:
Place fractions
on a number
line with
endpoints 0
and 1. (Lesson
14)
Formative
Assessment:
Lesson 14 Exit
Ticket
28 DAY 6

Standard:

Standard:

Standard:

Standard:

Standard:

3.NF.2 b. Represent a
fraction a/b on a number line
diagram by marking off a
lengths 1/b from 0.
Recognize that the resulting
interval has size a/b and
that its endpoint locates the
number a/b on the number
line.

3.NF.2 b. Represent a
fraction a/b on a number line
diagram by marking off a
lengths 1/b from 0.
Recognize that the resulting
interval has size a/b and
that its endpoint locates the
number a/b on the number
line.

Daily Objective:

3.NF.3 Compare two

fractions with the same
numerator or the same
denominator by reasoning
about their size. Recognize
that comparisons are valid
only when the two fractions
refer to the same whole.
Record the results of
comparisons with the
symbols >, =, <, and justify
the conclusions, e.g., by
using a visual fraction

3.NF.3 Explain equivalence

of fractions in special cases,
and compare fractions by
reasoning about their size.
a. Understand two fractions
as equivalent (equal) if they
are the same size, or the
same point on a number
line.

Daily Objective:

3.NF.3 Explain equivalence

of fractions in special cases,
and compare fractions by
reasoning about their size.
c. Express whole numbers as
fractions, and recognize
fractions that are equivalent
to whole numbers.
Examples: Express 3 in the
form 3 = 3/1; recognize that
6/1 = 6; locate 4/4 and 1 at
the same point of a number
line diagram.

Daily Objective:

model.

Objective 5:
Compare fractions
and whole numbers
on the number line

Objective 6:
Understand distance
and position on the
number line as

Objective 3:
Place whole
number
fractions and
fractions
between whole
numbers on
the number

Objective 4: Practice
placing various
fractions on the
number line.
(Lesson 17)
Formative
Assessment: Lesson
17 Exit Ticket

Daily Objective:

29 DAY 7

Daily Objective:
Objective 7:
Recognize and
show that
equivalent
fractions have the
same size, though
not necessarily the
same shape.
(Lesson 20)

Handouts: Creating a Unit Plan

line. (Lesson
16)

Formative
Assessment:
Lesson 16 Exit
Ticket

by reasoning about
their distance from
0.
(Lesson 18)
Formative
Assessment: Lesson
18 Exit Ticket

strategies for
comparing fractions.
(Optional.) (Lesson
19)

Formative
Assessment:
Lesson 20 Exit
Ticket

Formative
Assessment: Lesson
19 Exit Ticket

1 DAY 8

2 DAY 9

3 DAY 10

4 DAY 11

5 DAY 12

Standard:

Standard:

Standard:

Standard:

Standard:

3.NF.3 Explain equivalence

of fractions in special cases,
and compare fractions by
reasoning about their size.
a. Understand two fractions
as equivalent (equal) if they
are the same size, or the
same point on a number
line.

3.NF.3 b. Recognize and

generate simple equivalent
fractions, e.g., 1/2 = 2/4, 4/6
= 2/3. Explain why the
fractions are equivalent,
e.g., by using a visual
fraction model.

3.NF.3 b. Recognize and

generate simple equivalent
fractions, e.g., 1/2 = 2/4, 4/6
= 2/3. Explain why the
fractions are equivalent,
e.g., by using a visual
fraction model.

3.NF.3 b. Recognize and

generate simple equivalent
fractions, e.g., 1/2 = 2/4, 4/6
= 2/3. Explain why the
fractions are equivalent,
e.g., by using a visual
fraction model.

Daily Objective:

Daily Objective:

Objective 9:
Generate simple
equivalent fractions
by using visual
fraction models and
the number line.
(Lessons 2223)

Objective 10:
Express whole
numbers as fractions
and recognize
equivalence with
different units.
(Lesson 24)

3.NF.3 c. Express whole

numbers as fractions, and
recognize fractions that are
equivalent to whole
numbers. Examples: Express
3 in the form 3 = 3/1;
recognize that 6/1 = 6;
locate 4/4 and 1 at the same
point of a number line
diagram.

Daily Objective:

Daily Objective:

Objective 8:
Recognize and show
that equivalent
fractions refer to the
same point on the
number line. (Lesson
21)

Objective 9:
Generate simple
equivalent fractions
by using visual
fraction models and
the number line.
(Lessons 2223)

Formative
Assessment: Lesson
21 Exit Ticket

Formative
Assessment: Lesson
22 Exit Ticket

Formative
Assessment: Lesson
23 Exit Ticket

Formative
Assessment: Lesson
24 Exit Ticket

Daily Objective:
Objective 11:
Express whole
number fractions on
the number line
when the unit
interval is 1.
(Lesson 25)
Formative
Assessment: Lesson
25 Exit Ticket

Handouts: Creating a Unit Plan

8 DAY 13
9 DAY 14
Standard:

Standard:

3.NF.3 c. Express whole

numbers as fractions, and
recognize fractions that are
equivalent to whole
numbers. Examples:
Express 3 in the form 3 =
3/1; recognize that 6/1 = 6;
locate 4/4 and 1 at the same
point of a number line
diagram.

3.NF.3 b. Recognize and

generate simple equivalent
fractions, e.g., 1/2 = 2/4, 4/6
= 2/3. Explain why the
fractions are equivalent,
e.g., by using a visual
fraction model.

Daily Objective:
Objective 12:
Decompose whole
number fractions
greater than 1 using
whole number
equivalence with
various models.
(Lesson 26)

Formative
Assessment: Lesson
26 Exit Ticket

1.

Daily Objective:
Objective 13: Explain
equivalence by
manipulating units
and reasoning about
their size.
(Lesson 27)
Formative
Assessment: Lesson
27 Exit Ticket

10 DAY 15
Unit Review

11 DAY 16

Unit Assessment

12

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2.

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3.

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