UMF Unit-Wide Lesson Plan Template

Name: Mya Daniels Program: Special Education Course: 460

Lesson Topic / Title: Comparing Fractions Free Choice Small Group Large Group
(circle one)
Lesson Date: 2/7/2023 Lesson Length: 40 minutes Grade/Age: 7th/12 years old

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Students will compare two fractions with common These standards were selected due to
denominators using symbols (<,>,=), as measured by the the needs of the students in the
completion of the activities. classroom as well as based on their IEP.
A file review was completed prior to
Students will compare fractions with uncommon this unit plan to further inform
denominators using bar models with 83% accuracy as instructional decision making.
measured by the completion of the worksheet.

Students will compare two fractions with common and

uncommon denominators using symbols (<,>,=), as
measured by the completion of the worksheet with 87%
accuracy.

Content Standard(s) Instructional Decisions / Reasoning

4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by
These standards were selected due to
using visual fraction models, with attention to how the number and size the needs of the students in the
of the parts differ even though the two fractions themselves are the same classroom as well as based on their IEP.
size. Use this principle to recognize and generate equivalent fractions. A file review was completed prior to
this unit plan to further inform
4.NF.A.2
Compare two fractions with different numerators and different
instructional decision making.
denominators, e.g., by creating common denominators or numerators, or
by comparing to a benchmark fraction such as 1/2. Recognize that
comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with symbols >, =, or <, and
justify the conclusions, e.g., by using a visual fraction model.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
-Pre-assessment - The pre-assessment was given
- Progress monitoring* before the unit began to
- Formative assessments (entry tickets, quizzes, 1 on 1 determine where the students
intervention supports) were grade-wise before
- Practice sheets
- Teacher observation introducing seventh grade
- Assessment content standards.
- Progress monitoring will be
given throughout the unit to
*Curriculum Based Measurements will be used to monitor determine the student’s
student growth of learning learning growth; to determine
where the student needs
re-teaching/reinforcing
- A variety of formative
assessments will be given to
determine the student’s
growth in the unit
- Practice sheets will be given to
reinforce the lesson of the day.
- Teacher observation will be
used to determine the
material/lesson for the next
class period

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Student Materials: Student Material Reasoning:

- Fraction reference papers - Fraction reference papers will
- Fraction tiles be used to help students with a
- Bar model worksheet variety of questions on their
- Comparing common and uncommon assignments throughout the
denominators unit plan. These papers are
- Small piece of paper also used as a way to increase
- Pencil student independence before
asking the teacher for help.
Teacher Materials: - Fraction tiles will be used as a
- Fraction tiles manipulative to increase
- Whiteboard, whiteboard marker, eraser student understanding on how
to represent fractions.
- The bar model worksheet is to
be used to support students
and visualize a variety of ways
for fractions to be seen while
comparing.
- The comparing common and
uncommon denominators will
be used to have students
visualize a different way of
seeing fractions.
- A small piece of paper will be
used for students to answer
the warm up question on the
white board.
- A pencil will be used
throughout the lesson to
 support students in answering
questions.

Teacher Material Reasoning:

- Fraction tiles will be used to
support and maximize student
learning.
- A whiteboard, marker, and
eraser will be used during the
demonstration to show
students examples on how to
compare fractions using
symbols (<,>, =)
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
(Show the plan and sequence of your lesson that is (Include questions you will ask and
connected to the objectives including; introduction, steps of vocabulary you will introduce)
activity, description of what the children are doing, closure
1. Students will begin class with a quick two Vocabulary:
question multiplication and division - Greater than
warm up problem. The teacher will - Less than
instruct students to find the following - Equal to
materials: fraction reference papers, - Does not equal
- Fraction tiles
small pieces of paper, multiplication - Common denominators
chart, and a pencil. Once students have - Uncommon denominators
gathered their materials, they will - Numerator
complete the two questions on the board. - Denominator
When they have answered the questions, - Pieces
they will quietly pass them into the pass Questions:
in box. - When you are looking at ¼ and
2. After the teacher will begin by ¾, which fraction is larger?
introducing to the students that they will What symbol would you use?
be discussing comparing fractions for - If you are comparing ⅚ and ⅔
which fraction is going to be
today's class. The teacher will be using
eaten?
the “I do, you do, we do” strategy. The - When you are comparing
teacher will begin the lesson going over something, how do you usually
each of the symbols and what they mean. compare two items?
3. After the teacher is going to write two - Would you rather eat more
fractions on the white board with slices of the pizza or less
slices?
common denominators. They are also
going to use the bar model to visually Reasoning:
represent the fraction. Using the symbols - Fraction tiles and the bar
(<,>, =) the teacher is going to describe model is going to be used as
how to compare each of the fractions. visual representation to show
students different ways
4. Next the teacher is going to hand out fractions can be shown
fraction tiles to students. Once the
 fraction tiles are passed out, the teacher - The “I do, we do, you do”
is then going to write four comparison strategy is being used to
maximize student
questions on fractions with common understanding. Throughout
denominators on the whiteboard. the lesson, this can be used as
5. Each student is going to receive one a different check for
question, and use the fraction tiles to understanding. This strategy
represent their question. The teacher will also scaffolds the lesson.
go around the room to ask each of the
students how they would compare their
fractions based on the fraction tiles in
front of them.
6. Once all of the questions are answered,
the teacher is then going to introduce
how to compare fractions with
uncommon denominators on the
whiteboard. The teacher is going to use
bar models to visually represent the
fractions.
7. The teacher will then show the students
how to answer three different questions
when comparing fractions using symbols
(<,>,=) with uncommon denominators.
8. After completing, the teacher will write
four questions on the white board. This
time with uncommon denominators and
comparing using symbols (<,>,=).
9. The teacher will give each of the students
fraction tiles based on the question they
are assigned.
10. The teacher will then go around the
room, asking each of the students how
they answered their questions.
11. Once each of the questions are answered,
the teacher will then give students the
option of selecting one of two worksheets
to complete first. The teacher will explain
each of the papers. If students are
choosing to complete the bar model
comparison paper first, students will
need to fill in each of the bars based on
the given fraction. If they would like to
complete the comparing common and
uncommon denominators paper, they
would need to recognize the amount
filled in each of the sections for every
 fraction, then determine which symbol to
compare the fractions with.
12. The teacher will let students know they
have the option of using fraction tiles to
help answer the questions.
13. Students will begin completing the first
worksheet. Once completed students will
raise their hand and wait for the teacher
to come check their work. Once
corrected, students will pass in their
work to the pass in bin, then begin the
next worksheet.
14. While students are completing their work
independently, the teacher will go around
the room and observe students as they
were working. As the teacher is walking
around, they are helping the students, as
they complete each of the questions.
15. Once students have completed each of
their papers and have been checked by
the teacher, they can pass in their work.
16. Within the last 5 minutes of class, the
teacher will write four questions on the
whiteboard. Each of the questions will be
comparing fractions with uncommon
denominators using symbols. Every
student will be assigned a question, and
will answer the question on the board
before transitioning to their next class.

Meeting students’ needs Instructional Decisions / Reasoning

- Scaffolded instruction
- Multiple means of representation All of these accommodations or
- Modifying the length of the assignment modifications are requirements for the
- Chunking the material students in this classroom per their IEP.
- Scribe
- Fidgets
- Larger writing utensils (to support the students’
grasp of the pencil)
- Breaks as needed
- Preferential seating
- Flexible seating options (yoga balls, stability pads,
standing desks, waist height desks, tall chairs, foot
pedals, and more)
- Extended time by 2-3 class periods
- Use of visuals
 - Multiplication charts
- Longer wait time to process and answer questions
- Use of notes and a study guide provided by the
teacher

Field Course Only – Post lesson

Reflection
(Produce a thoughtful reflection addressing the following: strengths of the lesson and areas for
growth; evidence of student learning and interpretation of assessment results. Consider the
following questions:
● Did the students meet the objective(s)/learning goal(s) of the lesson? How do you know?
● What does your assessment data tell you?
● What went well?
● What would you change?
● What did you learn? How will this impact your next lesson?
How many students met the objective(s)? Partially met? Did not meet? After analyzing the
assessment data what will you do to help ALL students meet the objective(s)?)

This lesson went extremely well. Students understood the content and were able to
apply these skills they learned easily. Out of all of the students, six students met the
standards, while one partially met, and one did not meet. For the students who did
not meet the standards, after a quick re-teaching session, they then understood the
concept. Most students were confused about which ways the symbols went. In order
for students to understand how to use the symbols more, I would reiterate to
students that the symbol is “always going to eat the larger number”. How this will
impact future lessons is that these concepts can be easily implemented as an exit
ticket. I also learned that when students are comparing fractions, it can be harder
for them to visualize fractions without the use of shapes, fraction tiles, or bar
models.

There are two Common Core Teaching Standards that connect to this lesson. The first standard that
connects to this lesson is Standard 1 Learner Development. The second standard that is met within
this lesson is Standard 8 Instructional Strategies.

Standard 1 indicates, “The teacher understands how students learn and develop, recognizing that
patterns of learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.” This standard is wanting teachers to recognize the implications of
the overall environment and student development. By recognizing students have the ability to grow
and develop in a multitude of ways, it gives teachers opportunities to create content to meet the
student’s abilities within their development.
Standard 8 indicates, “The teacher understands and uses a variety of instructional strategies to
encourage learners to develop deep understanding of content areas and their connections, and to
build skills to access and appropriately apply information.” This standard indicates that the teachers
will use multiple strategies to meet the needs of all the students. By using multiple methods of
instruction, students will have more than one way of representing what they are learning. The
indicator that is met within this standard is, 8 (a) “Uses appropriate strategies and resources to adapt
instruction to the needs of individuals and groups of learners.” This lesson uses fraction tiles and
other models to create meaningful learning experiences for students. Based on file reviews, student’s
have a need in visualizing and conceptualizing concepts. Without the use of manipulatives or other
models to represent fractions while comparing, students would not have been as successful. Students
would not have understood the differences between the numerator and the denominator, or what
happens to fractions when you are comparing two different denominators. By using a variety of
instructional strategies, there are multiple ways the students' needs are being met.