EECE Backward Design Lesson Plan Template

From Integrating Understanding By Design & Differentiated Instruction:

Connecting Content and Kids
Carol Ann Tomlinson & Jay McTighe, ASCD, 200

Name: Kotori Ota Date: November 2, 2017

Step 1Desired Results (what students will learn)
A. Brief narrative overview of lesson that specifies enduring (big idea) understanding and
essential question

In Module 4, students are learning about fractions. Students have already learned about how to
represent a fraction in pictures, numbers, words, and a number line. In this lesson, students will
learn how to add common fractions using skip counting, number line, and pictures.

B. General Learner Outcome (GLO)

GLO Goal: ( #1 ) Self-Directed Learner: The ability to be responsible for ones own
learning.
GLO Goal: (# 2) Community Contributor: The understanding that it is essential for human
beings to work together.
GLO Goal: (# 3) Complex Thinker: The ability to demonstrate critical thinking skills and
problem solving.
GLO Goal: (# 4 ) Quality Producer: The ability to recognize and produce quality
performances and quality products.

C. Common Core State Standards/Hawaii Content and Performance Standard (HCPS) III
Standard and Benchmark

3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts
of size 1/b.

Step 2Assessment Evidence (summative check for learning)

A. Performance Task (What will students do to demonstrate their learning?)
Students will solve equations and word problems to demonstrate their understanding of
adding common fractions by using the number line, skip counting, and pictures.

B. Performance Criteria (How good is good enough? Provide checklists, rubrics, or criteria.)
Success Criteria
- I can show my thinking by skip counting
- I can show my thinking using a number line
- I can show my thinking using drawings
 - I can write the equation

Step 3Active Learning Plan (detailed enough for another teacher to follow)
A. Teacher Steps B. Student Steps
Introduction 10:35-10:40

Yesterday we started to learn about

showing fractions using the number line. *Stay in their assigned area
Today we are going to continue to learn *Follow directions
about fractions, and by the end of the *Listen to instructions
lesson you will be able to add common
fractions by using the number line, fraction
strips, and drawings.

10:40-11:00

We are going to start by reviewing skip Choral Response: Skip count by 2s.
counting. (Choral response)

What are we doing when we skip count? Partner A answer. Partner B agree or disagree.
Partner A tell your partner what we do
when we skip count. Partner B agree of
disagree by saying, I agree/disagree
because (We are adding the same
number each time we count.)

*Show the slide with number line skip

counting by 5s*

Look at this number line. What is this Partner B answer. Partner A agree/disagree.
number line showing? Partner B tell
partner A. Partner A agree or disagree.
(The number line is showing skip counting
by 5s.)

When we skip count by 5s, we are Answer using fingers. (5)

repeatedly adding the same number. On
the count of 3 show me with your fingers
what number we are skip counting by. 3, 2,
1. (Students put up 5)

Right, we are adding 5 each time. Now

look at the number underneath the number
line. What does this number show? Turn to Buddy buzz:
your partner and discuss what these Partner A: The number shows.
numbers mean. (Buddy buzzing, pull name Partner B: Agree/disagree
card to share answers)

The number underneath the line shows the

result of skip counting by 5s. When we add
common fractions, we can use skip
counting to help us figure out the sum or
the answer.

I DO
*Show slide with pizza*

The pizzas are not a whole pizza. The size Write answer on whiteboard. (1/2)
of each pizza can be represented using a
fraction. Pull out your whiteboards and
write how we can represent the size of
each pizza in fraction. (Write and show
1/2)

All of these pizzas are in halves, or 1/2, so Watch teacher skip count.
they are common fractions. When adding
these common fractions together, I can
skip count by halves to see how much
pizza there is. Watch me skip count. One
half, two halves, three halves, four halves,
five halves, six halves. There are six
halves pizzas all together. I can show the
problem in an equation like this. + +
+ + + = 6/2 So when adding
common fractions you first need to identify
the fraction, and then you can skip count
by itself.

Go over the success criteria to see if I did Thumbs up/down as I go over the success criteria.
everything. Remind students that they
have to at least use two different strategies
to show their thinking. Show students that
they have to mark where they showed their
thinking for each part.

WE DO
Now lets try together.
These sandwiches are cut into 4 equal Write answer on board.
pieces. Write the fraction to represent each
piece of sandwich on your whiteboard.
(Write and show )
Skip count by fourths.
So we are skip counting by one fourth.
Lets count together. (Skip count by
fourths).

We can also show our thinking using the Answer questions.

number line as well.
The distance between 0 and 1 shows one
whole. What is the distance between 0 and
the first mark? (1/4) How do you know?
(Because the number line is in 4 equal
parts.)

Using the skip counting strategy and the Buddy Buzz: I can use the number line by
number line, how can you show your
thinking? Discuss with your partner how
you can use the number line to add
common fractions. (You can skip count by
fourths for each jump on the number line.)

What number goes under each mark on Answer question.

the line? (write as you discuss)

Now lets skip count and find out the sum. Skip count by fourths.
(skip count by fourths)

Write the equation that match the problem Write the equation on the whiteboard.
on your whiteboard. ( + + + = 4/4)

Now lets look at this problem.

*Display word problem with cups *

CHORAL READ: Charlie is making a Listen to the problem.

cake. He needs cups of sugar. He only
has a measuring cup. What can he do to Choral read.
measure the correct amount of sugar?

Discuss with your partner what Charlie can Buddy Buzz: Two ways to show my thinking are
do. Show me two ways you figured out the Whiteboard: Show my thinking.
answer on your whiteboard. (Buddy Buzz
and whiteboard)
Have students share. (name cards)

Do you agree with ________? (thumbs Thumbs up/down

up/thumbs down) Why?

Can anyone show me another way to show Share answers.

your thinking?

What would it look like in an equation? Write the equation on whiteboard.

(Whiteboard)

Go over success criteria again. Go over success criteria. Thumbs up and down.

YOU DO
Now, its your turn. Go to lesson 4.11 in
your Stepping Stones book. Your job is to
complete page 151 by using the number
lines on that page and by showing your
thinking in another way (pictures) on a
picture on a scratch paper. You may also
use skip counting as a strategy when
solving these problems.

When you are done, come see me at the

back table. Look at the board to see what
you need to work on next. (p. 162)

INDEPENDENT WORK TIME 11:00-11:30

Work at the back table with students who Do problems on page 151 independently.
need extra support.

Check student work when they finish. Go show work.

Work on page 162.

C. Materials to have ready:

Teacher materials:
Stepping Stones slides
Stepping Stones Student Workbook

Student materials:
Pencils
Stepping Stones Student Workbook
Scratch paper as needed.

D. Approximate time needed for lesson:

60 minutes