The Understanding by Design Template

Wiggins, McTighe
Designer: Molly Sias
Unit Topic/Grade: Fractions / 5th grade

Stage 1: Desired Results

Common Core State Standards/PA
Academic Standards

Transfer
Students will be able to independently use their learning to

PA Academic
M5.A.2.1.2: Solve problems
involving addition and
subtraction of fractions
(through 16ths like and
unlike denominators for
unlike denominators, the LCD
must be one of the given
denominators).

T1 Solve word problems that include real-life fractional examples

using addition, subtraction, and multiplication

M5.A.1.3.3: Compare proper

fractions through 16ths with
like and unlike denominators.
Common Core
M05.A-F.1.1.1: Add and
subtract fractions (including
mixed numbers) with unlike
denominators.

M05.A-F.2.1.2: Multiply a
fraction (including mixed
numbers) by a fraction.

UNDERSTANDINGS

Meaning
ESSENTIAL QUESTIONS

Students will understand that

EQ1: How are fractions used in

the world today?

U1 Fractions are used

consistently in real world
contexts.
U2 The correct manipulation of
numerators and denominators
is needed to solve real-world
fraction problems.

Students will know..

Students will keep considering

EQ2: Why is it important to be

able to manipulate numerators
and denominators to solve real
world problems?

Acquisition
Students will be skilled at

K1 Uses for fractions in

everyday life (Cooking,
measuring, etc.)
K2 Rules for finding common
denominators
K3 Basic fraction vocabulary
(Numerator, denominator,
etc.)
K4 To add and subtraction
fractional pieces they must
have common denominators.
K5 To obtain common
denominators they need to
multiply the numerator and

S1 Identify fractions of a
whole or group
S2 Apply the principles of
LCM to various problems
S3 Apply the principle of
common denominators to
various problems
S4 Add and subtract fractions
and mixed numbers
S5 Compare fractions with
like and unlike denominators

denominator by the same

number.
K6 To compare fractions,
they need to first obtain
common denominators.

Stage 2: Evidence
Evaluative Criteria (List for all

PERFORMANCE ASSESSMENT (Summative)

Performance Assessments)
EC 1: Mathematically accurate
calculations of each ingredient using
multiplication of fractions and mixed
numbers, clear calculations written in an
organized manner with all steps included
EC 2: Mathematically accurate
calculations of each route distance by
adding fractional pieces and mixed
numbers using common denominators;
Mathematically accurate calculation of
the difference between the two routes by
subtracting fractions and mixed numbers
using common denominators.

PA 1: You are a camp counselor working. Your task is to make trail mix for 16
campers, yourself, and another counselor to eat for snack. You have a recipe
that makes enough for 6 people. Use the recipe to make enough trail mix for
all the campers and counselors. The recipe is as follows:
4 cups of popcorn, 3 cups of pretzels, 2 3/8 cups of raisins, 2 2/3 cups of
chocolate chips, and 2 5/6 cups of M&Ms. You must turn in a calculations sheet
to the camp director for her inspection prior to her purchasing the ingredients.
(EU1, EU2)
PA2: You are a travel agent. A family just came in who wants information on
traveling to Disney World by car. They live in Pittsburgh, Pennsylvania. When
you look at a map, you notice that the family could choose between two
different routes. They want you to figure out which route is the shortest and by
how much. In the first route, the family would travel from Pittsburgh to
Morgantown, WV traveling 75 4/5 miles, from Morgantown to Charlotte, NC
traveling 376 miles, from Charlotte to Jacksonville, FL traveling 383 miles,
then Jacksonville to Orlando, FL traveling 152 3/8 miles. In the second route,
the family would travel from Pittsburgh to Washington, DC traveling 240 2/3
miles, from Washington, DC to Richmond, VA traveling 108 5/6 miles, from
Richmond to Florence, SC traveling 293 7/12 miles, from Florence, SC to
Jacksonville, FL traveling 310 miles, then from Jacksonville to Orlando, FL
traveling 158 3/8 miles. (EU1, EU2)
PA3: Oral or written response to one of the essential questions, using
appropriate vocabulary in context. (EU1, EU2)

OTHER EVIDENCE (Summative)

What other evidence (other than performance assessments) will you collect to
determine whether Stage 1 goals were achieved?

Unit test
Open-ended response finding an error in a multiplication of fractions
problem and explaining how to fix the error
Creation of a word problem using one of the fractional skills (student
choice)

Stage 3: Learning Plan

Pre-Assessment
What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?

Pre-test on finding common denominators, adding, subtracting, and multiplying fractional pieces and mixed
numbers, comparing fractions with like and unlike denominators.

Learning Events

Progress Monitoring (Formative)

Student success at transfer, meaning, and acquisition depends upon..

1.
2.

3.
4.

5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

Pre-Assessment
Introduce the essential questions and have the students create
preliminary answers. Discuss the performance tasks that will end the
unit in order for students to see where they are headed. (M)
Read Working with Fractions (A, M)
Review fraction vocabulary (numerator, denominator, etc.) (A)
Teacher-guided lesson on finding common denominators (A)
Play Flip and Compare card game to practice comparing fractions (A,
M)
Teacher-guided lessons on adding and subtracting fractions and mixed
numbers. (A)
Small group work time to solve story problems from the book, Funny
and Fabulous Fraction Stories (M)
Performance Task #2: Determine Shortest Travel Distance (T, M)
Teacher-guided lesson on multiplying fractions and mixed numbers.(A)
Open-ended response finding an error in a multiplication of fractions
problem and explaining how to fix the error (T, M)
Create word problem using one of the fractional skills learned (student
choice) (M, T)
Performance Task #1: Trail Mix Recipe (T, M)
PA3: Oral or written response to one of the essential questions, using
appropriate vocabulary in context. (T, M)

Formative assessment and

informal feedback by
instructor as student tried to
apply skills learned while
adding, subtracting, and
multiplying fractions
Quiz on adding and
subtracting fractions and
mixed numbers
Quiz on finding common
denominators

Look for common

misconceptions including:

Failure to add and subtract the

denominator, as well as, the
numerator

Failure to change the

numerator when changing the
denominator while making
common denominators

Failure to recognize the bigger

the denominator, the bigger
the fraction

RESPONSES TO ESSENTIAL QUESTIONS:

EQ1: Fractions are found in many parts of everyday life, including: baking, cooking,
measurement, tools and hardware pieces, traveling distances, sharing items equally,
etc. In each of these uses, there are many reasons that fractions are used. For
example, in baking, fractions are used to write recipes, measure the ingredients using
measuring spoons, cups, and liquid measuring cups, as well as quantities of the
ingredients to use at a given time in the recipe. It is essential to understand fractions so
that I can add, subtract, multiply, and even divide fractional pieces in order to meet the
needs of everyday life.
EQ2: Understanding how to manipulate numerators and denominators in fractional
pieces is key to understanding fractions to their entirety. If you are unable to
successfully alter fractions using common denominators, you are also unable to add
and subtract fractions when using them throughout daily life. In addition, you are unable

to compare fractional amounts when deciding which travel distance is longer or who
wins the prize for running the farthest distance in a race.
COLLEGE OF EDUCATION AND HUMAN SERVICES
Curriculum Development and Evaluation
ED 523
CURRICULUM UNIT SCORING GUIDE
Note: Points will not be assigned for items that are not addressed.

Performance Indicators
1.0 Stage One: Desired
Results
1.1 Standards
1.2 Transfer

1.3 Enduring
Understandings

1.4 Essential Questions

1.5 Content
1.6 Performances/Skills
(Major Objectives)

Degrees of Performance
Sophisticated
4
Appropriate CCSS/PA
Academic Standards are
included.
Insightful identification of
how students will be able
to independently use
their learning (desired
long-term independent
accomplishments).

Skillful
3

Identification of how
students will be able to
independently use their
learning (desired longterm independent
accomplishments).

Insightful representation
of the Understandings
that clearly articulate the
unifying ideas of the
curriculum unit.
Insightful and thoughtprovoking Essential
Questions that will foster
inquiry, meaning-making,
and transfer.

Relevant representation
of the Understandings
that articulate the
unifying ideas of the
curriculum unit.
Essential Questions
that will foster inquiry,
meaning-making, and
transfer.

Thorough and systematic

delineation of the CU
content.
Explicit and complete
design and identification
of the performances
(major objectives).

Relevant delineation of
the CU content.

Critical and systematic

design of complex
performance tasks that
clearly provide evidence
of student
understanding.
Thorough and complete
identification of on-going
assessments to

Relevant design of
performance tasks that
provide evidence of
student understanding.

Relevant design and

identification of the
performances (major
objectives).

Developed
2

Reasonable, yet
limited identification of
how students will be
able to independently
use their learning
(desired long-term
independent
accomplishments).
The Understandings
somewhat articulate
the unifying ideas of
the curriculum unit.
Essential Questions
that may or may not
foster inquiry,
meaning-making, and
transfer.

Literal
1
Appropriate CCSS/PA
Academic Standards
are not included.
Superficial identification
of how students will be
able to independently
use their learning
(desired long-term
independent
accomplishments).
The Understandings
demonstrate a
fragmented articulation
of the unifying ideas of
the curriculum unit.
Superficial identification
of the Essential
Questions.

Reasonable, yet
limited delineation of
the CU content.
Reasonable, yet
limited design and
identification of the
performances (major
objectives).

Simplistic delineation of
the CU content.

Reasonable, yet
limited design of
performance tasks that
may or may not
provide evidence of
student understanding.
Plausible, yet limited
identification of ongoing assessments.

Underdeveloped design
of performance tasks.

Literal design and

identification of the
performances (major
objectives).

2.0 Stage Two:

Assessment Evidence

2.1 Performance
Tasks/Assessments

2.2 Other Evidence

Relevant identification
of on-going
assessments to

Underdeveloped
identification of ongoing assessments.

determine whether Stage

1 targets were achieved.

2.3 Evaluative Criteria

(Performance Tasks)

Complete identification of
the criteria to evaluate
attainment of the desired
results (most important
qualities).

determine whether
Stage 1 targets were
achieved.
Relevant identification
of the criteria to
evaluate
attainment of the
desired results (most
important qualities).

Plausible, yet limited

identification of the
criteria to evaluate
attainment of the
desired results (most
important qualities).

Superficial identification
of the criteria to
evaluate
attainment of the
desired results (most
important qualities).

3.0 Stage Three: Learning

Plan
3.1 Pre-Assessments

3.2 Learning Activities and

Instruction

3.3 Progress Monitoring

4.0 Overall Design:

4.1 Alignment

4.2 Grammar and

Mechanics
4.3 Professionalism

5.0 Course Essential

Pre-assessments are
implemented to check
students prior
knowledge, skill levels,
and potential
misconceptions.
Strategic design of
learning activities that
provide:
Three types of goals
(acquisition, meaning,
and transfer) addressed
in the learning plan.

There is no evidence of
pre-assessments.

Relevant design of
learning activities that
provide:
Three types of goals
(acquisition, meaning,
and transfer) addressed
in the learning plan.

The learning activities

are coded according to:
Acquisition, Meaning,
and Transfer.

The learning activities

are coded according to:
Acquisition, Meaning,
and Transfer.

Accurate inclusion of the

monitoring of students
progress toward
acquisition, meaning,
and transfer during
lesson events.
Potential rough spots
and student
misunderstandings are
noted as well as how
feedback will be
provided.

Inclusion of the
monitoring of students
progress toward
acquisition, meaning,
and transfer during
lesson events.
Potential rough spots
and student
misunderstandings are
noted as well as how
feedback will be
provided.

Proficient and savvy

articulation of all CU
components.

Relevant articulation of
all CU elements.

Grammar and mechanics

are impeccable with a
maximum of 1 error.
The overall design of the
CU reflects a high
degree of preparation
and organization.

Grammar and
mechanics reflect 2-3
errors.
The overall design of
the CU reflects a high
moderate degree of
preparation and
organization.

Plausible, yet limited

design of learning
activities that may or
may not provide:
Three types of goals
(acquisition, meaning,
and transfer)
addressed in the
learning plan.
The learning activities
may or may not be
coded according to:
Acquisition, Meaning,
and Transfer.
Plausible inclusion of
the monitoring of
students progress
toward acquisition,
meaning, and transfer
during lesson events.
Potential rough spots
and student
misunderstandings as
well as feedback may
or may not be noted.

Reasonable, yet
limited articulation of
all or many CU
elements.
Grammar and
mechanics reflect 4-5
errors.
The overall design of
the CU reflects a low
moderate degree of
preparation and
organization.

Uncritical design of
learning activities.

Progress monitoring is
addressed minimally.

Incomplete articulation
of CU elements.
Grammar and
mechanics reflect more
than 5 errors.
The overall design of
the CU reflects a low
degree of preparation
and organization.

Questions:
5.1 Reflection and
Response

Total: 64/

In-depth and insightful

reflection and response
related to the essential
questions: EQ1, EQ2,
and EQ3.

Relevant reflection and

response related to the
essential questions:
EQ1, EQ2, and EQ3.

Plausible, yet limited

reflection and
response related to the
essential questions:
EQ1, EQ2, and EQ3

Superficial reflection
and response related to
the essential questions:
EQ1, EQ2, and EQ3