GRADE 4 MATH: FARMER FRED UNIT OVERVIEW This approximately 4-week unit centers around understanding fractional parts of a whole and using fractions and mixed numbers to solve problems. TASK DETAILS Task Name: Farmer Fred Grade: 4 Subject: Mathematics Depth of Knowledge: 3 Task Description: Students use fractional parts of a whole, properties of shapes, congruency, and computation using fractions and money to determine the fair value and total worth of eight fields. Standards: 4.NF.2 Compare two fractions with different numerators and different 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. 4.NF.3c Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. 4.NF.3d Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 4.NF.4c Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. Standards for Mathematical Practice: MP.1 Make sense of problems and persevere in solving them. MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure. 1 TABLE OF CONTENTS The task and instructional supports in the following pages are designed to help educators understand and implement tasks that are embedded in Common Core-aligned curricula. While the focus for the 2011-2012 Instructional Expectations is engaging students in Common Core-aligned culminating tasks, it is imperative that the tasks are embedded in units of study that are also aligned to the new standards. Rather than asking teachers to introduce a task into the semester without context, this work is intended to encourage analysis of student and teacher work to understand what alignment looks like. We have learned through this year’s Common Core pilots that beginning with rigorous assessments drives significant shifts in curriculum and pedagogy. Universal Design for Learning (UDL) support is included to ensure multiple entry points for all learners, including students with disabilities and English language learners. PERFORMANCE TASK: FARMER FRED 3 UNIVERSAL DESIGN FOR LEARNING (UDL) PRINCIPLES 5 RUBRIC 7 ANNOTATED STUDENT WORK 12 INSTRUCTIONAL SUPPORTS 39 UNIT OUTLINE 40 SUPPORTS FOR ENGLISH LANGUAGE LEARNERS 62 SUPPORTS FOR STUDENTS WITH DISABILITIES 66 Acknowledgements: The unit outline was developed by David Graeber (CFN 534) with input from Curriculum Designers Alignment Review Team. The tasks were developed by the schools in the 2010-2011 NYC DOE Elementary School Performance Based Assessment Pilot, in collaboration with Exemplars, Inc. and Center for Assessment. 2 GRADE 4 MATH: FARMER FRED PERFORMANCE TASK 3 Name_______________________ Farmer Fred Farmer Fred’s fields are worth twelve hundred dollars total. The fields are formed with the same properties as your pattern blocks. Each field’s value is based on its size. What fraction of the total value is each field worth? How much is each field worth? Show and explain all of your mathematical thinking. 4 GRADE 4 MATH: FARMER FRED UNIVERSAL DESIGN FOR LEARNING (UDL) PRINCIPLES 5 Math Grade 4 – Farmer Fred Common Core Learning Standards/ Universal Design for Learning The goal of using Common Core Learning Standards (CCLS) is to provide the highest academic standards to all of our students. Universal Design for Learning (UDL) is a set of principles that provides teachers with a structure to develop their instruction to meet the needs of a diversity of learners. UDL is a research-based framework that suggests each student learns in a unique manner. A one-size-fits-all approach is not effective to meet the diverse range of learners in our schools. By creating options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning, instruction can be customized and adjusted to meet individual student needs. In this manner, we can support our students to succeed in the CCLS. Below are some ideas of how this Common Core Task is aligned with the three principles of UDL; providing options in representation, action/expression, and engagement. As UDL calls for multiple options, the possible list is endless. Please use this as a starting point. Think about your own group of students and assess whether these are options you can use. REPRESENTATION: The “what” of learning. How does the task present information and content in different ways? How students gather facts and categorize what they see, hear, and read. How are they identifying letters, words, or an author's style? In this task, teachers can… ü Pre-teach vocabulary and symbols, especially in ways that build a connection to the learners’ experience and prior knowledge by providing text based examples and illustrations of fields. Integrate numbers and symbols into word problems. ACTION/EXPRESSION: The “how” of learning. How does the task differentiate the ways that students can express what they know? How do they plan and perform tasks? How do students organize and express their ideas? In this task, teachers can… ü Anchor instruction by pre-teaching critical prerequisite concepts through demonstration or models (i.e. use of two dimensional representations of space and geometric models). ENGAGEMENT: The “why” of learning. How does the task stimulate interest and motivation for learning? How do students get engaged? How are they challenged, excited, or interested? In this task, teachers can… ü Optimize relevance, value and authenticity by designing activities so that learning outcomes are authentic, communicate to real audiences, and reflect a purpose that is clear to the participants. Visit http://schools.nyc.gov/Academics/CommonCoreLibrary/default.htm to learn more information about UDL. 6 GRADE 4 MATH: FARMER FRED RUBRIC The following section contains two rubrics that were used to score student work: a content rubric and a process rubric. The content rubric describes student performance according to the content standards in the CCLS. The process rubric describes student performance according to the National Council of Teachers of Mathematics (NCTM) process standards. Students’ were given a score based on their achievement on the CCLS content rubric and the process rubric. Given that the process rubric is not in the language of the Common Core’s Mathematical Practices, we have also included a document that NCTM has posted regarding the relationship between the NCTM process standards and the Standards for Mathematical Practice. 7 CCSS Mathematics Content Standards Rubric – Grades 3 & 4 Students apply mathematical concepts, reasoning, and procedural skills in problems-solving situations and support their solutions using computations, mathematical language, and appropriate representations/ modeling. CCSS Math Criteria Novice Apprentice Practitioner Expert by Strand Applies flawed strategies Some parts of problem Expresses whole numbers as All parts of problem correct, (e.g., attempts to form correct and those parts fractions (gr 3) and fractions precise, and supported by groups when multiplying, are supported by student as decimals with 10 or 100 student work or explanations but does not use equal work as denominator (gr 4) sized groups) 3.NF-3 Extends understanding Uses visual models 4.NF-5, 6 of equivalence of Selects the incorrect (number line, area models, fractions by identifying operation to perform or set models) to represent and Uses place value to round proper and improper major inaccuracies in compare parts of a whole, whole numbers fractions computation lead to an but stops short of applying 3.NBT-1 incorrect solution concepts in problem solving 4.NBT-3 Interprets meaning of the contexts products when multiplying Expresses fractions and Still demonstrates (gr 3-4) and remainders equivalent fractions (gr 3-4) limited knowledge of place Demonstrates relationships when dividing (gr 4) and decimal-fraction value or number sense between multiplication and equivalents (gr 4); explains/ (e.g., difficulty estimating, division with whole Uses a variety of illustrates why they are/are representing part-whole numbers using number representations (e.g., not equivalent (e.g., number relationships; cannot facts, objects, visuals, and concrete models, lines, area models, sets; determine reasonableness symbols/equations diagrams, equations), compare to benchmarks) of an answer; does not see strategies (e.g., place value, , & 3.NF-1, 2, 3 relationship between May include limited/ partial 4.NF-1, 2, 5, 6, 7 properties of operations), multiplication-division) explanations for solutions and algorithms to solve Uses addition, problems or represent A correct answer may Uses 4 operations with solutions in multiple ways Fractions subtraction, and