Shareen Russell

Multiple Intelligences Unit Plan

EDUC 522
1
Teacher:
Grade Level:
Subject:
Shareen Russell
SDC 3-5 Grade
Mathematics
Unit Title:
Time Frame:
Fractions
3 Weeks
Objective(s):
The students will be able to develop understanding of fractions as numbers.


Student Learning Outcomes:
Students will develop an understanding of fractions as part of a whole. They will use fractions along with visual models to help
with their knowledge of fractions representing parts of a whole. Students will also gain an understanding that the fractional part
is relative to the size of the whole. Students will be able to solve problems containing fractions by using visual models and
strategies based on the understanding that fraction units apart of a whole.

Standards:
(Include State and NET*S Standards)
California Common Core Standards Third Grade
3.NF
Develop understanding of fractions as numbers. 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.
1. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
1. 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.
2. 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.
Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
2
2. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
1. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
2. 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. 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.
4. 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 >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
3.W
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
1. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
2. Develop the topic with facts, definitions, and details.
3. Use linking words and phrases
(e.g., also, another, and, more, but) to connect ideas within categories of information.
4. Provide a concluding statement or section.
TECS
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
3
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners of other cultures
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
4. Critical thinking, problem solving, and decision-making
Students use critical thinking skills to plan
and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and
resources.
1. Identify and define authentic problems and significant questions for investigation
2. Plan and manage activities to develop a solution or complete a project
3. Collect and analyze data to identify solutions and/or make informed decisions
4. Use multiple processes and diverse perspectives to explore alternative solutions

5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
4
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies

Intelligences Addressed in Unit:
Verbal, Logical, Visual, Kinesthetic, Musical, Intrapersonal, Interpersonal, Naturalist

Unit Calendar

Monday Tuesday Wednesday Thursday Friday
Week 1 Introduction to
fractions/
fraction fun
The fraction kit The fraction kit
#2 and #3
Rock Paper
Scissors to One
Whole
Fraction fun with
Play-doh
Week 2 Brain Pop Video
on fractions
Building Bridges
Challenge
Hersheys
Fraction Book/
Activity
Music Video on
Fractions
Continue Music
Video on
Fractions
Week 3 Continue Music
Videos/ Fraction
Review
Continue Music
Videos/ Fraction
Review
Continue Music
Vidoes/
Fraction
Review Bingo
Present Music
Videos
Present Music
Videos


Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
5
Materials: Intelligences:
Computers

Internet/WiFi

Doc cam & Projector

Smart Board

iPad (Teacher and Students)
Stick Pic (app)
iMovie (app)
Pizza Fractions (app)
Jungle Fractions (app)

Websites:
Bainpop.com http://www.brainpop.com/math/numbersandoperations/fractions
YouTube http://www.youtube.com/watch?v=RpGtKEsuP_I#t=159

TeachersPayTeachers Resources:
http://www.teacherspayteachers.com/Product/Fraction-Fun-Freebie-188737
http://www.teacherspayteachers.com/Product/Fraction-Number-Line-Challenge-
510121
http://www.teacherspayteachers.com/Product/Free-Fraction-Strips-149386
http://www.teacherspayteachers.com/Product/Fraction-Bingo-Game-179554
http://www.teacherspayteachers.com/Product/Fractions-Basic-Music-Video-Math-Song-
451364

Paper, pencils, makers, crayons

Composition notebook for math journal


Visual/ logical



Visual

Kinesthetic

Mathematical/ logical





Visual
Musical



Interpersonal









Verbal


Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
6


























Books:
Hersheys Milk Chocolate Fraction Book by Robert C. Bolster
Fraction Fun by: David A. Adler
If You Were A Fraction by: Trisha S. Shaskan

Play-doh


Verbal/ Linguistic

Verbal/ linguistic



Naturalistic


Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
7
Procedures: Intelligences:
Week 1 - 5 Days Fraction
Day 1 - Introduce Fractions/ Fraction Fun
1. This lesson will begin with a story about fractions. They teacher will read If You
Were a Fraction by: Trisha A. Shaskan
2. This lesson is an introductory lesson on fractions. Students will begin to learn and
understand that fractions are equal parts of a whole number.
3. The teacher will use the website Kids Online- Fractions
(http://www.kidsolr.com/math/fractions.html) on the Smart Board.
4. The teacher will use the link on the website titled What is a fraction?
5. The teacher will go through the slides on the website and teach the students about
what a fraction is.
6. Using the Stick Pick app on the iPad, the teacher will choose students to go up to
the Smart board to interactively answer the question.
7. After the lesson on What is a Fraction? the teacher will use the link on the
website Fraction Practice.
8. Again the teacher will use the Stick Pick app to choose students to go up to the

Verbal








Visual/ Kinesthetic



Visual



Visual/ Kinesthetic




Visual/ Kinesthetic




Visual/ Kinesthetic

Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
8
Smart Board to practice fractions.
9. Students at the desk will write their answer on their individual white boards and
hold them up for the teacher to see.
10. Students will then work on individual practice worksheets at their desk for
additional practice.
11. Teacher will be walking around monitoring and helping children if needed with
understanding fractions.
Day 2- Fraction Kit

The Teacher will begin the lesson by reading a book about fractions, Fraction Fun by:
David A. Adler
Introduce how to make the Fraction Kit
1. Label 1 whole on a black strip.
2. Make sure all strips are same size as black.
3. Fold in half on a red strip.
4. Fold in half and another half on a pink strip
5. Fold in half 3 times on an orange stip.
Label the Fraction Kit by 1/2s, 1/4s, and 1/8s.
Compare/Identify which fraction piece is bigger among 2 pieces. Record in the math
journal
Ex) 1/2 > 1/4

Intrapersonal



Intrapersonal









Verbal



Mathematic/ Logical









Verbal/ Linguistic




Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
9
Provide black, red, pink, and orange strips to each child.
Explain top number is called numerator and bottom number is called denominator
Assessment:
Construct and Label the fraction kit accurately.
Compare 2 fraction pieces and identify which fraction is bigger.
Use the comparison sings, such as <, >, and =.
Represent each fraction on the number line
After the students finish their fractions kits, they will then play fraction games on the iPad
to reinforce what they have been learning for the last for the last 10 minutes.
Day 3- Fraction Kit #2 and #3
Introduce/Discuss about fraction kit #2

Construct the Fraction Kit #2
Label the Fraction Kit by 1/5s, 1/10s, 1/3s, 1/6s, 1/12s and 1/9s.
1. Label the light green 1/6s
2. Label yellow 1/9s
3. Label purple 1/12s
4. Label blue 1/5s
5. Label green 1/3s
Compare/Identify which fraction piece is bigger among 2 pieces. Record in the math
journal
Ex) 1/2 > 1/4
Provide blue, light blue, green, light green, yellow, and purple strips to each child.










Mathematical/ logical








Mathematical/ logical







Verbal/ Linguistic






Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
10
Explain top number is called numerator and bottom number is called denominator
Assessment:
Construct and Label the fraction kit accurately.
Compare 2 fraction pieces and identify which fraction is bigger.
Use the comparison sings, such as <, >, and =.
Represent each fraction on the number line
fter the students finish their fraction kits the will play fraction games on the iPad to
reinforce what they have been learning for the last 10 minutes.
Day 4- Rock, Paper, Scissors to One Whole
Understand the Goal: Which fraction is bigger when their denominators are same?
Introduce/Model Rock Paper Scissors Game
1. Uncover one whole when you win Rock,
Paper, Scissors
2. Record in equation in each turn.
Ex) 5/5 - 1/5 = 4/5, 4/5 - 1/5 = 3/5
3. When you uncover a whole, you win
Play Rock Paper Scissors Game with a partner
Conclude: Journal Entry: Which fraction is the smallest, 1/5, 2/5, 3/5, 4/5, or 5/5? Can
you order them from least to largest? What happens to the numerator in the largest
fraction?









Mathematical/ logical




Kinesthetic
Interpersonal










Interpersonal


Verbal/ linguistic




Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
11
Encourage to check their fraction kit to ensure this rule is visually proved.
Assessment:
Play Rock, Paper, Scissors accurately. ex) exchange correctly
Order common numeral fractions from small to large
Use the comparison sings, such as <, >, and =.
Day 5 Fraction Play-Doh fun and Review
1. Use the party favor-sized cans of Play-doh. They're just enough for this
type of lesson.
2. Let them use the Play-doh right on the desk or table. I first used a piece of
paper to keep things clean, but the Play-doh stuck to the paper and
became a more of a mess!
3. Give the kids plastic knives or popsicle sticks to cut shapes or make the
fractional lines. They also work great to scrape up the finished shape or
show a certain fractional part on your prompt.
4. The Play-doh container itself cuts a fantastic circle.
5. And last but not least, be sure to give them some time to play and explore
before and after the lesson.

Procedure:
1. Ask students to make a square with their Play-doh and divide it into
halves.
2. Then ask students to make a circle and divide into thirds.
3. Ask students to make another square and divide into fourths.
4. Continue to have students to make larger and larger fractions.
5. Allow students at the end of the lesson to play with the play-doh








Naturalistic














Kinesthetic




Week 2 - 5 Days Fractions
Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
12
Day 1 Brain Pop video on fractions
Teacher will show the video to the students on fractions.
http://www.brainpop.com/math/numbersandoperations/fractions
Students will then work on a fraction sort worksheet.
http://www.teacherspayteachers.com/Product/Fraction-Fun-Freebie-188737
Teacher will pull small groups of students who need additional intervention on
fractions.
Day 2- Building Bridges Challenge
http://www.teacherspayteachers.com/Product/Fraction-Number-Line-Challenge-
510121
Students use their understanding of the Common Core fraction
standards and a given set of clues to correctly construct 5 "bridges."
This activity is Great for deductive reasoning, problem solving, and
logic, as well as to review and strengthen fraction concepts.

Day 3- Hersheys Fractions
The teacher will read the book The Hersheys Milk Chocolate Fractions Book to
the students. http://www.amazon.com/Hersheys-Milk-Chocolate-Fractions-
Book/dp/0439135192
While the teacher is reading the book the students will make the correct fractions
that are being read with their own Hersheys Chocolate bar made out of
construction paper.

Day 4- Music Video On Fractions
Students will watch a music videos made by 3
rd
grades on fractions.
http://www.youtube.com/watch?v=RpGtKEsuP_I#t=159,
http://www.teacherspayteachers.com/Product/Fractions-Basic-Music-Video-Math-
Song-451364
After the students watch the music video, teacher will put students in groups to
make their own music video.
Students will work in their groups planning their music video and they will record
their video in the next class session.

Visual


Intrapersonal




Kinesthetic
Interpersonal






Verbal/ Linguistic


Kinesthetic
Logical/Mathematical



Musical





Musical


Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
13

Product: Intelligences:
Students will have one main product:
1. Group Fractions Music Video
Other products:
1. Fraction Strips
2. Hersheys Fraction Activity
3. Building Bridges Challenge


1. Musical
2. Mathematical/ logical
3. Kinesthetic


Day 5- Music Video on Fractions Continued
Students will continue working in their groups on their music video.
When they get their planned Okayed by the teacher, they will then begin recording
on the iPad using iMovie.
Musical
Week 3 - 5 Days- Fractions
Day 1-3- Fraction Music Videos and Fraction Review
Students will review fractions by working on a fraction worksheet. Day 1 students will
work on this worksheet for review:
http://www.teacherspayteachers.com/Product/Fractions-1077936. Day 2 students will
work on this worksheet for review:
http://www.teacherspayteachers.com/Product/Fractions-Worksheet-Great-for-First-
Day-Practice-355472
On Day 3 students will review fractions by playing fraction
Bingohttp://www.teacherspayteachers.com/Product/Fraction-Bingo-Game-179554
Student will continue working on their music videos using iMovie on the iPad

Day 4-5 Music Video Presentations
Students will share their music videos with the class through the use of YouTube.
Students will be assessed through a rubric for their music video.

Interpersonal






Mathematical/ logical
Musical



Musical
Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
14


Assessment: Intelligences:
Worksheets- FRACTIONS
4 POINTS 3 POINTS 2 POINTS 0 POINTS POINTS
EARNED/P
OSSIBLE
Completeness Student has
completed
the entire
worksheet.
Student
finished
most of the
worksheet.
Student has
finished less
than 1/2 of the
worksheet.
Student turned
in incomplete
worksheet.
/4
Neatness Students
work is neat
and legible.
Student's
work is
mostly neat
and
answers
can be
located but
not in
correct
area.
Student's
writing is
illegible.
Student turned
in incomplete
worksheet
/4
Correctness
Student has
answered
all
questions
correctly.
Student
answered
most of the
questions
correctly
Student has
answered less
than half of the
questions
correctly.
Student turned
in incomplete
worksheet
/4
TOTAL /12




Intrapersonal





























Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
15

Music Video Group Project - FRACTIONS
15 POINTS 10 POINTS 5 POINTS 0 POINTS POINTS
EARNED/P
OSSIBLE
Presentation Presentation is at
least 5-8 minutes
long.
Presentation is 4-
5 minutes long
Presentation is
less than 4
minutes long.

/15
Originality

The product shows
significant evidence
of originality and
inventiveness. The
majority of the
content and many
of the ideas are
fresh, original,
inventive. In depth
understanding of
fractions.
The product shows
some evidence of
originality and
inventiveness.
Demonstrates a
basic understanding
of fractions.

The work is merely
a basic
understanding of
the concepts of
fractions. There is
no evidence of
creativity and
originality.

The work is a
minimal
understanding of
fractions. There is
no evidence of
originality.

/5
Group Work

Excellent teamwork,
good behavior,
worked together to
meet all deadlines
and project
requirements

Some teamwork,
little misbehavior,
met most deadlines
and project
requirements

Poor teamwork,
some misbehavior,
sometimes late for
deadlines and
project
requirements

No teamwork, poor
classroom behavior,
failed to meet
deadlines and
project
requirements

/5
Interesting
Fractions
Presentation
discusses
fractions
Presentation
does not discuss
fractions
/5


TOTAL
/30






Musical
Interpersonal



















Shareen Russell
Multiple Intelligences Unit Plan
EDUC 522
16