WGU D183 Task 3.5 |Latest Update with Complete Solution
Rosalyn Miles
Western Governors University
D183 Designing Curriculum and Instruction I
OIM2 Task 3 Evaluating Curriculum Alignment
July 9, 2024
A. Vertical Alignment
Current Grade: fourth grade
Unit: Fractions
Previous Grade Standards- Current Grade Standards- Next Grade Standards-
Third Grade Fourth Grade Fifth Grade
3.3A-Represent fractions 4.3A- Represent a fraction 5.3A Represent and solve.
greater than zero and less a/b as a sum of fractions Addition and subtraction
than or equal to one. With 1/b of. Fractions with unequal
denominators of 2,3,4,6, 4.3B Decompose fractions denominators referring to
and 8 using concrete in more than one way the same whole using
objects and pictorial 4.3C-Determine if two objects and pictorial
models including strip given fractions are models. And properties of
diagrams and number lines equivalent using a variety operations
3.3B-Determine the of methods 5.3B Represent and solve
corresponding fraction 4.3D Compare two fraction multiplication of a whole
greater than zero and less with different numerators number Anda fraction that
than or equal to one in and different refers to the same whole
intervals of 0,1/2, and ¼. denominators using objects and pictorial
Using concrete objects and 4.3E Represent and solve models including area
pictorial models including addition and subtraction of models
strip diagrams and number fractions with equal 5.3C Use objects and
lines denominators pictorial models to solve
3.3C Explain that the unit 4.3F Evaluate the problems involving
fraction 1/b represents the reasonableness of sums multiplication of a whole
quantity formed by one and differences of fractions number by a unit fraction
part of a whole that has using benchmark fractions 5.3D represent, and s solve
been partitioned unto b division of a unit fraction
equal parts where b is a by a whole number and
non-zero whole number the division of a whole
3.3D Compose and number by a unit fraction
decompose a fraction a/b 5.3E Represent and solve
with a numerator greater multiplication of a fraction
than zero and less than or by a fraction using objects
equal to the denominator and pictorial models
into a sum of parts a/b including area models
including unit fractions 5.3F Solve problems
3.3E Solve problems involving division of a
involving partitioning ab whole number by a unit
, object among two or more fraction and division of a
recipients using pictorial unit fraction by a whole
models and sharing number
activities 5.3G Represent and solve
3.3F Represent equivalent addition and subtraction of
fractions with fractions and mixed
denominators of 2,3,4,6, numbers with unequal
and 8 using a variety of denominators
objects and pictorial 5.3H Use benchmark
models, including number fractions and number
lines sense of fractions to
3.3G Explain that two estimate and assess the
fractions are equivalent if reasonableness of answers
they represent the same to problems involving
portion of a whole using. A addition, subtraction, and
variety of objects and multiplication of fractions
pictorial models including
number lines
2. Learning..Progression
Students..in..third..grade..are..introduced..to..fractions...The..focus..is..on..understandi
ng..fractions..are..part..of..a..whole...They..also..learn..to..represent..fractions..using..various..
models..and..comparing..simple..fractions...In..fourth..grade..students..build..on..their..unde
rstanding..by..learning..to..add..and..subtract..fractions..with..the..same..denominator...Stud
ents..will..also..be..comparing..fractions..with..different..denominators..as..well..as..decomp
osing..fractions..in..multiple..ways.. . In..fifth..grade,..students..move..on..to..more..advanced.
.concepts..like..performing..all..operations..with..fractions..of..different..denominators...Stu
dents..in..fifth..grade..also..solve..complex..real-
world..problems..and..use..estimation..to..assess..the..reasonableness..of..their..answers...T
his..progression..ensures..students..develop..a..deep..understanding..of..fractions,..preparin
g..them..for..more..complicated..mathematical..concepts..in..later..grades.
3. Gaps..and..Redundancy
One..potential..gap..comes..with..the..transition..from..equivalent..fractions..in..third
..grade..to..operations..in..fourth..grade.. . Students..may..not..fully..understand..why..equival
ent..fractions..are..useful..in..doing..the..operations...Using..equivalent..fractions..to..find..co
mmon..denominators..is..an..important..step..that..may..not..be..explicitly..taught,..which..th
en..creates..a..gap..between..the..vertical..alignment..among..grades...Another..potential..ga
p..is..the..jump..from..adding..and..subtracting..fractions..with..common..denominators..in..f
ourth..grade..to..fifth..grade..where..students..perform..all..operations..with..unlike..denomi
nators...Making..sure..that..students..have..an..opportunity..to..learn..how..to..make..common
..denominators..is..a..key..step..in..this..transition..that..is..not..explicitly..taught..before..going
..to..the..next..grade.
Represent..fractions..is..an..important..skill..students..need..to..have..in..each..grade..level,..t
he..standards..as..written..provide..some..redundancy..in..the..skill...There..is..a..potential..over
lap..in
Rosalyn Miles
Western Governors University
D183 Designing Curriculum and Instruction I
OIM2 Task 3 Evaluating Curriculum Alignment
July 9, 2024
A. Vertical Alignment
Current Grade: fourth grade
Unit: Fractions
Previous Grade Standards- Current Grade Standards- Next Grade Standards-
Third Grade Fourth Grade Fifth Grade
3.3A-Represent fractions 4.3A- Represent a fraction 5.3A Represent and solve.
greater than zero and less a/b as a sum of fractions Addition and subtraction
than or equal to one. With 1/b of. Fractions with unequal
denominators of 2,3,4,6, 4.3B Decompose fractions denominators referring to
and 8 using concrete in more than one way the same whole using
objects and pictorial 4.3C-Determine if two objects and pictorial
models including strip given fractions are models. And properties of
diagrams and number lines equivalent using a variety operations
3.3B-Determine the of methods 5.3B Represent and solve
corresponding fraction 4.3D Compare two fraction multiplication of a whole
greater than zero and less with different numerators number Anda fraction that
than or equal to one in and different refers to the same whole
intervals of 0,1/2, and ¼. denominators using objects and pictorial
Using concrete objects and 4.3E Represent and solve models including area
pictorial models including addition and subtraction of models
strip diagrams and number fractions with equal 5.3C Use objects and
lines denominators pictorial models to solve
3.3C Explain that the unit 4.3F Evaluate the problems involving
fraction 1/b represents the reasonableness of sums multiplication of a whole
quantity formed by one and differences of fractions number by a unit fraction
part of a whole that has using benchmark fractions 5.3D represent, and s solve
been partitioned unto b division of a unit fraction
equal parts where b is a by a whole number and
non-zero whole number the division of a whole
3.3D Compose and number by a unit fraction
decompose a fraction a/b 5.3E Represent and solve
with a numerator greater multiplication of a fraction
than zero and less than or by a fraction using objects
equal to the denominator and pictorial models
into a sum of parts a/b including area models
including unit fractions 5.3F Solve problems
3.3E Solve problems involving division of a
involving partitioning ab whole number by a unit
, object among two or more fraction and division of a
recipients using pictorial unit fraction by a whole
models and sharing number
activities 5.3G Represent and solve
3.3F Represent equivalent addition and subtraction of
fractions with fractions and mixed
denominators of 2,3,4,6, numbers with unequal
and 8 using a variety of denominators
objects and pictorial 5.3H Use benchmark
models, including number fractions and number
lines sense of fractions to
3.3G Explain that two estimate and assess the
fractions are equivalent if reasonableness of answers
they represent the same to problems involving
portion of a whole using. A addition, subtraction, and
variety of objects and multiplication of fractions
pictorial models including
number lines
2. Learning..Progression
Students..in..third..grade..are..introduced..to..fractions...The..focus..is..on..understandi
ng..fractions..are..part..of..a..whole...They..also..learn..to..represent..fractions..using..various..
models..and..comparing..simple..fractions...In..fourth..grade..students..build..on..their..unde
rstanding..by..learning..to..add..and..subtract..fractions..with..the..same..denominator...Stud
ents..will..also..be..comparing..fractions..with..different..denominators..as..well..as..decomp
osing..fractions..in..multiple..ways.. . In..fifth..grade,..students..move..on..to..more..advanced.
.concepts..like..performing..all..operations..with..fractions..of..different..denominators...Stu
dents..in..fifth..grade..also..solve..complex..real-
world..problems..and..use..estimation..to..assess..the..reasonableness..of..their..answers...T
his..progression..ensures..students..develop..a..deep..understanding..of..fractions,..preparin
g..them..for..more..complicated..mathematical..concepts..in..later..grades.
3. Gaps..and..Redundancy
One..potential..gap..comes..with..the..transition..from..equivalent..fractions..in..third
..grade..to..operations..in..fourth..grade.. . Students..may..not..fully..understand..why..equival
ent..fractions..are..useful..in..doing..the..operations...Using..equivalent..fractions..to..find..co
mmon..denominators..is..an..important..step..that..may..not..be..explicitly..taught,..which..th
en..creates..a..gap..between..the..vertical..alignment..among..grades...Another..potential..ga
p..is..the..jump..from..adding..and..subtracting..fractions..with..common..denominators..in..f
ourth..grade..to..fifth..grade..where..students..perform..all..operations..with..unlike..denomi
nators...Making..sure..that..students..have..an..opportunity..to..learn..how..to..make..common
..denominators..is..a..key..step..in..this..transition..that..is..not..explicitly..taught..before..going
..to..the..next..grade.
Represent..fractions..is..an..important..skill..students..need..to..have..in..each..grade..level,..t
he..standards..as..written..provide..some..redundancy..in..the..skill...There..is..a..potential..over
lap..in
