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The unit targets the understanding that mixed numbers and improper fractions represent the same value through abstract and concrete representations. Instruction uses game-based learning and puzzles guided by a handout, supported by differentiated accommodations and intensive teacher presence. Learners engage in a pre-game lecture, formative feedback, journal self-reflection, and early-finish extension through adventure writing for English Language Arts.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/dungeons-and-math-lesson-plan-ubd-daily-planning-format/354557/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/dungeons-and-math-lesson-plan-ubd-daily-planning-format/354557.png","ImageObject",442,249,{"name":88,"@type":89},"River Wang","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-12","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",7,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the core learning goal of the unit “Dungeons and Math”?","Question",{"text":109,"@type":110},"Students build number sense by converting improper and mixed fractions from one form to another while understanding they represent the same value.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How does the lesson introduce and motivate students?",{"text":114,"@type":110},"The teacher uses a promise of a game and in-game rewards, along with a lecture before students begin playing.",{"name":116,"@type":107,"acceptedAnswer":117},"What differentiated supports are provided to ensure all learners can participate?",{"text":118,"@type":110},"The plan includes one-on-one and small group support, with ongoing instructor presence and options for students to request help during the adventure.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},354557,1791093329,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":76,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":9},1099514067438,"https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542","UbD Daily Planning Format  \nPlan for Instruction  \n\n| TEACHER: Mr. Medhurst | DATE(s): |\n| --- | --- |\n| CLASS: | UNIT/KEY STANDARDS: Math – Improper and Mixed Fractions |\n| TITLE (if applicable): Dungeons and Math |  |\n\nBrief Overview (Summary) of the Unit:  \nProvide number sense and an understanding of how to convert improper and mixed fractions from one form to another.  \nInformation from UbD Stage 1: Desired Results  \n\n| Competency (Key knowledge, skill and/or misconceptions will be addressed): | Relate improper fractions to mixed numbers and mixed numbers to improper fractions.\u003Cbr>[CN, ME, R, V] |\n| --- | --- |\n| Enduring Understanding(s): | Students will have a better understanding of how mixed numbers and improper fractions are the same value, including abstract and concrete representations. |\n| Essential Question(s)– could be used as an Academic Prompt): | How are things that are two different are shapes the same value? How can improper and mixed numbers be the same value? |\n\nDifferentiated Instruction needed to ensure all learners have access to this learning (including SPED, MTSS and Gifted)  \n\n| Modifications: | Accommodations: |\n| --- | --- |\n| Potentially used for entire class or select group of students depending on competencies and understandings of students/needs of students | One on one or one with small group support Student support between students |\n\nPlans for after this learning/competency is complete: What will the students do if they finish early?  \nThey will have an opportunity to write about their adventure in their journals, meeting English Language Arts.  \nInformation from UbD Stage 3-Learning Plan, Experiences, Instruction and Learning Activities: Consider the WHERETO elements  \n\n|  | The Teacher will… | The Student will… |\n| --- | --- | --- |\n| W | Use the Dungeons and Math | Play and interact with the game world provided to |\n| Where are we going? | handout to guide their adventures | them. They should be able to competently play |\n\n\n| What is expected? |  | through the game and complete the puzzles. |\n| --- | --- | --- |\n| H\u003Cbr>How will we hook (Introduce this to) the students? | The promise of a game and ingame rewards upon successful completion. | Play through the game. |\n| E | Provide a lecture prior to the game | Listen and participate in the lecture knowing they’ll |\n| How will we equip | to equip students with the | need the skills. |\n| students for expected | knowledge they need to complete |  |\n| performances? | the puzzle. |  |\n| R | Use formative feedback from the | Provide feedback from the lecture and formative |\n| How will we rethink or | lecture to build puzzles of a | assessment so the teacher knows how to move |\n| revise? | suitable level for the game. | forward. |\n| E | Teacher will have students write | Write stories in their journals based on their |\n| How will students self- | stories based on their adventures | adventures to allow a chance of a self-reflection on |\n| evaluate and reflect | to chronicle their learnings and | how they beat their adventure. |\n| their learning? | understandings. |  |\n| T\u003Cbr>How will we tailor learning to varied needs, interests, and learning styles? | Providing one on one work to different students will help support their needs, and keep them invested. | Students will be able to ask the instructor for support throughout the adventure based on areas of weakness. |\n| O\u003Cbr>How will we organize the sequence of learning during the lesson? | Using the Dungeons and Math handout. | Follow and play with the Dungeons and Math handouts. |\n\nInformation from Stage 2: Evidence  \nSufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be used.  \n\n| Informal Check (formative evidence such as conferencing, group Q/A, Observation, Dialogue (Kid Talk and or Kid-Teacher happening during the learning): | One on one assessments will be provided throughout the adventure when playing with a small group, and observations will be made. Instr","cbCaipC6CLbWl4Hr","https://ap.wps.com/l/cbCaipC6CLbWl4Hr","pdf",499389,"English","# Plan for Instruction\n## Unit Overview (Brief Overview of the Unit)\n## UbD Stage 1: Desired Results\n## Differentiated Instruction\n## UbD Stage 3: WHERETO Learning Plan\n## Stage 2: Evidence\n## Resources Used/Materials Needed","[{\"question\":\"What is the core learning goal of the unit “Dungeons and Math”?\",\"answer\":\"Students build number sense by converting improper and mixed fractions from one form to another while understanding they represent the same value.\"},{\"question\":\"How does the lesson introduce and motivate students?\",\"answer\":\"The teacher uses a promise of a game and in-game rewards, along with a lecture before students begin playing.\"},{\"question\":\"What differentiated supports are provided to ensure all learners can participate?\",\"answer\":\" The plan includes one-on-one and small group support, with ongoing instructor presence and options for students to request help during the adventure.\"}]","Dungeons and Math - Lesson Plan - UbD Daily Planning Format | PDF",1790111928]