Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen

(2002) Steppingstones to Curriculum

Unit Plan Overview

Unit: Decimals/Fractions/percentages Kristina Wicks
Stage 1- Desired Results
Connections to Context:

This topic will be addressed to students of
many learning styles: verbal, spatial, and
interpersonal

(How does this fit with students experiences,
the school goals, and the larger societal issues?)

Established Goals

Students will better understand fractions
decimals, percentages and their
relationships to one another through art


(What content standards and program- or
mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21
st
century skills, core
competencies- will this unit address?
Include source and identifying number)

This unit will help students better master
decimals, fractions, and be introduced to
percentages.
Transfer
Students will be able to independently use their learning to
Convert fractions to decimals
Convert decimals to fractions
Connect percent concept to fractions and decimals


(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS
Students will understand that
Fractions, decimals, and percentages are connected
Math can relate to art



(What specically do you want students to understand?
What inferences should they make?)
ESSENTIAL QUESTIONS
Students will keep considering
How do decimals, fractions, and percentages relate to
everyday life?



(What thought-provoking questions will foster inquiry, meaning-
making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Cognitive Objectives
Fractions
Decimals
Percentages



(What facts and basic concepts should
students know and be
able to recall?)
Physical Development Objectives
Be able to write
Be able to count to 100
Be able to convert from decimals to
fractions and fractions to decimals



(What discrete skills and processes should
students be able to use?)
Socio-emotional Objectives
How is math important in general?
How are decimals in particular
important in life?



(What values and commitments and
attitudes should students acquire or
wrestle with?)
Stage 2- Evidence
Evaluative Criteria Students will show their learning by

Students will be asked to identify the
number of colored squares out of 100 by
way of fractions, decimals, and percentages.

(What criteria will be used in each assessment to
evaluate attainment of the desired results?)
PERFORMANCE TASK(S):
By connecting colored squares (art) to fractions, decimals, and percentages (math)
Perhaps on the back, I can ask them to explain what they learned, understand, or have trouble with to demonstrate
their sense of understanding through writing

(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
(Regardless of the format of the assessment,
what qualities are most important?)

The qualities of the format that are the most
important are the squares, columns, and clear
directions.
OTHER EVIDENCE:
Ask students to come up to projector and show and explain their results (each students results will be different)
Students can write what they learned, understand, or have trouble with on the back of the assignment

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


Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Stage 3- Learning Plan

Pre-assessment- due ________
Since my students have completed their fractions unit, they are knowledgeable and confident in their ability to solve average fraction problems.
Therefore the fractions column for this particular activity will act as a pre-assessment of what they should/already know. Also, I can
make a short quiz for them that goes over fractions, decimals, and percentages that they can take before and after the lesson.
This will make the lesson at least 10 minutes longer though. So, I need to be careful about the amount of time I am spending
on the pre and post assessments. While I am teaching the lesson, perhaps I can ask Mrs. Radecki to grade each of the pre-assessment quizzes.
This will give me vague idea of what students already know about fractions, decimals, and percentages.

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
learning event build?)

Acquisition

Students will acquire knowledge
by placing their chosen amounts
of colored squares to make a
larger square. Then students will
identify how many of each square
is present on their paper by way
of fractions, decimals, and
percentages.

Meaning

Meaning is drawn by the close
relationship between fractions,
decimals, and percentages.
Seeing these three concepts next
to each other in column form will
help students think about their
close and helpful relationships.

Transfer

Students can transfer what
they have learned by
explaining what they did to
Mrs. Radecki, myself, or the
class. This tactic Is often used
in Mrs. Radeckis classroom
especially students
expressing what they
understand to the whole class.
Learning Events

Student success at transfer, meaning, and acquisition depends upon their participation in
these learning events

(Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)

The lesson is over fractions, decimals, and percentages. These are three different means to
understand the same amount concept. To set up the lesson, students will pretend to be surfing with
me while listening to Sufin USA song. Then, students will be able to express their knowledge by way
of different colors of squares. They will identify the amount of each color in columns for fractions,
decimals, and percentages.

(Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
plan?)

Yes, acquisition, meaning, and transfer are addressed in the learning plan.

(Does the learning plan reflect principles of learning and best practices?)

Yes. By introducing the lesson by way of a song, students are engaged by rhythm, song, and motions.
This is good for kinesthetic and auditory learners. Then, students who are more artistic can be
creative by where they place their colored squares and how many of each color there are. Letting
students work in pairs for the fractions, decimals, and percentages portion of the assignment will
help intrapersonal learners. Students will also be expected to explain how they got their answers,
what they felt confident about, and what they had troubles with.

(Is there tight alignment with Stages 1 and 2?)

Yes, this goes into more detail of what I have already articulated in stage 1 and 2.
Progress Monitoring

(How will you monitor students progress
toward acquisition, meaning, and transfer
during lesson events?)

The pre-assessment will act as a way to
monitor students progress towards
acquisition. The square activity will
act as a way to monitor students
progress towards meaning. By asking
the students to explain their answers
in front of the class and then ending
with a post-assessment will monitor
students progress towards transfer.



(How will students monitor their
own progress toward acquisition,
meaning, and transfer?)

If Mrs. Radecki and I share their results from
the pre-assessment and post-assessment, this
will let students monitor their own
understanding. In addition, letting students
explain how they got their answers at the end
of the lesson to me, Mrs. Radecki, or in front of
the class will help students understand how
well they can explain to someone else what
they learned.




Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
(What are potential rough spots and
student misunderstandings?)


Its hard to convince students that
topics that are so closely related like
fractions, decimals, and percentages
are all relevant to learn. I think the
rough spot would have been
fractions, however they have already
been taught about fractions. Now this
will help them understand decimals
and percentages.




(How will students get the feedback they
need?)

While students are working
independently on the activity, I will walk
around the room and ask students
questions about how they are figuring out
the problems.