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DESIRED RESULTS
Standards Taught This Unit
measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems.
-
Essential Questions
What questions will students grapple with that will lead them to
these enduring understandings? (These should be broad/openended questions.)
Key Knowledge
Key Skills
Formative Assessments
Summative Assessments
How will you evaluate the learning that has taken place at the
end of the unit? This will likely be a unit test, but is there a short
project or open-ended element you can include?
Quizzes/Exit tickets
Chapter tests
Performance on a data collection and
- Homework
- Performance on class work
- Discussion and specific questions about the
information that we are learning
- Class participation in discovery learning
activities (SW graph using their own bodies, SW
graph a room, SW graph data associated with
social studies unit at the time, SW graph the
distance that they can fly paper airplanes)
- Small group feedback when necessary
STUDENT INVESTMENT
FRAMING THE UNIT
*How will the new unit of study be framed for the students so that they know where they are headed, why the material is important to
study, what will be required of them (projects, etc.), and so that they are hooked? Is there a real-world theme you can adopt?
Connection to another content? WHY are we doing this? Why do they care?
Students are going to be introduced to the material through designing a room of their choosing. They will have
to make it their dream room and identify the shapes and the layout of the room. They will do this on graph
paper so they become comfortable with the graph paper. Students will get to design the space and then (to tie in
other materials), they will do research to figure out how much it will cost for them to create the space that they
designed (real or fantasy). Since the graphing chapter is the opening to a series of chapters about geometry and
measurement, students will have the opportunity to combine many different skills that they will need throughout
this chapter in ways that allow them to express their creativity.
Daily Objectives/Learning Goals
How will you sequence your daily objectives (know/do) so that they lead to the desired understandings? Insert your SWBATS into the
calendar below. ALSO, please include explicit reference to Standards for Mathematical Practice
(http://www.corestandards.org/Math/Practice/) at least 5 times as a secondary objective.
Monday,
Introduce the unitintroduce the
project and review
show what you
know activity from
provided in the
curriculum
Monday,
Tuesday,
SWBAT make and
use line plots with
fractions to solve
problems (Lesson
9.1)
Wednesday,
SWBAT graph and
name points on a
coordinate grid
using ordered pairs
(9.2).
Thursday,
SWBAT collect and
graph data on a
coordinate grid
(9.3)
M.P.4
Tuesday,
M.P.4
Wednesday,
M.P.4
Thursday,
Friday,
SWABT analyze and
display data in a
line graph.
M.P.4
Friday,
Mid-chapter check
point (quiz)
SW review
numerical patterns
and rules. SW
practice materials
already reviewed.
SWBAT solve
problems using the
strategy solve a
simpler problem.
SW take a test on
chapter 9 (algebra
and graphing)
M.P.4
M.P.4
Monday,
SWBAT compare,
contrast, and
convert customary
units of length.
Monday,
SWBAT solve
problems about
customary and
metric conversions
using the strategy
make a table.
M.P.4
Tuesday,
SWBAT compare,
contrast, and
convert customary
units of capacity.
Tuesday,
SWBAT convert
units of time to
solve elapsed time
problems.
Wednesday,
SWBAT compare,
contrast, and
convert customary
units of weight.
Thursday,
SWBAT convert
measurement units
to solve multistep
problems.
Friday,
SWBAT compare,
contrast, and
convert metric
units.
Wednesday,
SW review for
chapter 10 test.
Thursday,
SW take chapter 10
test.
Friday,