Course

Subject
Title

Lesson Plan
Understanding By Design Framework
Math, Science
Grade Level
Numbers
Time Frame
Cost Estimate

Developed by

Grades 4-6
3-5 class periods
Yurkovich, K.M.,
Rodriguez, J.A., Grier,
M.C., and Krammer, E.

Stage 1 Desired Results

Content Standard(s): Comes from Program of Studies & applies to the lesson
Enduring Understandings/Big Ideas:(Lesson
Essential Questions: (Lesson specific)
specific)
How do I estimate the number of materials to use
Students will understand that
while staying within a budget?
Budgets are very important
How do I maximize the design of my bridge while
Choice of materials can affect price
using a minimal amount of materials?
Prior Knowledge:
Related misconceptions . . .
What do students already know . . .
Dollars and cents are the same when
How to multiply and add, compare numbers.
multiplying/dividing
Making budgets is linear (cant solve
Lesson Emphasis:
Communications, Connections, Mental Math and Estimation,
backwards)
Problem Solving (Through Technology), Reasoning,
Can use an unlimited amount of materials
Visualization.
when constructing object
Knowledge objectives (specific outcomes):
Students will know . . .
Number: Develop a number sense
Students learn how to select materials used in
constructing objects and models of objects

Skill objectives (specific outcomes):

Students will be able to . . .
Math:
Grade 3: Number S.6 : Describe and apply mental
mathematics strategies for adding two 2-digit numerals
Grade 4:Number S.6.: Demonstrate an understanding of
multiplication (2- or 3-digit by 1-digit) to solve problems
Grade 6: Numbers S.8: Demonstrate an understanding of
multiplication and division of decimals
Grade 6: Number S.6: Demonstrate an understanding of
percent (limited to whole numbers), concretely, pictorially
and symbolically
Science:
G. 2-3: Construct, with guidance, an object that
achieves a given purpose, using materials that are
provided.

Stage 2 Assessment Evidence (Lesson specific)

Student Self-Assessments
Students will constantly reassess their numbers
(materials) in order to achieve their budget. They
will also self-assess themselves using the
questions in Part 2, which ask them how they
would reduce their costs in the future.

Other Evidence (assessments)

Formative assessment during work periods where
knowledge on multiplication/addition can be assessed
Summative assessment- Worksheet will be handed in and
students will be assessed on their multiplication and
addition skills, their ability to stick to their budget in Part 1,
and their analysis of the cost estimate (questions) at the

end.

Stage 3 Learning Plan

Learning Activity:
Learnin
g Cycle

En
Exr
Exl

Exr
Exl
El

Exl
El

Exl
El
Ev

What the Student does . . .

What the Teacher does . . .

Time

Materials

Students (in groups) estimate how

many materials they will use based on
their blueprints. They then fill out the
worksheet using multiplication and
addition for the total. Students need to
make sure their totals add up to no
more than $20.00

PART 1: Teacher will explain the

importance of budgets, and how this
relates to the professional world. A
material cost sheet (attached) will be
provided to them that coincides with
the materials they will be using for
their bridges. For example Popsicle
sticks will cost 5 cents. Teacher
should remind students to keep their
cost under $20.00.

1-2
classes
(Oct 2-3)

-Worksheet

Students will meet with their groups

and account for the materials used on
their bridge. They will multiply the
number of materials with the prices
once again and add these numbers to
reach a total. They will compare this
number to that in Part 1 to see how
well they stuck to their budget.

PART 2: After bridge is complete,

have students re-visit the worksheet
and complete part 2. Ask them how
and why their total from Part 2
differed from Part 1. Ask them
whether it was difficult sticking to
their budget or not.

1 class
(Oct 29)

-Bridge
-Worksheet

Students will fill in PART 3 on the

worksheet. They will have to create a
sentence as to how the percentage is
significant. For example: My estimate
accounted for 70% of the actual
materials used.

PART 3 (for more advanced

students): Review fractions, ratios
and percentages. Have students
represent relationships between
totals from Part 1 & 2 in fractions,
ratios and percentages.

1 class
(Oct 3031)

-Worksheet
-calculator

Students will reflect on 2(or 3) parts

and determine whether they think
their bridge is cost effective. If it is not,
explain why (in order to create the
desired design more materials
needed to be used). Hand in
worksheet at end.

Have students reflect on their cost

estimate, and whether they thought
their bridge was cost effective (in
order to prepare for the government
forum). Have students hand in
worksheet when completed.

1 class
(Oct 3031)

-Worksheet

Stage 4 Reflection
Considerations
Is there alignment between the first 3
stages?

How has learner differentiation been

addressed?

Comments
Students learn and use skills in stage 1 in order to solve
equations on worksheet. They also use problem solving
and estimation. They have to address misconceptions in
order to solve worksheet. In the end students use all 3
parts in order to solve their essential question in stage 1.
Students who are keener are able to choose other
materials not suggested on the worksheet, then negotiate
a fair price with teacher. An increased number of materials
creates more difficulty when it comes to the math

How does the unit design include a variety

of teaching experiences that includes:
FNMI, multicultural, and interdisciplinary
activities.

equations. Students with more difficulty with math can

choose to use the materials provided and use less of them
in their estimation. ELL students can benefit with working
with others in their groups, as well as having an example
template showing them how to solve the problem.
FNMI students can choose any materials they wish and add
them to the sheet (under others). They may decide to use
materials found from the environment, or take inspiration from
their culture in making their bridge. This goes for students from
any other cultures as well. This lesson uses an interdisciplinary
approach as it combines the building of a bridge (science,
engineering) with math.

Adapted by Jeff Turner (2014) From:

Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and
Curriculum Development, Alexander, Virgina.
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, CA: Sage.

$ Cost
Estima
te $

Material
Cost
Popsicle Sticks
5 or $0.05
Glue
$3.00/bottle
String
$1.00/m
Straws
5 or $0.05
Toothpicks
2 or $0.02
Other:
Other:
*Note: If you want to use any other materials check with teacher for cost.
PART 1: Using the prices above, estimate the materials you will use for your bridge
based on a budget of $20.00. Multiply the number of materials by the cost for that
material. Add the products to come to a total. Remember if you are multiplying cents (),
you need to convert to dollars ($) for total. For example:
__________ Popsicle sticks X ________/Popsicle stick = ___________
______________________ X ____________________=____________
______________________ X____________________ = ___________
______________________ X ____________________=____________
______________________ X ____________________=____________
______________________ X ____________________=____________
Total

=__$__________

PART 2: Add up the materials used for the construction of your bridge to see if you
stayed under budget.
______________________ X ____________________=____________
______________________ X ____________________=____________
______________________ X____________________ = ___________
______________________ X ____________________=____________
______________________ X ____________________=____________
______________________ X ____________________=____________

Total

=___$_________

Questions:
1) Compare totals from Part 1 & 2, how were they different?

2) Did you meet your budget in Part 2? Why/why not?

3) What could you have done differently in your construction to reduce your cost in
Part 2?

PART 3: Represent the relationship between totals in Part 1 & 2.

1) Ratio
Eg.

$19.10: $25.70

Your ratio- ________: ________

2) Fraction
Eg. 19.10/ 25.70
Your fraction- _________ /_________
3) Percentage (You may use a calculator to complete this part)
Eg. 19.10/25.70=0.74 X100 =74%
Your percentage:
Questions:
1) How did your first estimate (Part 1) total compare to your actual cost (Part 2)?
Hint: use your percentage to describe.

2) Conclusion: Was your bridge cost effective? Why/why not?