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Unit Plan Template1

Overview
Teacher: Rosario Guerrero
Grade/Course: Algebra
Title of the Unit of Study: Reasoning with Equations and Inequalities

Big Idea
Be able to build inequalities and apply them to real things such best distance to view fireworks, or how to
determine data usage with cellphones and figure out what plan best fits their needs/usage.
Build a poster or model showing these and the work done to analyze and build them.

Essential/ Messy Question


What other things could they apply these thoughts to? Could they apply to health or etc.?

What 21st Century


Themes will
students learn with
the Big Idea and
Essential
Question?
Global Awareness
Financial, Economic,
Business, &
Entrepreneurial
Literacy
Civic Literacy
Health Literacy
Environmental
Literacy

Common Core Standards Addressed

Concepts and Skills

CCSS.MATH.CONTENT.HSA.REI.B.3: Solve linear equations and


They should be able to perform algorithmic steps and methods to
inequalities in one variable, including equations with coefficients
solve the equations and inequalities.
represented by letters.
First review quickly how and in what order to preform operations
CCCSS.MATH.CONTENT.HSA.REI.B.4: Solve quadratic equations in one
such as adding and multiplying. Then go into explaining the
variable.
different parts of an inequality and have them perform operations
on them. Then integrate it into real world situations.
CCSS.MATH.CONTENT.HSA.REI.B.4.B: Solve quadratic
equations by inspection(e.g., for x2=49), taking the square
roots, completing the square, the quadratic formula and
factoring, as appropriate to the initial form of the equation.
Recognize when the quadratic formula gives complex
solutions and write them as a bi for real numbers a
and b.
Learning these methods helps apply them to real situations such as
making sure youre getting a good deal on your phone bill or even
paying for food and etc.

Learning Outcomes of the Unit:


Students will be able to understand the difference
between equations and inequalities but also see that
both can be solved using algorithm and can both be
applied to simple real world situations.

End of Unit Assessment:


They will be giving a prompt to compare two
rates of cost with phone plans and internet
plans from two different companies and see
which combination would be cheaper.

Units Instruction
Includes
Create assignments for real
audiences and with real
purpose
Focus on the learning
process, not just content
Lead high-level, text-based
discussions

Have some sort of field day where they measure


their heights and are given average growth
rates and have them solve how talk they will be
after a few months. They can check at the end
of the year to see how close they were to their
actual height.

Take a survey to see if students want to create


poster or model or even a slide show or
whatever method they want to use so long as
they give some input. Check for understanding
along the way to make the project will work out.
And ask students what phone and internet
company theyre with to actually provide real
rates.

Teach argument writing


which appeals to logic and
reason
Increase text complexity in
both literature and
informational text

Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collaboration as much as skills and content. Make sure to balance both teams and Independent work so
that you are demanding a 21st century collaborative environment while allowing time to meet students on an
individual basis.

Intro Lesson:

CCSS Habits of Mind

We will start off by looking at pictures of famous


buildings, paintings, and even constellations.
I will show them how we can use different math
techniques that will be learned or they have already
learned to be able to build, create and see these
things.

What teacher actions might encourage students


to engage in these Habits of Mind?

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Student Reflection & Goal Setting:


Student reflection is an essential component. Throughout the Unit, Students reflect on their work and progress. Students set goals for further
learning. Goal setting is a great opportunity for students to personalize learning goals and provides teacher specific targets for differentiated
instruction.

3-5 Reflection Activities:

CCSS Habits of Mind

Sequence of Tasks, Problems, or Activities


Purpose: To develop specific concepts, designed to

What teacher actions might encourage students


to engage in these Habits of Mind?

scaffold, outcome is a delicate (fragile) understanding.

ELA Capacities

Craft Key Questions for each of lessons or set of lessons


Key Question(s) requires students to address a
variety of smaller, more targeted Key Questions to
scaffold learning and finding answer to the Essential
Question.
Key Questions provides the vehicle for addressing
specific content standards and demonstration of
student performance.

Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Scaffold or differentiate student demonstration of


concepts. (Build depth, flexibility, & try same thing in
different ways.)

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Co-Design Authentic Performance Task(s ):


Teacher embraces real-world connections and possibilities for differentiated student summative products by providing opportunity for student
voice and choice in their end product. Students write their Essential Question to guide learning outcomes for their end of Unit performance
task (Project).

Students are given two phone companies, and two internet providers. With their best-selling plan and must compare how much they will be
paying after a couple of months. Then they must conclude which plan would be the best deal for them. They must show their work of how
they came to their conclusion, and display it using a graph either handmade or using excel or word or whatever program they have access to
at home. Then put all the elements together in either a form of a poster, slideshow, or whatever other form they wish, must be cleared by
teacher first. Then for extra credit they can research a third option and integrate it into their project.

Assessment
Formative Assessment Lesson:

CCSS Habits of Mind

The students will be quizzed with response and solve


problems.
There will be questions like what steps do you need to
do to get to your final answer. There wont be any
actual solving but there will be recalling of steps.
Then the next question will be to solve the previous
question using the steps they listed. So if their steps
are right they should get the right answer.

What teacher actions might encourage students


to engage in these Habits of Mind?

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

Summative Assessment:

CCSS Habits of Mind

The test at the end of a unit will be the same format as


their quizzes and they must mix and match the
different steps and can see and understand how they
interjected and chose those steps as oppose to another.
They will write a short paragraph defending their work
and how they came to those conclusions.

What teacher actions might encourage students


to engage in these Habits of Mind?

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Individual Student Reflection & Peer Reflection:

They will make a small folder of all the work, test, projects, or other things they are proud of and
that will be their final. It will also include a list of the concepts that were used in the assignments
and a small writing assignment that explains why they are proud and what they learned and
what else they want to learn in math classes.
I like
I wonder
I now understand
In the future

How will you and your students


reflect on and evaluate the
performance task (project)?
Class discussion Fishbowl
Student-facilitated formal debrief
Teacher-led formal debrief
Student-facilitated informal debrief
Individual evaluations
Group evaluations
Other:

1. Adapted from OCDE Integrated Planning Template at http://www.ocde.us/CommonCoreCA/Documents/Unit%20of%20study


%20template_print11x17.pdf

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