Understanding by Design Unit Template

Title of Unit      Numbers Grade Level      6

Curriculum Area      Math Time Frame      2 periods
Developed By      Sema Aydin
Identify Desired Results (Stage 1)
Content Standards
     
6.2 The student applies mathematical process standards to represent and use rational numbers in a variety of forms

Understandings Essential Questions

Overarching Understanding Overarching Topical
            How do you find and use      How do you use absolute
Students will connect whole numbers and integers: absolute value? value to compare two
• locate, compare, and order integers using a number line Count the distance from zero negative numbers, such as
to a number on a number fees, or amounts owed on a
• perform operations with integers line. Absolute value is always credit card or other kind of
nonnegative and is useful for loan?
representing distance or an You compare the absolute
amount of change. values of the negative
numbers; the negative
number with the greater
absolute value is the lesser
Related Misconceptions amount, indicating a greater
     You can interpret absolute value as the magnitude of a real amount owed.
number without regard to its sign. It measures the amount of change
rather than the direction of change; the farther a number is from 0, the
greater its absolute value.
Knowledge Skills
Students will know… Students will be able to…
            take turns graphing a number on a number line and showing
how to locate, compare, and order integers using a number line how to use the number line to find the absolute value of the number.
Explain why an absolute value of $25 may be used to describe a −
$25 change to the balance of a gift card.

Assessment Evidence (Stage 2)

Performance Task Description
      Students will connect whole numbers and integers, locate, compare, and order integers using a number line
Goal

Role      Teacher
Audience      6th grade students
Situation      To learn to perform operations with integers
Product/Performance      Making number lines with numbers and operations.
      The student applies mathematical process standards to represent and use rational numbers in a variety of
Standards forms.

Other Evidence
     

Learning Plan (Stage 3)

Where are your students headed? Where have       Before lesson students understand compare and order whole numbers
they been? How will you make sure the
students know where they are going? • compare and order fractions
• compare and order decimals

How will you hook students at the beginning of       Have you ever borrowed money from a friend? How can you mathematically
the unit?
What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills and
knowledge?
How will you cause students to reflect and
rethink? How will you guide them in
rehearsing, revising, and refining their work?
How will you help students to exhibit and self-
evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize
the learning plan to optimize the engagement
and effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the
learning activities to optimize the engagement
and achievement of ALL students?
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
describe owing money? Begin the Explore Activity to find out.
      Point out to students that they can use absolute value to describe or compare real-
life distances such as how far they ride a bike, dive under water, or ascend in a Ferris
wheel. Negative numbers are less than positive numbers. Does this mean that the
absolute value of a negative number must be less than the absolute value of a positive
number? I will explain.
      How would you define a balance on a gift card?
A: It is the amount of money that is available to the cardholder.
      I will give the textbook assessment and common assessment
     I will use the test results to figure out the objectives they are struggling. I will
organize small group study and interventions later.
      Make sure that students understand that the absolute value of any negative
integer is its distance from zero on a number line, which is always expressed as a
nonnegative number. Make sure that students understand that the absolute value of any
negative integer is its distance from zero on a number line, which is always expressed as
a nonnegative number.