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# 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 compare      ● How can a number line
Students will connect rational numbers and integers: and order rational help you order rational
• describe relationships between sets and subsets of rational numbers? numbers?
numbers You can write them as Once you have graphed the
equivalent decimals and numbers, the numbers will
• perform operations with rational numbers then compare them. be in order from least to
greatest from left to right.
• locate, compare, and order rational numbers using a number line

Related Misconceptions
Make sure that students understand that the table does not
give any information about actual running times. It only shows how
each runner’s time differs from the average running time. Also be
sure students understand that the fastest time is the farthest below
the average.
Knowledge Skills
Students will know… Students will be able to…
look at the table and determine who biked fastest and
how to connect rational numbers and integers who biked slowest without making any calculations. Explain their
reasoning. See that the fastest biker will have the least time in
minutes and the slowest biker will have the greatest.

## Assessment Evidence (Stage 2)

Performance Task Description
Students will connect rational numbers and integers:
• describe relationships between sets and subsets of rational numbers

## Goal • perform operations with rational numbers

• locate, compare, and order rational numbers using a number line

Role      Teacher
Audience      6th grade students
Situation      To compare and order rational numbers

Product/Performance       Compare rational numbers by writing and graphing their equivalent fractions or decimals. Thus
students are ordering rational numbers using multiple representations.
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       Students understand whole numbers and integers:
they been? How will you make sure the
• identify a number and its opposite
students know where they are going?
• compare and order integers using a number line

## • find the absolute value of a number

How will you hook students at the beginning of       Suppose you like to drink iced tea on a hot day. You can choose between two
the unit? glasses, one with ½ cup of tea or one with 0.6 cup of tea. Which glass contains
more tea? Begin the Explore Activity to find out how to compare these rational
numbers.
What events will help students experience and       Point out to students that the scale used for the number line is tenths. Every
explore the big idea and questions in the unit? other fraction on the number line has a denominator of 5 because the labels are in
How will you equip them with needed skills and
knowledge? simplest form. For example, simplifies to .
How will you cause students to reflect and       How does a number line represent equivalent fractions and decimals?
rethink? How will you guide them in A decimal and fraction that represent the same point on the number line
rehearsing, revising, and refining their work? are equivalent.

How will you help students to exhibit and self-       I will give the textbook assessment and common assessment
evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize      I will use the test results to figure out the objectives they are struggling. I will
the learning plan to optimize the engagement organize small group study and interventions later.
and effectiveness of ALL students, without
compromising the goals of the unit?
How will you organize and sequence the       Make sure that students understand that the table does not give any
learning activities to optimize the engagement information about actual running times. It only shows how each runner’s time
and achievement of ALL students? differs from the average running time. Also be sure students understand that the
fastest time is the farthest below the average.

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)