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

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
they been? How will you make sure the
students know where they are going?
How will you hook students at the beginning of
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)
      Students understand whole numbers and integers:
• identify a number and its opposite
• compare and order integers using a number line
• find the absolute value of a number
      Suppose you like to drink iced tea on a hot day. You can choose between two
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.
      Point out to students that the scale used for the number line is tenths. Every
other fraction on the number line has a denominator of 5 because the labels are in
simplest form. For example, simplifies to .
      How does a number line represent equivalent fractions and decimals?
A decimal and fraction that represent the same point on the number line
are equivalent.
      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 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.