Understanding by Design Unit Template

Title of Unit      Number Operations Grade Level      6

Curriculum Area      Math Time Frame      2 periods
Developed By      Sema Aydin
Identify Desired Results (Stage 1)
Content Standards
     
6.3 Number and operations. The student applies mathematical process standards to represent addition, subtraction, multiplication,
and division while solving problems and justifying solutions

Understandings Essential Questions

Overarching Understanding Overarching Topical
            How do you multiply How are multiplying two
Students will connect rational numbers and integers: Students will fractions? fractions and multiplying a
connect rational Multiply the numerators and fraction and a whole
• numbers and integers multiply rational numbers fluently then multiply the number similar and
denominators. Simplify the different?
• divide rational numbers fluently product, if possible. In both types of problems,
you multiply the
numerators and multiply
the denominators, then
Related Misconceptions simplify if possible. But
     Students often forget to simplify the product after multiplying. when one factor is a whole
Remind students that their final answer should always be in number, you have an extra
simplest form. step. You need to write the
whole number as a fraction
before you can multiply.
Knowledge
Students will know…
     
how to connect rational numbers and integers: Students will connect
rational numbers and integers multiply rational numbers
fluently divide rational numbers fluently
Skills
Students will be able to…
      Select tools, including real objects, manipulatives, paper
and pencil, and technology as appropriate, and techniques,
including mental math, estimation, and number sense as
appropriate, to solve problems.

Assessment Evidence (Stage 2)

Performance Task Description
      Students will connect rational numbers and integers: Students will connect rational
• numbers and integers multiply rational numbers fluently
Goal
• divide rational numbers fluently

Role      Teacher
Audience      6th grade students
Situation      To multiply and divide rational numbers
      Compare rational numbers by writing and graphing their equivalent fractions or decimals. Thus
Product/Performance
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
     

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
Learning Plan (Stage 3)
      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 want to make half a batch of cookies and the recipe calls for
cup of pecans. How many pecans should you use? Begin the Explore Activity to find
out.
      Point out to students that to make a model to represent this situation you
need to start with a diagram that shows , and then you need to divide the
diagram into equal halves.
      Will the product of and be greater or less than ? Explain.
Less; × means of , so the result will be half of , which is less than
.
      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.
      In the Explore Activity, students use a model to find the product of two
fractions. Then, in Example 1, students use an algorithm to multiply two fractions.
Finally, in Example 2, students estimate and then use the algorithm to multiply a
fraction and a whole number by rewriting the whole number as a fraction.
ISBN # 0-87120-313-8 (ppk)