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# Digital Unit Plan Template

Unit Title: Building a Rollercoaster Amusement Park: How this relates Name: Emily Rumaldo
to Riemann Sums
CA Content Standard(s)/Common Core Standard(s):
CA CCSSM C.9.0 Students use differentiation to sketch, by hand, graphs of functions. They can identify maxima, minima, inflection
points, and intervals in which the function is increasing and decreasing.
CA CCSSM C.13.0 Students know the definition of the definite integral by using Riemann sums. They use this definition to approximate
integrals.

## Big Ideas/Unit Goals:

Unit Goal: The goal is to show how all the information needed to sketch a graph gives you a function that you can then in turn find an estimate of the area under
the curve with different techniques. Then being able to compare those techniques with that functions integral to see which is the closest estimate, and showing a
real world example of this.

## Why do we choose to sketch graphs by hand? Why would it be helpful?

Why is it important to know area under the curve when it comes to constructing a park?
What is the reason for finding an estimate versus an exact number?
In what way do functions contribute to our everyday lives?

Unit Summary:

This unit is designed to touch on prior knowledge from Calculus AB and building on/up that foundation to be able to continue to evaluate
functions in their entirety. Students will be able to collaborate in different methods by communicating with one another on what
information is needed to sketch the graph of a function and then transition into figuring out the area under the curve. We will take a look
at left, right, midpoint, and the trapezoidal rule to figure out estimates of the area in question, and then compare that knowledge to the
exact area which is given by the integral. Students will use items such as online graphing websites, google docs (or an equivalent
platform), and will use these lesson to then in turn create their own roller coaster amusement park. This not only shows the students a real
world application, but it gives them some exposure as to how math impacts our everyday lives.

Assessment Plan:
Entry-Level: Formative: Summative:
1. Anticipation Guide- With this anticipation 1. Kahoot – With Kahoot they will be able to 1. Presentation – Students will be asked to
guide the focus will be on area and to see review the topic “ sketching a graph” get in groups of 2-3 people so that they can
what my students expect from the lessons individually so that I can touch on the put together a proposal for their ideal
we will cover, but most importantly how subtopics that need refreshing, but we will rollercoaster amusement park and walk
they see area being utilized. also break off into teams at a later time to the class through their design.
2. Brainstorming- Students will go over the again see their understanding and see if as 2. Peer Review & Self- Reflection – Students
essential questions for each lesson and a group they can clarify any will provide feedback on group
start a discussion on the first lesson’s misunderstandings for each other. presentations and each group member will
question to get them engaged. 2. Google Doc Check-ins – While students provide their own reflection on their
3. Poll Everwhere (Word Wall) – I want to learn about Riemann Sums & different project and if they would have changed
create a word wall where my students techniques that they can use, each member anything about their project after giving
submit in their fears/hesitations for the of their group will type up a response in their presentation.
current lesson and address them so that two column not format and the title of the
we don’t start off with a stressful start. columns will be “What I learned” & “What I
need more Clarification on” and a little
section at the bottom for feedback on the
lesson so I know how to improve it for the
next time I do it.
3. Survey Monkey – I would like to use survey
monkey before I assign homework on
Riemann Sums because I want to make
sure that they know how to use the left,
right, midpoint, and trapezoidal rule. I’ll
put different questions to check how they
are feeling and what their problem area so
that I can modify the homework.
4. Venn Diagram – After they finish their
graphic organizer I want them to compare
with two other people what they found, to
see the similarities they all had in common
on the topic, but also to see what else they
contributed individually. It also puts it in
another form so that if the Concept Map
wasn’t their favorite they can change it to a
Venn Diagram and they can check to see if
they missed anything or wanted to add
anything else to help their understanding.

## Lesson 1 (Teacher Lecture)

Student Learning Objective: Acceptable Evidence Lesson Activities:
 Students will be (Assessments):  Prezi Teacher Lecture “Sketching your own Graph” & Guided Notes – This has critical thinking
able to use the first  Entry Level questions, examples, checkpoints, and color coding to help with this concept
and second  Formative  Brainstorming- Students will go over the essential question “Why do we choose to sketch graphs
derivative to by hand? Why would it be helpful?” and start a discussion on the first lesson’s question to get
identify when their them engaged.
function is  Kahoot – With Kahoot they will be able to review the topic “ sketching a graph” individually
increasing and so that I can touch on the subtopics that need refreshing, but we will also break off into
decreasing. From teams at a later time to again see their understanding and see if as a group they can clarify
this they'll gain any misunderstandings for each other.
more information to  Survey Monkey – I would like to use survey monkey in my guided notes to check my
sketch out their own students understanding on asymptotes because out of the whole lecture this seems like a
graphs and be able hard subtopic on it’s own.
to communicate to
their group
members.

## Lesson 2 (Webercise/ iPad Lesson)

Student Learning Objective: Acceptable Evidence: Lesson Activities:
• Students will have  Entry Level  Webercise- The webercise is set up to look at a website that I felt explained the different
a better grasp on  Formative techniques of riemann sums well, but also has digital interactives with explanations to engage
which technique them as they answer the questions I propose as well.
will give them an  Poll Everwhere (Word Wall) – I want to create a word wall where my students submit in their
underestimate, fears/hesitations for doing Riemann Sums and address them so that we don’t start off with a
overestimate, or a stressful start.
pretty close  Google Doc Check-ins – While students learn about Riemann Sums & different techniques that
estimate to the they can use, each member of their group will type up a response in two column not format and
exact area under the title of the columns will be “What I learned” & “What I need more Clarification on” and a
the curve little section at the bottom for feedback on the lesson so I know how to improve it for the next
time I do it.
 Survey Monkey – I would like to use survey monkey before I assign homework on Riemann
Sums because I want to make sure that they know how to use the left, right, midpoint, and
trapezoidal rule. I’ll put different questions to check how they are feeling and what their
problem area so that I can modify the homework.

## Lesson 3 (Graphic Organizer)

Student Learning Objective: Acceptable Evidence: Lesson Activities:
• Students will  Entry Level  Anticipation Guide- With this anticipation guide the focus will be on area and to see what
understand why  Formative my students expect from the lessons we will cover, but most importantly how they see area
having an estimate  Summative being utilized.
of a given curve is
 Venn Diagram – After they finish their graphic organizer I want them to compare with two
other people what they found, to see the similarities they all had in common on the topic,
architecture and
but also to see what else they contributed individually. It also puts it in another form so
how math
that if the Concept Map wasn’t their favorite they can change it to a Venn Diagram and they
transpires in the
can check to see if they missed anything or wanted to add anything else to help their
real world
understanding.
 Presentation – Students will be asked to get in groups of 2-3 people so that they can put
together a proposal for their ideal rollercoaster amusement park and walk the class
through their design.
 Peer Review & Self- Reflection – Students will provide feedback on group presentations
and each group member will provide their own reflection on their project and if they
would have changed anything about their project after giving their presentation.
Unit Resources:

Useful Websites:

##  Emily Rumaldo’s Math Class Website

 Geogebra
 Calculus Quizlet
 Kahoot Calculus
 Interactive Calculus Tool
 Prezi Teacher Lecture