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 can you classify    
Students will connect rational numbers and integers: rational numbers?
A: You classify numbers
• describe relationships between sets and subsets of rational numbers
according to their
• perform operations with rational numbers characteristics. Rational
numbers can be written as a
quotient of two integers, so
rational numbers can be
fractions, decimals, integers,
or whole numbers.
Topical
  How is a rational number
that is not an integer
different from a rational
number that is an integer?
A: When written in the
form , non integer rational
numbers have a denominator
that does not divide evenly
into the numerator.

Related Misconceptions
     Point out to students the connections among the sets shown in the
Venn diagram. The Whole Numbers set is the smallest and most interior
set, so it is part of both of the larger sets, Integers and Rational
Numbers.
Knowledge Skills
Students will know… Students will be able to…
            create a list of names for the different types of numbers. The
how to identify a number and its opposite compare and order integers list should include fractions, decimals, mixed numbers, positive
using a number line fractions, negative fractions, whole numbers, counting numbers,
and improper fractions, give examples of each type that is
mentioned. Then relate all the terms to a Rational Number Venn
diagram.

Assessment Evidence (Stage 2)

Performance Task Description
     Students will describe relationships between sets and subsets of rational numbers perform operations with
Goal rational numbers
Role      Teacher
Audience      6th grade students
Situation      To learn to identify a number and its opposite compare and order integers using a number line
Product/Performance      Making Venn diagrams.
      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?
      Before lesson students understand whole numbers and integers. After the lesson
students will connect rational numbers and integers
      Biologists classify animals based on shared characteristics. For example, the
horned lizard is an animal, a reptile, a lizard, and a gecko. How can you classify the
number -12?
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)
      Guide students to create a list of names for the different types of numbers. The
list should include fractions, decimals, mixed numbers, positive fractions, negative
fractions, whole numbers, counting numbers, and improper fractions. Have students
give examples of each type that is mentioned. Then relate all the terms to a Rational
Number Venn diagram.
      How can you show that a number is a rational number?
      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.
      Point out to students the connections among the sets shown in the Venn diagram.
The Whole Numbers set is the smallest and most interior set, so it is part of both of the
larger sets, Integers and Rational Numbers. In a Venn diagram, explain what it means
when a number is within a particular circle. Ask them by their names.