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## UNIT PLAN TEMPLATE

Curriculum Area(s) Number Sense Time Frame 3 weeks
Developed by Liza Bauyon
IDENTIFY DESIRED RESULTS
Programs of Study Foundations
What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?
 Mathematical process
 Communicate (oral & written) in order to learn and express understanding (Communication)
 Connect ideas to other concepts in mathematics and everyday experiences (Connection)
 demonstrate fluency with mental mathematics (Mental Math)
 develop and apply new knowledge through problem solving (Problem-solving)
 develop mathematical reasoning (Reasoning)
 Use technologies as tools for learning (Technology)
 Develop visualization skills (Visualization) (Alberta Education, 2007, p. 4)
 21st Century competencies focus: communication, critical thinking, problem solving and collaboration
 Big Ideas:
 A fraction describes the division of a whole.
 A decimal is another name for a fraction.
 A percent is another way to write a decimal that compares part to a whole (where the whole is 100) (Charles, 2005)
Essential Question
What is the big, overarching question guiding your unit plan?
How can you use percents to describe facts, solve problems and make decisions?
Unit Plan Outcomes
What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?
 General outcome: Develop number sense (Alberta Education, 2016, p. 46)
 Specific outcome: Demonstrate an understanding of percents greater than or equal to 0%, including greater than 100%. [CN, PS, R, V]
(Alberta Education, 2016, p. 46)
UNIT PLAN RESOURCES
What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?

Math 8 Unit Plan – By Liza Bauyon, November 2018 Adapted from Wiggins, Grant & J. McTighe (1998)
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##  Math Links 8 Textbook

 Mathletics
 Worksheets and online real world activities
UNIT PLAN SUMMATIVE ASSESSMENT
What will you accept as evidence that learning has occurred at the conclusion of this unit?
 In-class assignment
What is the summative performance assessment for the
 Performance assessment task – percents mini project (with rubric)
unit?
 Unit test
What is the goal of your summative performance Students will be able demonstrate understanding of percents and apply gained
assessment as framed within the outcomes and knowledge and skills in real-life problems/situation
competencies? What do you hope to learn?
 On-going formative assessment (assessment for/as learning)
How will this assessment inform student learning and
 Results of from summative assessment will be used for formative feedback
and teacher’s self-reflection
LESSON PLAN SEQUENCE/OUTCOMES
For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

## How will you assess whether

What is the primary
What are the primary activities in this learning has occurred in each lesson?
Lesson # objective of this lesson in
lesson? How will you employ formative
assessment?

o Go over last’s  Ensure understanding of  Students make corrections of their in-class  In-class assignment results with
class in-class order of operations with assignment with a partner formative feedback
assignment – integers before moving on  Wrap up on integers (order of operations)  Observation during partner work
Integers to percents unit using 1 or 2 questions from in-class  On-going check for understanding
(order of  Recall foundational assignment with emphasis on common  Questioning – individual or small
operations) knowledge and misconceptions group
 Introduction to percents  Worksheet
Math 8 Unit Plan – By Liza Bauyon, November 2018 Adapted from Wiggins, Grant & J. McTighe (1998)
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## 1. Introduction understanding about  Hundred grids and rounding  Workbook check

to percents percent  Activity (Individual) : Rounding rules
and Review foldable (interactive notebook)
of prior  Practice skills: WB p. 36-37
knowledge
2. Representing  Show percent that are  Recall the definition of percent (TB, p.  On-going check for understanding
Percents between 0% and 1% 122)  Questioning – individual or small
 Show percents that are  Show examples of percent in everyday life group
greater than 100%  Activity (individual): percent vocabulary  Worksheet
 Show percents involving worksheet (use textbook, word-wall &  Workbook check
fractions technology)
 Practice Skills: WB p. 38-39
3. Fractions,  Convert between fractions,  Explain using 3 examples: How are  On-going check for understanding
Decimals and decimals and percents percents related to fractions and decimals  Questioning – individual or small
Percent (TB. P.130) group
 Activity (individual): Foldable (interactive  Whiteboard practice
notebook) Rules for converting between  Worksheet
fractions, decimals and percents  Workbook check
 White board practice (with a partner)
 Conversion worksheet (individual or with
a partner)
 Practice Skills: WB p. 40-41
4. Percent of a  Solve problems that  Explain using 3 examples: less than 1%,  On-going check for understanding
Number involve percents less than greater than 100% and fractional %  Questioning – individual or small
1% (mental math and technology) group
 Solve problems that  White board practice (with a partner)  Worksheet
involve percents greater  Worksheet – mental math (with  Workbook check
than 100% modifications- 3x)  Mathletics
 Solve problems that  Practice Skills: WB p. 42-43  In-class assignment
involve fractional percents  Mathletics
 In-class assignment (with modifications -
3x)
5. Combining  Solve problems involving  Explain using 2 examples: p. 144 #1 & 4  On-going check for understanding
Percents combined percents

Math 8 Unit Plan – By Liza Bauyon, November 2018 Adapted from Wiggins, Grant & J. McTighe (1998)
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##  Activity (individual or with a partner):  Questioning – individual or small

Determining the prices (using stores’ group
flyers)  Applying percent activity
 Practice skills: WB p. 44-45  Workbook check
6. Performance  Demonstrate  Sweet Pea’s Café Activity – group task  On-going check for understanding
Assessment understanding of percents (summative assessment with rubric)  Questioning – individual or small
Task and apply in real-life group
Unit Test (3 problems/situation  Performance assessment task
chapters)  Unit test
DIFFERENTIATION
Plan for Diversity
 scaffolding (complete the first examples with students) and modified presentations
 formative assessment (assessment for learning) -support students with learning difficulties, stand close to students who need extra help
and check for understanding on regular basis
 flexible / dynamic grouping options (strategically pre-determined)
 modify the pace of instruction and give clear, simple directions
 key vocabularies and formulas available (word/illustrations wall/desk)
 provide additional background information or context for learning activities
 provide completed notes
 use visuals (big prints and illustrations)
 use of technology (e.g. translation, practice skills)
 modify worksheets, assignments and test
PRE-SERVICE TEACHER SELF-REFLECTION
 How do you feel your students experienced this unit?
 Were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
 Were you able to make good use of formative assessment for/of/as learning? How did this information impact your summative
assessment?
 Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those requiring
accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
 What went well and what needs refinement? What might you do differently next time?

Math 8 Unit Plan – By Liza Bauyon, November 2018 Adapted from Wiggins, Grant & J. McTighe (1998)
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Math 8 Unit Plan – By Liza Bauyon, November 2018 Adapted from Wiggins, Grant & J. McTighe (1998)