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Unit Plan Overview
Unit Plan Overview
Unit Plan Overview
Unit:
Calculate in their daily lives using division principles (money, group planning,
The schools mission is to make
shopping)
students into effective servants of
Develop reasoning skills within math that they can apply to other school subjects
another.
Consider reasoning through situations that will lead to considering reasoning in all areas
Engaging in the world around them of life
they come from a variety of homes
and backgrounds, but math still
(What kinds of long-term independent accomplishments are desired?)
applies to all of their lives
Developing reasoning skill that they
Meaning
will carry into other areas of life
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Everything
in
life
can
be
related
to
division?
CC.4NBT.6 - Find whole-number
mathematics (math curse)
There
are
many
things
in
everyday
Recall basic
division facts
Understand the
process and reasoning for
long division
Identify situations
in which division is needed
Calculate problems
with and without remainders
throughout the lesson
Examine division
problem and use problem
solving skills to solve word
problems
Apply knowledge
of division in real world and
use that knowledge to create
their own division problem
Identify different
types of remainders within
word problems
Reason with
partner to create applicable
word problem
Recall different
types of remainders using a
unique remainder name
Identify a type of
remainder within a division
word problem
Compute situation
based math problems
Compile a list of
ideas with a partner about
Objectives
Develop models
to represent both
measurement and partitive
division in word problems
Operate
computers to work with math
games
Understand that
division is applicable topic
Relate division to
their personal life to create
their own word problem
Assess work of
partner
Generate
constructive feedback for
partner
Listening and
appreciating where others
saw math in life
Reasoning with
word problems
Develop
reasoning skills within
mathematics that can be
carried into other content
areas
From other content areas into
greater life contexts
Generate constructive feedback
for a partner
Relate division to students who
need education in other
countries
Use technology responsible
Monitor their progress through
games and their explanations
given within games
Choose a level within the game
that they are capable of
completing well but is also
challenging
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Stage 2- Evidence
Students will show their learning by (summative assessment)
PERFORMANCE TASK(S):
If points must be given, ALWAYS Students will complete preassment test
Students will create their own word problems using division concepts
give more points for correct
procedure than for correct answer (in Students will design visuals to represent the word problems and remainders
Students will use rubric to evaluate their own work with a rubric
final word problem)
Students will work with partner to create word problems
Give partial points even if answer is
Students will engage in discussion relating to division in real life
incorrect but procedure is correct (in
Students will complete problems on the board during class and expalin their reasoning process
final word problem)
Students will recall basic division and multiplication facts in order to work through long division
Checking students work as they
problems
complete activities
Students will complete worksheets from book and other worksheets in lesson 3
Using rubric to evaluate word
When asked about their answers, students will describe their reasoning
problem
Discuss problems of difficulty and questions
Students will share their computations with class when they volunteer or are asked to share their
(What criteria will be used in each
reasoning
assessment to evaluate attainment of
Students will use games on the computer to work through division problems based on their level
the desired results?)(rubric required)
Students who are interested in more of a challenge could work on two digit divisors and word problems
with larger divisors
Students who may need to work at lower levels can go back to review basic division facts or long
division outside of work problems
Students will evaluate their work based on feedback from the game
Represent their level of understanding by working to the highest level of game possible for them and
recording results for instructor
Evaluative Criteria
(How will students demonstrate their understanding- meaning-making and transfer- through complex
performance?)
OTHER EVIDENCE:
Mr. Koop uses a lot of math practice worksheets. These worksheets can be checked for
process understanding - not necessarily correctness, but to see if students are using logical
processes to solve problems.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Questions that students ask within class as they work through assignments
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Progress Monitoring
(How will you monitor
students progress toward
acquisition, meaning, and transfer
during lesson events?) (Formative
Assessment)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Long division
Differences in division types
Understanding and applying
remainder types
Shifting into word problems
Recognizing the important
information within word problems
(Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the
learning plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to
Curriculum