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Understanding by Design Lesson
Understanding by Design Lesson
One lesson that I included as an artifact was my understanding by design lesson. I wanted
to include this as an artifact because this is a topic that I feel very strongly about. Becoming a
teacher for me was about improving the way students were taught mathematics. I was always the
student in math class that was bored by what we were doing because it was lecture and I was a
student who understood the material easily and wanted more. I wanted to become the teacher
who enhanced the learning process and got away from lecture and did more activity/project
based classroom activities. I feel that students learn best when they are working together and can
experience the mathematics. The PBL theory plays right into my educational pedagogy. By
designing a lesson or unit that focuses on projects and hands on material students learn better and
are more engaged. Ive seen firsthand that students care more about how they perform and want
to come to class every day and learn. I have noticed that even the students who hate mathematics
because it has been so difficult for them are enjoying coming to class when we do these types of
lessons. The lesson plan was not difficult to create because this specific topic applies itself to this
theory very well. Some units may be more difficult but with time and careful planning, I feel that
it can be done. Project based learning is a great way to engage students and I hope to continue
creating lessons/units that revolve around this theory.
Understanding by Design
Stage 1 Identify Desired Results
Established Common Core State Standards:
1
CCSS.MATH.CONTENT.8.EE.B.5
Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two
different proportional relationships represented in different ways. For example, compare a distancetime graph to a distance-time equation to determine which of two moving objects has greater speed.
CCSS.MATH.CONTENT.8.EE.B.6
Use similar triangles to explain why the slope m is the same between any two distinct points on a nonvertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the
equation y = mx + b for a line intercepting the vertical axis at b.
What key knowledge and skills will students acquire as a result of this unit?
1 (M.8.EE.5) graphing proportional
(M.8.EE.8) solutions to simultaneous
relationships.
linear equations in two variables
correspond to points of intersection of
2 (M.8.EE.5) interpreting the unit rate as the
their graphs.
slope of the graph.