sema aydin-lesson plan 4 | Fraction (Mathematics) | Rational Number

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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 stan
Transcript
  Understanding by Design Unit TemplateTitle of Unit      Numbers Grade Level      6 Curriculum Area      Math Time Frame      2 periods Developed By      Sema Aydin Identify Desired Results !tage #Content !tandards$$$$$%&' The student applies mathematical process standards to represent and use rational numbers in a variety of forms Understandings(ssential )uestions*verarc+ing Understanding*verarc+ingTopical       Students will connect rational numbers and integers:ã   describe relationships between sets and subsets of rational numbersã   perform operations with rational numbersã   locate, compare, and order rational numbers using a number line       How do you compare and order rational numbers?You can write them as equivalent decimals and then compare them.          How can a number linehelp you order rational numbers?!nce you have graphed the numbers, the numbers will be in order from least to greatest from left to right. Related ,isconceptions       a#e sure that students understand that the table does not give any information about actual running times. $t only shows how each runner%s time differs from the average running time. &lso be sure students understand that the fastest time is the farthest below the average.  -no.ledge Students will know… !/ills Students will be able to…     how to connect rational numbers and integers       loo# at the table and determine who bi#ed fastest and who bi#ed slowest without ma#ing any calculations. '(plain theirreasoning. See that the fastest bi#er will have the least time in minutes and the slowest bi#er will have the greatest. Assessment (vidence !tage '#0erformance Tas/ DescriptionGoal       Students will connect rational numbers and integers:ã   describe relationships between sets and subsets of rational numbersã   perform operations with rational numbersã   locate, compare, and order rational numbers using a number line Role      Teacher  Audience      6 th  rade students !ituation      To compare and order rational numbers 0roduct10erformance       )ompare rational numbers by writing and graphing  their equivalent fractions or decimals. *hus students are ordering rational numbers using multiple representations. !tandards       The student applies mathematical process standards to represent and use rational numbers in a variety of forms! *t+er (vidence       Learning 0lan !tage 2#  3+ere are your students +eaded4 3+ere +ave t+ey been4 5o. .ill you ma/e sure t+e students /no. .+ere t+ey are going4       Students understand whole numbers and integers:ã   identify a number and its oppositeã   compare and order integers using a number lineã   find the absolute value of a number 5o. .ill you +oo/ students at t+e beginning of t+e unit4       Suppose you li#e to drin# iced tea on a hot day. You can choose between twoglasses, one with + cup of tea or one with .- cup of tea. hich glass contains more tea? /egin the '(plore &ctivity to find out how to compare these rational numbers. 3+at events .ill +elp students e6perience and e6plore t+e big idea and 7uestions in t+e unit4 5o. .ill you e7uip t+em .it+ needed s/ills and /no.ledge4       0oint out to students that the scale used for the number line is tenths. 'very other fraction on the number line has a denominator of 1 because the labels are in simplest form. 2or e(ample, simplifies to . 5o. .ill you cause students to reflect and ret+in/4 5o. .ill you guide t+em in re+earsing8 revising8 and refining t+eir .or/4       How does a number line represent equivalent fractions and decimals?& decimal and fraction that represent the same point on the number line are equivalent. 5o. .ill you +elp students to e6+ibit and self9evaluate t+eir gro.ing s/ills8 /no.ledge8 and understanding t+roug+out t+e unit4       will ive the te#tbook assessment and common assessment 5o. .ill you tailor and ot+er.ise personali:e t+e learning plan to optimi:e t+e engagement and effectiveness of ALL students8 .it+out compromising t+e goals of t+e unit4       will use the test results to fiure out the ob$ectives they are strulin! will orani%e small roup study and interventions later! 5o. .ill you organi:e and se7uence t+e learning activities to optimi:e t+e engagement and ac+ievement of ALL students4       a#e sure that students understand that the table does not give any information about actual running times. $t only shows how each runner%s time differs from the average running time. &lso be sure students understand that the fastest time is the farthest below the average. &rom' (iins) *rant and +! Mc Tihe! ,-../0! Understanding by Design ) Association for Supervision and 1urriculum evelopment S3N 4 5/7-258-8/ ,ppk0
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