Understanding by Design Lesson Plan

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Understanding by Design Lesson Plan

© All Rights Reserved

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Stage 1Desired Results

program- or mission-related

goal(s) will this unit address?

use proportional reasoning to solve exchange rate problems involving foreign currency,

see connections between art/architecture and scale factors,

Become skilled at represent proportional ideas in different formats: graphs, tables, equations, diagrams for different situations.

standards:

7 RP. A2. Recognize and represent

proportional relationships between

quantities.

7 RP. A3. Use proportional

relationships to solve multi-step

ratio problems.

7.RP.A.2c Represent proportional

relationships by equations.

7.RP.A.2b Identify the constant of

proportionality (unit rate) in tables,

graphs, equations, diagrams, and

verbal descriptions of proportional

relationships.

see connections between mathematics and art/architecture by exploring proportions,

make them better consumers,

understand cultural differences when comparing world currencies and cost of items.

Apply ratios and rates to different situations, such as pricing and money exchange. Meaning

UNDERSTANDINGS

ESSENTIAL QUESTIONS

customers. It is necessary to find the unit rate to compare costs.

When do we use a graph or diagram instead of an equation?

What inferences should they make?

Many forms of art use proportions to create works of art that are visually pleasing or to

create optical illusions.

The monetary exchange varies according to each country. Your dollar will be

exchanged for more or less foreign currency depending of the daily market.

What happens when proportions are not used in art or in architecture?

Why does the dollar has more value in some countries and less in others?

Acquisition

Students will know . . .

solve proportions,

read and interpret graphs,

use proportions

solve

money exchange

problems,

What

facts and to

basic

concepts

should students

know and be

find scale

factors between two similar figures.

able

to recall?

and similar figures.

Mathematical practice:

solving equations,

1) Make sense of problems and

definitions of rate,

persevere in solving them.

ratio and proportion,

3) Construct viable arguments and

critique

2011 bythe

Grant

Wiggins

and

Jay

McTighe

divide whole numbers,

reasoning of others.

change a fraction to a decimal.

4) Model with mathematics.

5) Use appropriate tools

strategically.

6) Attend to precision.

7)Look for and make use of

structure.

use?

Identifying the right method to use when presented with a proportion word problem.

Estimate the scale factor of two similar shapes.

Understand what is the value of the dollar compared to foreign currencies ( Pound, Euro,

Yuan, Yen and Mexican Peso).

21st century skills, core competencieswill this unit address?

Transfer

Established Goals

Fi gur e B . 1

(continued)

Stage 2Evidence

results being

appropriately

assessed?

T, M, A

T, M

What criteria

will be used in

each assessment to evaluate attainment

of the desired

results?

A rubric will be

used to

assess the

video on

conversions.

T, M, A

M, A

A

T

Ad page must

Regardless

contain

clear

of the format

mathematical

of the assesscomputations,

ment, what on

reasoning

qualities

unit

rates and

are most of

argument

important?

choosing

the

Transfer

right product.

understanding

of unit rate

and

proportions.

PERFORMANCE TASK(S):

Students will show that they really understand by evidence of . . .

Create a short video on how to convert dollars into foreign currency. Select a country and a product and show how much

you can buy with $10.

In a group, create advertisement page to mislead people into buying a product. Compare ad page with other groups and

discuss how unit rates can be used to help you make a better buy.

How will students demonstrate their understanding (meaning-making and transfer) through complex performance?

Students

will explain

architect use proportions to design buildings by explaining to others and by writing a short

Inclass

response

andhow

discussion

paragraph.

Practice problems

Students will collaborate with a partner, analyze merchandise and decide which is the best buy. Students will defend

their answers showing a graph, table or equation.

OTHER EVIDENCE:

Students will show they have achieved Stage 1 goals by . . .

Use the correct vocabulary to express ideas on ad page when having peer discussions in class.

Paragraph on architecture and proportions must contain evidence of how scale factors are used to create visual

illusions.

What other evidence will you collect to determine whether Stage 1 goals were achieved?

Assessment on ratio and proportions will show evidence that students can solve word problems involving ratios and

proportions.

T, M, A

Evaluative

Criteria

Code

Fi gur e B . 1

(continued)

What pre-assessments will you use to check students prior knowledge,

skill levels, and potential misconceptions?

Think pair share activity where students change $10 into foreign currency (Pound, Euro,

Peso, Yuan, Yen)

Students draw simple similar polygons given a fixed scale ratio.

1) M, A

W,H,R,O

2) T, M, A

W,H,E2,O

3) T, M

W,R,T

4) M, A

W,H,E1

5) M, A

E1,

Learning Events

Student success at transfer, meaning, and acquisition depends upon . . .

1) Pair of students investigate dollar to foreign currency (given) and change $10 into that currency. They

will use this amount to compare how much/many items they can purchase in the US and the other country.

Progress

Monitoring

How will you monitor students progress

toward acquisition, meaning, and transfer,

during lesson events?

2) Given a scenario of making the best purchase, students will work with partners and decide which is the

best buy supporting their claims with math and arguments. They will present findings by designing a poster

and giving a 5 minute presentation of method and result.

guiding questions. They will focus on content of the video

rather than the look of it. Student feedback will have more

than "good job." Students will ask a lot of questions during

the learning process.

3) Using their results of the best buy, students will design an ad that with the purpose of misleading their

customers. They will post this on class website while self-assessing their entries and the entries of others

by providing feedback.

student misunderstandings?

4) Students will work with parters on activity involving the creation of a basketball court for a toy soldier.

They will calculate the correct proportion, test a scale factor and verify mathematical arguments.

5) Students will learn how to calculate proportion problems using a table, graph and equation. They will

analyze their favorite method and will provide support of their choice by writing a reflection on the class

Padlet page.

currencies and stay that they will get more for $1.

Classes may have difficulties creating a misleading ad

page, examples can be shown to serve as examples.

Learners may not be able to elaborate on their choice for

method of solving a proportion. Sentence frames may be

needed.

need?

Partners will work and rate each other's work by following

a rubric. Presentation of videos will be reviewed by class

before the final is turned in. Students will add comments

on Padlet page.

for (or type of)

each learning

event?

Pre-Assessment

Code

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