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Fi gur e B .

The UbD Template, Version 2.0


Stage 1Desired Results

What content standards and


program- or mission-related
goal(s) will this unit address?

Students will be able to independently use their learning to . . .


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.

What kinds of long-term independent accomplishments are desired?

Common core 7th grade math


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.

Use rates to make decisions on comparing prices using unit rates,


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

Students will understand that . . .

Students will keep considering . . .

Businesses often use math to their advantage to confuse


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

How do businesses advertise sales and try to confuse the customer?


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

What specically do you want students to understand?


What inferences should they make?

What thought-provoking questions will foster inquiry, meaningmaking, and transfer?

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.

Why and how do artists use proportions in their art?


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 . . .

Students will be skilled at . . .

how to find an unit rate,


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?

Solving problems involving unit rates, money exchange,


and similar figures.

Mathematical Standards for


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.

What discrete skills and processes should students be able to


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).

M odul e B: The UbD Tem pl at e

What habits of mind and crossdisciplinary goal(s)for example,


21st century skills, core competencieswill this unit address?

The Und er stan di ng by Desi gn G ui de t o Cre at i ng Hi gh-Q ual i t y Uni t s

Transfer

Established Goals

Fi gur e B . 1

The UbD Template, Version 2.0

(continued)

Stage 2Evidence

Are all desired


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?

Open ended allowing students to and supporting answwer with evidence


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 . . .

Choosing a method to solve a proportion problem (graph, table, equation)


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.

M odul e B: The UbD Tem pl at e

T, M, A

Evaluative
Criteria

The Und er stan di ng by Desi gn G ui de t o Cre at i ng Hi gh-Q ual i t y Uni t s

Code

Fi gur e B . 1

The UbD Template, Version 2.0

(continued)

Stage 3Learning Plan


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.

Student discussion will indicate if partners will need


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.

What are potential rough spots and


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.

Students may confuse the cost of a dollar to strongest


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.

How will students get the feedback they


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.

M odul e B: The UbD Tem pl at e

Whats the goal


for (or type of)
each learning
event?

Pre-Assessment

The Und er stan di ng by Desi gn G ui de t o Cre at i ng Hi gh-Q ual i t y Uni t s

Code