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# Understanding by Design Template

## Math Chapter 8 (1/06-1/21)

Stage 1 - Desired Outcome
Established Goals:
* What relevant goals (e.g. content standards, course or program objective, learning outcomes) will this

4.OA.4 (lesson 1,2 )- Find all factor pairs for a whole number in the range 1-100.
4.NF.1 (lesson 3, 4,5)- Explain why a fraction a/b is equivalent to a fraction (nxa)/ (nxb) by using visual
fraction models
4.NF.5 (lesson 4)- Express a fraction with denominator 10 as an equivalent fraction with denominator 100
4.NF.2 (lesson 6, 7, 8)- Compare two different fractions with different numerators and different
denominators
4. NF.3 (3b) (lesson 9,10)- Understand a fraction a/b with a>1 as a sum of fractions 1/b

Understandings:
U
Students will understand
that
* What are the big ideas?
* What specific understandings about them are
desired?
What misunderstandings are predictable?
Lesson 1
-Factor pairs of a number are two factors that
are multiplied together to produce the number
-You can determine whether a whole number is
a multiple of a one-digit number by dividing or
listing multiples
Lesson 2
-A prime number is a whole number with
exactly two factors
-A composite number is a whole number with
more than two factors
-You can use factors to determine whether a
number is prime or composite
Lesson 3
-You can show that two fractions are
equivalent, or equal by using fraction models or
a number line
Lesson 4
- You can find an equivalent fraction by
multiplying the numerator and denominator of a
fraction by the same number
-You can also use multiplication to determine
whether two fractions are equivalent
Lesson 5
-A fraction is in simplest when 1 is the only
common factor of the numerator and the
denominator
-You can write a fraction in simplest form by
dividing the numerator and denominator by the
greatest common factor
Lesson 6

Essential Questions:
* What provocative questions will foster inquiry,
understanding, and transfer of learning?
-How can different fractions name the same amount?

## -You can compare two fractions by creating

equivalent fractions with the same numerators
or the same denominators
-If two fractions have the same denominator,
the fraction with the smaller numerator is
greater
-If two fractions have the same numerator, the
fraction with the smaller denominator is greater
Lesson 7
-You can compare and order fractions by using
a benchmark fraction
Lesson 8
-You can solve problems by finding
relationships among the given quantities
-You can solve a word problem by representing
the information using symbols
Lesson 9
-You can use models to represent mixed
numbers
-You can decompose a mixed number into a
sum of whole numbers and unit fractions
Lesson 10
-You can write a mixed number as an improper
fraction
-Writing mixed numbers as improper fractions
is one way to add and subtract mixed numbers

## Students will know . . .

K Students will be able to
S
* What key knowledge and skills will students acquire as a result of this
unit?
* What should they eventually be able to do as a result of such knowledge and skill?
-Lesson 1: Find factors and multiples of whole numbers
Lesson 2: Determine if a number is prime or composite
Lesson 3: Explore equivalent fractions
Lesson 4: Find equivalent fractions
Lesson 5: Write a fraction in simplest form
Lesson 6: Compare and order fractions
Lesson 7: Use benchmark fractions to compare and order numbers
Lesson 8: Use logical reasoning to solve problems
Lesson 9: Represent mixed numbers by decomposing them into a sum of whole numbers and unit fractions
Lesson 10: Write mixed numbers and improper fractions

## Stage 2 - Assessment Evidence

* Through what authentic performance tasks
will students demonstrate the desired
understandings?
* By what criteria will performances of
understanding be judged?

Other Evidence:
OE
* Through what other evidence (e.g. quizzes, tests,
academic prompts, observations, homework, journals)
will students demonstrate achievement of the desired
results?
* How will students reflect upon on self-assess their
learning?
Lesson 1: Independent practice p.487-488; HW lesson 81 p.489-490
Lesson 2: Independent practice p.491-492; HW lesson 8-

2 p.495-496
Lesson 3: Apply it p.502; HW lesson 8-3 p.503-504
Lesson 4Independent practice p.507-508; HW lesson 8-4
p.509-510
Lesson 5: Independent practice p.513-514; HW lesson 85 p.515-516
Lesson 6: Independent practice p.519-520; HW lesson 86 p.521-522
Lesson 7: Independent practice p.525-526; HW lesson 87 p.526-527
Lesson 8: Check my progress p.529-530; Review the
strategies p.534; HW lesson 8 p.535-536
Lesson 9: Independent practice p.539-540; HW lesson 9
p.541-542
Lesson 10: Independent practice p.545-546; HW lesson
10 p.547-548

## Stage 3 - Learning Plan

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results?

## How will the

design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where
the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
Day 1: Launch the chapter; Math in my world p.485; p.491; guided practice p.486; p.492; independent practice
p.487-488; p.493-494
Day 2: Build it p.499; Try it p.500; Math in my world p.505; Independent practice p.507-508
-Day 3: Math in my world p.511; Guided practice p.512; independent practice p.513-514
Day 4:Math in my world p.517; Guided practice p.518; Independent practice p.519-520
Day 5: Math in my world p.523; Guided practice p.524; Independent practice p.525-526
-Day 6: Learn the strategy p.531; Practice the strategy p.532; Apply the strategy p.533; Review the strategies
p.534
-Day 7: Math in my world p.537; Guided practice p.538; independent practice p.539-540
Day 8: Math in my world p.543; Guided practice p.544; Independent practice p.545-546
Day 9: Chapter Review
Day 10: Chapter assessment