Unit Plan: 9N3/4 Ch.

1/2
Ashton Healy

Willow Creek Composite High School

Claresholm, AB

ESSENTIAL QUESTIONS

OVERARCHING ESSENTIAL QUESTION (S):

How does ones problem solving/reasoning skills influence the decisions we make as Alberta citizens?
How is math relevant to me?
TOPICAL ESSENTIAL QUESTIONS:
What are the properties of rational numbers?
How can using number lines to order a given set of rational numbers expand ones understanding of
rational numbers?
What is the order of operations?
What are some of the advantages and disadvantages of using technology to solve problems
involving the order of operations?
What are some of the challenges one may face when solving problems involving ration numbers in
fraction or decimal form?

GLOs AND SLOs

GLO(s):
Develop number sense.
SLO(s):
It is expected that students will:
9N3: Demonstrate an understanding of rational numbers by:
comparing and ordering rational numbers
solving problems that involve arithmetic operations on rational numbers.
9N4: Explain and apply the order of operations, including exponents, with and without technology.

LEARNING OBJECTIVES
Students will:
Demonstrate the ability to compare and order rational numbers using number lines.
Demonstrate an understanding of the meaning, characteristics, and use of rational numbers.
Demonstrate an understanding of the meaning and uses of the order of operations.
Investigate and apply the order of operations to different problems with and without the use of
technology.

Unit Plan Table of Specifications

SLO(s)

9N3

9N4

Content

Weight

Order a given set of rational numbers in

fraction and decimal form by placing on
a number line.

30%

Identify a rational number between two

given rational numbers.

20%

Solve a given problem involving

operations on rational numbers in
fraction and decimal form.

50%

Solve a given problem by applying the

order of operations without the use of
technology.
Solve a given problem by applying the
order of operations with the use of
technology.
Identify the error in applying the order
of operations in a given incorrect
solution.
Total:

60%

45%
25%

40%

30%
100%

UNIT ASSESSMENT PLAN

Desired Results
Established Goals:
Mathematics 9: Students will develop a number sense.
Understandings:
Students will understand that

A rational number is a number that can be expressed

as a quotient of two integers, where the divisor is not
0; it can be written in fraction, mixed-number, or
decimal form or as an integer.
Every integer is a rational number because it can be
written as the quotient of two integers.
Every two rational #s has another rational # between
them.
Rationals can be compared in the same ways as
integers and fractions.
Negatives are always less than positives. A negative
farther from 0 is always less than a negative closer to
0.
Between any two rational #s you can find another
rational #.
To +, , , , rational numbers in the form of
decimals/fractions you must combine the +, , ,
, rules for positive decimals/fractions with the
rules for +, , , , integers.
The rules for the order of operations are B-brackets,
E-exponents, DM-divide and multiply, AS- add and
subtract.

Students will know

Essential Question(s):

How does ones problem solving/reasoning

skills influence the decisions we make as
Alberta citizens?
How is math relevant to me?

Students will be able to

9N3: Demonstrate an understanding of rational
numbers by:
comparing and ordering rational numbers
4

solving problems that involve arithmetic

operations on rational numbers.
[C, CN, PS, R, T, V]
9N4: Explain and apply the order of operations,
including exponents, with and without technology.
[PS, T]

Learnin
g
Outco
mes

Assessments
Title

Type

Daily
Workshee
ts/Check
Ups
Formative
/
Summativ
e

Number
Line
Assignme
nt
Summativ
e

0%

25%

40%

30%

Fractions
Review
Quiz

Math
Journal

Whiteboard
Questions
& Activities

Summative

Formative

Formative

5%

0%

(Formative/Sum
mative)

Weighti
ng

End of Unit
Quiz
Summative

9N3: Demonstrate

an understanding of
rational numbers by:
comparing and
ordering
rational
numbers
solving
problems that
involve
arithmetic
operations on
rational
numbers.
[C, CN, PS, R,
T, V]
9N4: Explain and
apply the order of

operations, including
exponents, with and
without technology.
[PS, T]

Assessment Tool Overview

Assessment
Tool

Brief Description

Fractions Review Quiz

Math Journal

Assessment
FOR Learning

Assessment
AS Learning

Assessment
OF Learning

This will be a formative assessment completed

within the first few days of classes after a short
fractions Review.
This will be used to assess current understanding
of the knowledge and skills required in the
upcoming unit .
This journal will be used as a formative
assessment for this unit, however, later on this
semester it may or my not be used for summative
as well. Student will be able to track their learning
and record important information they are
learning. This journal will be used as a resource for
students throughout the entire year. They will
record such things as important vocab words, how
tos, examples, formulas, etc. Thus students can
always return to it and use it for daily activities or
simple studying. Additionally, at the beginning of
each unit I will have students set up goals for the
course, for the unit, for a test, etc. This will help
students understand long term and short term
goals, while also holding them accountable.
This journal will be a means for students to:
- Set goals and set up plans to meet them

Daily Worksheets

Whiteboard
Questions &
Activities

Track their learning

Hold themselves accountable for their learning
Record important information learned each day
Follow their specific learning outcomes and I
can statements
Students will be required to work through activities
daily (whether it be independent or collaborative).
These may call for students to simply work
through problems, or conduct experiments.
After being marked students may be required to
complete corrections and re-submit for review and
possible grade increase. Depending on the extent
of corrections required, students may be required
to meet with me to get independent help as well
as demonstrate understanding orally if needed.
Much of this will be used as formative assessment,
this way I can see where they are what they may
need more help on for preparation for future
summative assessment. If the whole class does
poorly, then I know that the entire concept needs
to be revisited.
I will sporadically ask students to submit
worksheets for summative assessment. This will
give students an opportunity to track their
learning throughout the entire unit, rather than
simply at the end. Additionally, by giving students
the opportunity to increase their grade on a
subject, you can motivate students to do better,
as well as hold them more accountable for their
learning. This will be used partially for motivation,
as some students fail to complete work when they
know it is not for grades.
Throughout lessons, we will work through
questions as a group. Students may be required to
work them out on a whiteboard and hold up their
answer. This gives me a better understanding of
what students are getting it and which ones are
still struggling and need further instruction.

Number Line
Assignment (With
and Without
Technology)

This gives me the chance adjust or differentiate

my lessons based on the needs of my students
immediately and constructively

This assignment will be used towards the end of

the unit. It will test their ability to order a given set
of rational numbers, and use their knowledge on
the order of operations.

This will be used as a summative form of

assessment at the end of the given unit. This will
assess the knowledge students have acquired
throughout the unit as well as their ability to apply
it within a test environment.
Students will be required to work independently
and will be given approximately 30-60 minutes to
complete the quiz.
The quiz will test students understanding of key
terms and ideas and their ability to apply them to
solve given problems. The quiz will be short, as it
is still the first unit and students are getting
warmed up to math.

End of unit quiz

Unit Breakdown
DAY

SLOs

PROCESSES

1
60
min.
+

C, CN

KEY CONCEPTS

45
min.

Get to know each other.

What do you think is
important that I know
about you?
What do you want from
me?
Class routines, rules and
expectations
Learning Survey
___________________
Go over math outline

STRATEGIES &
MODIFICATIONS
Attention grabber
Group discussion
Role playing
Direct instruction

RESOURCES
- Smart board
- Learning Survey
Sheets
- Math Outline

A&E
Observation
Communication

60
min

35
min.

9N3

C, CN, PS, V

9N3

C, CN, PS, R,
T, V

30
min.

How to organize
journal/binder
Set goals for
semester, and unit
Number system
review
Start review math

Review of fractions +
decimals
Fractions quiz

Attention grabber
Group discussion
Direct instruction
Individual/Group work

Smartboard
Textbook
Handouts
Journals
Manipulatives?

Observation
Communication
Fraction Quiz
Math Journaling

Go over fractions quiz.

What is a rational
number?
How can we compare
them?
__________________
Ordering rational
numbers + number line
intro

Attention grabber
Group discussion
Direct instruction
Independent learning

- Smartboard
- Textbook
- Number lines
- Journals

Observation
Communication
Worksheets
Math Journaling

Ordering rational
numbers
Using a number line to
visualize and compare
rational numbers
How can we locate a
rational number between
two other rational
numbers?
Adding and
subtracting rational

Attention grabber
Group discussion
Direct instruction
Independent learning

- Smartboard
- Textbook
- Handouts

Observation
Discussion
Worksheets

If needed we will take the

fractions quiz in the first
period.

60
min

4,5, &
6 **

C, CN, PS, R,
T, V

5
60
min

4, 5, &
6

C, CN, PS, R,
T, V

+
45
min.

C, CN, PS, R,
T, V

C, CN, PS, R,
T, V

60
min

35
min.
+
30
min.

numbers
Continue adding and
subtracting rational
numbers
Multiplying and
dividing rational
numbers
____________________
Order of operations

Attention grabber
Group discussion
Direct instruction
Independent learning

Smartboard
Textbook
Handouts
Journals

Observation
Discussion
Worksheets
Math Journaling

- Independent learning
Order of Operations
Number Line Assignment
Review of material

- Handouts
- Journals
- Smartboard

Observation
Assignment

- Group discussion
Rational numbers quiz
________________________ - Collaborative learning
- Independent learning
If students need
more time to finish
their exam they can
do so now.
If needed, we will do a short
review of the material in the
first class, and then quiz in
the second.

- Journals
- Smartboard
- Quiz

Observation
Discussion
Journals
Quiz

Detailed Unit Breakdown

10

Day

Activities

Get to know each other:

Have students come in and sit
About myself and my beliefs (COMMUNITY is key!!)
Ask me questions
Three highlights of your summer (throw ball around rather than going
down rows)
What are you looking forward to this year?
What is important that I know about you?
Ask some of the students what they want to be when they grow up and
then discuss how math is used in that field. *?
Classroom Rules + Routines
Student Handbook
Discuss as a class some classroom rules; write them down as we go (have
a student type them on the Smartboard). Add anything that is missed.
Discuss cellphones!
Role-playing (ex. coming in late, group work, independent work, etc.)
Routines: Handing in homework, magnets, leaving the classroom, calling
names, tests & quizzes, fidgets, etc.
Set up class texting system
Discuss with students have a group texting system. I will use this to send
out homework and exam reminders, as well they can ask me questions
Learning Survey
Discuss how every single student in the room is capable of finding success
in math! We all learn in different ways!
Have students complete a small learning survey, as well as a short
questionnaire about themselves so that I can get to know them better.
Exit slip
Students write on a post it what makes a good teacher or what they
appreciate in a teacher, etc., students are encouraged to write detailed
answers rather than things like nice or no homework
Students write on a separate post it what it means to be a good student,
this includes how they complete their tasks, treat their teacher and peers,
etc.
From these I will arrange them on the bulletin board into the shapes of

60
min.

45

Approxi
mate
Time
20 min.

20 min.

5 min.
10 min.

Materials
Needed

Name tags
Smartboard
Ball
Surveys
Post-Its
Math
Outlines
Math
Review
Handouts
Goal
Setting
Sheets
Journals

5 min.
5 min.

10-20 min.

11

min.

2
60
min.

3
35
min.

+
30
min.

two people. I will pull from them the most popular answers and have
them written up on the board as well next to the classroom rules!
This will be a good start to our classroom community!
_________________________________________________________________________________
Math Outline
Go over the Math Unit Outline and the I-Can Statements for the unit
Math Goal Setting (Academic, Behavioural or Social, and Personal) Inform
students that these will not be shared with their peers. They will be
readdressed after every unit, and during parent teacher interviews.
Binder/Journal
Inform students about my expectations for their math binders (clean and
organized)
Introduce their math journal and what they will be using it for.
Review
Number system review and definitions (journal)
Start math review quiz complete the first couple questions as a group
Have students work independently, but can ask a partner for help.
Review
Continue working on review quiz
Do a heavier review of fractions and decimals as a group
Independent fractions work (can ask a partner for help)
Fractions quiz (depending on how students are doing
Put a piece of tape with a 0 in the middle on each persons desk. This
will help students visualize.
Fractions Quiz
Go over fractions quiz together. If students got less than 60% they have
the option of doing a fractions handout to increase their grade.
Rational Numbers
What is a rational number?
Rational numbers definition map in journals
Introductory number line activity
How many rational numbers are there? Even just between 0 and 1? Have
students discuss with partners/small groups. Bring it to a whole discussion
and hear students view points on it.
Comparing Rational Numbers

2 min.
Remainder

15-20 min
10 min
10 min.
20 min.

3 min.
10 min.
5 min.

50 min.

5 min.

Math review
handouts
Fractions
questions
Fractions Quiz
Fraction
Quizzes
Journals
Smartboard
Textbooks
Number line
cut-outs
Tape and
Markers to
make
number
lines on
desks
Calculators

12

4
60
min

All positive numbers are > than all negative numbers

The farther from 0 the positive number the greater the number
The farther from 0 the negative number the less it is
Any fraction can be written as a decimal, and any decimal can be written
as a fraction
Rational numbers can be compared by relating them to benchmark
numbers such as -1, 0, 1
__________________________________________________________________________________
Ordering Rational Numbers
Number cut outs. Have students first just guess with their cut-outs, doing
no computations.
Discuss, what strategies can we use to order these numbers (ordering
them first by positive negative, changing them all to the same form, etc.).
Encourage students to use their number lines on their desk to help
visualize their numbers.
Practice ordering rational number problems using a number line
Ordering Rational Numbers
Continue practicing ordering rational numbers
How can we locate a rational number between two other rational
numbers?
Word problems
Adding & Subtracting Rational Numbers
Go over the following information and practice with students. Introduce a couple
of different techniques and visual strategies.
Adding numbers of the same sign, add and keep the sign
To add numbers of different signs, apply the zero principle.
To subtract a negative number, consider the distance from the negative
number to the minuend, the number from which you are subtracting
To add or subtract fractions, rename the fractions as equivalent fractions
with a common denominator, and then add or subtract the numerators.
To add or subtract mixed numbers, add or subtract the whole numbers and
then add or subtract the fractions; or, rename the mixed number as
improper fractions
To add or subtract decimals, use place value principles to add or subtract
digits that represent the same units.
How can we use technology? Students will use both mental math and

5-10 min

30 min.

Smart Board
Number Lines
Textbooks
Worksheets
Calculators
Journals

30 min.

13

5
60
min.

45
min.

calculators to perform their calculations.

Practice problems, quick mark.

Review Adding & Subtracting Rational Numbers

Practice problems
Multiplying and Dividing Rational Numbers
Go over the following information and practice with students. Introduce a couple
of different techniques and visual strategies
The product or quotient of two numbers with the same sign is positive.
The product or quotient of two numbers with different signs is negative.
To multiply fractions, multiply numerator-by-numerator and denominatorby-denominator.
To divide fractions, multiply the reciprocal of the divisor, or rename the
fractions with a common denominator and divide numerator by numerator.
To multiply and divide decimals, estimate to place the decimal point in its
proper position after the calculation.
How do we use technology? Students will use both mental math and
calculators to perform their calculations.
Practice problems, quick mark.

10 min.

Smartboard
Textbooks
Calculators
Journals

50 min.

__________________________________________________________________________________
If needed students can continue working on their +,-,x,/ of rational
numbers into this period.
Order of Operations:
What is the order of operations?
What happens if the equation is only M/D or A/S?
How can we use technology to verify our answers?
Practice Problems
B- RACKETS
E- XPONENTS
D-IVISION
M- ULTIPLICATION
A-DDITION
S-UBTRACTION

14

6
60
min.
7
35
min.
+
30
min.

Short Review:
Number Line Assignment
If finished students can complete the Chapter Review and go through their
journals to study for quiz.
If I feel like students need the first period as a review/catch up period
we will delay the quiz until the next period.

Handouts
Calculators
Journals
Quizzes
Calculators

15