Title: Institute Form 4 Maths Unit (Complete all highlighted sections)

Teacher: Grade & Subject: Dates of Implementation: Number of School Days: 18

Enduring Understandings (REQUIRED SECTION): What do you want students to understand from this unit for the rest of their lives? What enduring understandings are:

Essential Questions (REQUIRED SECTION): What questions will the students grapple with to help them construct the enduring understandings for themselves? What they are:

You might use Essential Questions to activate and motivate interest in the Unit on the day you introduce it and review the essential questions in the last two days of the unit. Some wont actually post the enduring understandings of the particular units b ecause the responses to the essential questions at the end of the unit may be used to assess whether or not they reflect the enduring understandings. As you brainstorm the enduring understandings, you might continually look back at this list of questions to help stimulate your thinking. Coming up with the essential questions that are phrased well and the appropriate kind of level and grammar, etc. is sometimes the hardest part of UBD planning. Once you have the essential questions and make sure to cover all of the knowledge and skills below, then all you have to do is just connect them and plug them in to put together some strong enduring understandings

Knowledge and Skills (REQUIRED SECTIONS): What do you want your students to know and be able to do by the end of the unit? Knowledge Skills

Related Skills (REQUIRED SECTION):

Assessments (REQUIRED SECTION SEPARATE DOCUMENTS REQUIRED AS NOTED): What evidence will show that students understand?

Multiple Modalities of Learning (OPTIONAL SECTION): Taking the students through Knowledge, Comprehension, and Application of the knowledge and skills above Visual Components: Auditory Components/Chants: Kinesthetic Components: Games for additional reinforcement: What it looks like o What it sounds like What it feels like o o

Accommodations for Learners with Special Needs (REQUIRED SECTION - BY LAW): How will you support learners who are challenged as well as gifted and talented? STUDENT NAME

o (list strategies pertaining to this unit here)

STUDENT NAME

o (list strategies pertaining to this unit here)

STUDENT NAME

o (list strategies pertaining to this unit here)

Blooms Taxonomys Higher Levels of Understanding (OPTIONAL SECTION): Possible Activities for the top levels within the unit ANALYZING

o
SYNTHESIZING

o
EVALUATING

o
Motivational Features and Fun (OPTIONAL SECTION): Songs/Dcor/General stuff to integrate and support the theme/unit: Real World Connections/Interest/Field Trips to link to: o

Daily Learning Experiences (REQUIRED SECTION): How will you sequence your direct instruction, labs, discussions, activities, etc. to lead your students toward understanding? (Some people prefer to do a list of the SEQUENCE of lessons and then just plug them into their calendar on outlook or something, but you might find that if you match the sequence of your lessons to the calendar for the weeks in which you plan to teach the lessons, you may more easily accommodate things like Friday shortened schedules, half days, special ed support, etc.) You may break down your daily lesson plans further once you have the sequence of topics and activities.

Monday Institute Diagnostic Test

Tuesday 1a: SWBAT determine the ratio of vertical distance and horizontal distance. 1b: SWBAT derive the formula for the gradient of a straight line.

Wednesday 2a: SWBAT calculate the gradient of a straight line passing through two points. 2b: SWBAT determine the relationship between the value of the gradient and the steepness and direction of incline of a straight line 7a: SWBAT find the equation of the straight line which is parallel to the x-axis. SWBAT find the equation of the straight line which is parallel to the y-axis 7b: SWBAT find the equation of the straight line which passes through two given points. 12a: SWBAT sketch a 3D shape and identify the specific planes 12b: SWBAT identify lines that lie on a plane and lines that intersect with a plane. 17a: SWBAT solve problems involving lines and planes in 3D shapes. 17b: Flex time for planes and 3D

Thursday 3a: SWBAT determine the xintercept and the y-intercept of a straight line. 3b. SWBAT Derive the

Friday 4a: Perform calculations

involving gradient, xintercept and y-intercept.

4b: SWBAT draw the graph given an equation of the form y=mx+b

formula for the gradient of a straight line in terms of the xintercept and the y-intercept.
8a/b: SWBAT identify the horizontal line, the angle of elevation, and the angle of depression for a particular situation.

5a: SWBAT determine whether a given point lies on a specific straight line. 5b: SWBAT write the equation of the straight line given the gradient and the y-intercept

6a: SWBAT draw the graph given an equation of the form ax+by=c 6b: SWBAT determine the gradient and y-intercept of the straight line which equation is of the form y=mx+b and ax+by=c 11a: SWBAT identify planes. 11b: SWBAT identify horizontal planes, vertical planes, and inclined planes.

9/b: SWBAT represent a particular situation involving the angle of elevation and the angle of depression using diagrams.

10a/b: SWBAT solve problems involving the angle of elevation and the angle of depression.

13a: SWBAT identify normals to a given plane 13b: SWBAT determine the orthogonal projection of a line on a plane Review/Remediation Day

14a: SWBAT draw and name the orthogonal projection of a line on a plane. 14b: SWBAT determine the angle between a line and a plane. Institute Final Assessment

15a: SWBAT solve problems involving the angle between a line and a plane 15b: SWBAT identify the line of intersection between two planes.

16a: SWBAT draw a line on each plane, which is perpendicular to the line of intersection of the two planes and a point on the line of intersection. 16b: SWBAT determine the angle between two planes on a model and a given diagram.