UbD Lesson Plan Template



UbD Unit Lesson PlanTeacher’s Name: Brittany DeboltSubject/Course: MathLesson Title: Meanings of Multiplication and Division: 5s and 2s.Grade Level: 3rd gradeApproximate Time Frame: 2 weeks Essential Vocabulary: equal shares drawing, count-bys, fast array drawing, equal groups drawingStage 1 – Desired ResultsCompetency/Objectives: We want students to understand that all numbers have parts, values, uses, types, and we use operations and patterns to work with them.We want students to understand how we use patterns and relationships of algebraic representations to generalize, communicate, and model situations in mathematics.Established Goals:UnderstandingsStudents will understandthat...Understand models can help solve multiplication and division problems.What multiplication/division represents.the purpose of multiplicationRelationship between parts of an equation (factors and product)Application of the properties of multiplicationRelationship between parts of an equation (factors and product, quotient and dividend)2. Relationship between multiplication and divisionPurpose of multiplicationPurpose of divisionEssential Questions:How do you use patterns to understand mathematics and model situations?How do algebraic representations relate and compare to one another?What makes a strategy effective and efficient and the solution reasonable?Students will know…Properties of multiplicationCounting by 6s, 7s, 8s, 9s, and 10s and uses that knowledge with multiplication factsBasic multiplication facts 0-9 (connected to repeated addition, model in variety of ways)Purpose of multiplication/divisionRepresentational models, including groups, arrays, and measurement quantitiesMultiplication and Division Fact FamiliesHow to work backwards in a multiplication or division problemStudents will be able to…Represent division with a modelRepresent multiplication with a modelSolve the represented division modelSolve the represented multiplication modelI can fluently multiply basic facts.I can count by 10s.I can compute multiplication facts with multiples of 10.I can apply the properties and relationships of multiplication.Brief Summary of the Unit: The students will learn multiplications and divisions for each number by looking for patterns that become the basis for count-bys for that number. Also, with the teachers support the student will learn to use and understand the language to describe underlying concepts and situations of multiplication and division, including repeated equal groups and arrays. The students will also learn how to use products they know to find products they do not know or cannot recall. Throughout this unit students will build fluency with multiplication and division.Stage 2 – Assessment EvidencePerformance Task:Students will work through the 6 lessons and the activities, worksheets, and, quick quizzes, test, and performance task.Performance Task Statement: Students will work independently and collaboratively to become fluent with multiplication and division with 5s and 2s.Students will understand…the meaning and properties of multiplication and division and on finding products of single-digit multiplying and related quotients. Students will be able to do…Recall basic multiplications and divisions with 5 and 2.Identify and use patterns, properties, and rules to multiply and divide.Write and solve unknown multiplication equations to solve a division.Use multiplication and division to solve real world problems involving equal groups and arrays.G.R.A.S.P.S.Here is where you will develop a scenario for the activity/project. This section is for you to develop a guide for the students on what to do.Goal(s):(Scenario for Assignment/Project)Identify and use patterns to multiply with 5.Use multiplication and drawings to represent equal groups situations.Use multiplication and drawings to represent array situations and the Commutative Property.Relate division to multiplication with an unknown factor.Identify patterns in 2s count-bys and multiplication and relate multiplication and division.Role:(Student’s role)as an effective team member and individual to complete all tasksAudience:(Who will see this information? It can be the teacher only.)teacherclassmatesSituation:(How – individually, partners, groups – the goal will be accomplished.)individuallypartnerswhole groupPerformance:(What will the student do?)Students will complete class activities as a whole group.Students will work in partners to become fluent with count-bys of 5s and 2s.Students will select the best strategy for them to use.Standards:(The criteria for success and how it will be assessed.)Make sense of problems and persevere in solving them, reason abstractly and quantitively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for structure, and look for and express regularity in repeated reasoning.group participation-group discussions, on task behavior, practicing with partners, worksheets, class activities, quick quizzes, and tests.Key criteria to reflect Performance Tasks:Examples: Rubric, Checklist, etc.rubric (to go with the Test Performance Task at the end of the Unit)Other Evidence Summarized(tests, essays, work sample(s), etc.work samplesquick quizzesUnit Test/ Performance Taskself evaluationStage 3: Learning Plan, Experiences, and Instruction:UbD Lesson PlanTEACHER: Brittany DeboltDATE:11/11/13CLASS: MathUNIT: 1LESSON TITLE: Multiplication Strategies Review (Poof Books)Information from Stage 1: Desired ResultsUnit & Competency Review through the different multiplication strategies and decide which one works best for them.Enduring Understanding(s): Students will understand that there are strategies that include drawings to help find the product of a multiplication equation.Essential Question(s):How do you use patterns to understand mathematics and model situations?How do you use a graphic organizer?What strategy works best for you?Learning Activities: Consider the WHERETO elementsThe Teacher will…The Student will…WWhere are we going? What is expected?lead in discussion and creating the poof book review. Remember and revisit different strategies and important parts of multiplication.HHow will we hook (Introduce this to) the students?Show and introduce the poof book graphic organizer concept.Master using review techniques and using a graphic organizer.EHow will we equip students for expected performances?use the poof book, the smart board and the white board for modeling.gain a better understanding of all the strategies.RHow will we rethink or revise?Review through our poof books.Reflect on the different strategies.EHow will students self-evaluate and reflect their learning?Set up writing plete the writing piece.THow will we tailor learning to varied needs, interests, and learning styles?Use all learning modalities: visual, audio, and kinesthetic. work with other students on different levels.OHow will we organize the sequence of learning?Use the pages of the Poof Book for pacing and plete the desired steps of the teacher’s rmation from Stage 2: Other EvidenceSufficient and Revealing Evidence of Understanding: Briefly explain if and how it will be rmal Check:question/answer sessionmonitor progress while creating poof bookObservation/Dialogue:group work observation while creating the poof bookQuiz/Test:Academic Prompt:best strategy that was put into our poofs for each studentPerformance Task/Project:complete review poof bookOther:Special Needs:Modifications:Accommodations:IEP as neededwork with students at different skill levelsPlans for after this lesson/competency is complete:Completed poof bookWork samplesGraphic Organizer of Multiplication Strategies ReviewResources Used: Websites, books, film clips, etc.Type of Resource(s):Name of Resource(s):BookMath Expressions: Common Core ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download