Understanding By Design Unit Template

Title of Unit Counting Methods Grade Level Grade 12

Subject Foundations of Math 30 Time Frame 12- 15 days

Developed By Eryn Yeske

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

Sense of Self, Community and Place: To gain a deep understanding of mathematics, students will work together to discover the mathematical content
of counting methods. From working with each other, students will gain various perspectives and methods for solving problems. By participating in a group,
students will develop an understanding of the importance of contributing their ideas to society, as well as appreciate the opinions of others. This unit
works to provide students a method for applying counting methods in the real world to solve problems.

Lifelong Learners: This unit will allow students to develop and continue to build strategies of logical thinking that can be used in everyday life. The skills
formed during this unit encourage students to be confident in using mathematics in the real world as they progress through life. By discovering the
concept of counting methods, student will gain greater logical thinking, and number sense.

Engaged Citizens: The mathematical concept of counting methods pushes students to think about situations in different perspectives to solve a
problem. This thinking can create a mindset that can be applied to the real world to consider situations and how they may be approached in different
ways. Students will begin to appreciate differing opinions and analyze how these opinions can be used to find the best outcome. As well, students will be
able to make better decisions using logical reasoning to discover the answer to their problems.

Cross curricular Competencies

How will this unit promote the CCC?

Developing Thinking: The mathematical concepts covered in this unit encourage students to think outside the box using critical and creative thinking.
There will be an opportunity for the students to make connections of the material to real world applications, so they can see how these methods can be
relevant in many situations.

Developing Identity and Interdependence: Students will begin to develop greater self-confidence through group work related to the concepts
covered in this unit. They will understand that their personal ideas and opinions have an effect on the environment around them, and that they should
take responsibility for their actions. Through collaborative learning, a positive work environment will be created where students will have the opportunity
to share their ideas and listen to the ideas of others.

Developing Literacies: Through the different mathematical concepts covered in this unit, students will expand their mathematical language. By using a
variation of methods to solve mathematical problems, the students may become aware of the proper use for the mathematical language that they have
learned and will gain a deeper understanding of it. By engaging in group interaction, the student’s will use this mathematical language in practice.

Developing Social Responsibility: Discovering different methods of problem solving helps students discover how they can resolve conflicts with others.
Developing an inclusive environment provides the opportunity for students to provide assistance to their classmates in solving problems. This unit will help
students to understand how they can contribute to their society and become involved members of this society.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

FM30.6 Demonstrate understanding of combinatorics including:

 the fundamental counting principle
 permutations (excluding circular permutations)

 combinations.
Enduring Understandings
What understandings about the big ideas are desired? (what you want
students to understand & be able to use several years from now)
What misunderstandings are predictable?
Students will understand...
- What a permutation is and how to solve them
- What a combination is and how to solve them
- How to problem solve and use logical thinking to determine what
approach to take to solve a problem
- How to identify and explain assumptions made in solving problems
involving counting problems
- That determining when order is important is the key to determining if
permutations or combinations is utilized
- That factorials can be used to simplify multiplying problems
- That the words AND and OR have unique implications for
combinatorics.
Essential Questions
What provocative questions will foster inquiry into the content? (open-
ended questions that stimulate thought and inquiry linked to the content
of the enduring understanding)
Content specific….
-Where can we see and use counting methods in everyday life?
- How do we identify patterns and use them to predict what will happen
next?
- How do I determine the best strategy to use for tackling a specific
mathematical problem?
- When is order important?
- What do the words AND and OR imply in a counting problem?
- If a counting problem involves conditions, when should you consider
them in a solution?

Related misconceptions… FNMI, multicultural, cross-curricular…

- It is common to make mistakes when deciding to use permutations - How can we relate counting problems to FNMI content?
 or combinations
- Students may have difficulties recognizing patterns
- Students may not realize they are using inductive reasoning
Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-requisite
knowledge that students will need for this unit.
Students will know...
- Represent and solve counting problems using a graphic organizer
- Develop, generalize, explain, and apply the fundamental counting
principle.
- Identify and justify assumptions made in solving a counting problem.
- Create and solve situational questions involving the fundamental
counting principle.
- Develop, generalize, explain, and apply strategies for determining the
number of arrangements of n elements taken n at a time.
- Explain, using examples, how factorials are related to the
determination of permutations and combinations.
- Determine, with or without technology, the value of a factorial.
- Solve equations that involve factorials.
- Develop, generalize, explain, and apply strategies for determining the
number of permutations of n elements taken r at a time.
- Develop, generalize, explain, and apply strategies for determining the
number of permutations of n elements taken n at a time where some
of the elements are not distinguishable.
- Solve situational questions involving probability and permutations.
- Explain, using examples, why order is or is not important when
counting arrangements.
- Identify examples relevant to one's self, family, and community
where the number of possible arrangements would be of interest to
explain why the order within any particular arrangement does or does
not matter.
- Develop, generalize, explain, and apply strategies for determining the
number of combinations of n elements taken r at a time.
- Critique statements such as "If a question about determining the
number of possible arrangements gives the names of the people
involved, then it is a permutation question".
- Can reasoning used in problem solving be used to solve world
issues?
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will be able to…
- Develop, generalize, explain, and apply the fundamental counting
principle
- Determine the value of factorials
- Solve problems involving permutations
- Solve problems involving combinations
- Determine the difference between permutations and combinations
- Represent and solve counting problems using a graphic organizer
- Identify and justify assumptions made in solving a counting
problem
- Create and solve situational questions involving the fundamental
counting principle
- Develop, generalize, explain, and apply strategies for determining
the number of arrangements of n elements taken n at a time.
- Explain, using examples, how factorials are related to the
determination of permutations and combinations.
- Determine, with or without technology, the value of a factorial. S
- Solve equations that involve factorials.
- Develop, generalize, explain, and apply strategies for determining
the number of permutations of n elements taken r at a time.
- Develop, generalize, explain, and apply strategies for determining
the number of permutations of n elements taken n at a time
where some of the elements are not distinguishable.
- Solve situational questions involving probability and permutations.
- Explain, using examples, why order is or is not important when
counting arrangements.
- Identify examples relevant to one's self, family, and community
where the number of possible arrangements would be of interest
to explain why the order within any particular arrangement does
or does not matter.
- Develop, generalize, explain, and apply strategies for determining
the number of combinations of n elements taken r at a time.
- Critique statements such as "If a question about determining the
number of possible arrangements gives the names of the people
involved, then it is a permutation question".
 Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
“story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task

G – The goal is for the students to understand how to use the different counting methods and when to use each
G – Goal
method. They will have the opportunity to create their own questions, and work through the answer with step-
What should students accomplish by
completing this task? by-step explanations to prove that they understand why they either use permutations or combinations and can
show their thought process.

R – Role R – The students will take on the role of both student and teacher. They will become experts in topics by
What role (perspective) will your students explaining their reasoning to their peers and working through the problems together.
be taking?
A – Audience A – The audience will differ depending on the diversity in the community of the students being taught and the
Who is the relevant audience?
performance task can be adapted to meet the needs of each student.

S – Situation S – The students will analyze the different types of problems posed in this unit, working through the challenges
The context or challenge provided to the they stumble upon with the teacher and their peers. Some students with exam anxiety will be consulted to
student. determine the best approach to completing the performance task.

P – Product, Performance P – The student will present their knowledge in a unit exam that challenges them to think logically through the
What product/performance will the questions applying what they have learned throughout the unit. They will have the chance to create their own
student
questions and provide reasoning to their answers in the short answer questions.
create?

S – Standards & Criteria for Success Counting Methods Exam and Key
Create the rubric for the Performance Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.

Formative Assessment
- Student learning during lessons will be evaluated by their
engagement, and participation in both class discussion and group
work
- Questions will be provided to practice their skills but will only be
used as participation marks.
- By doing practice questions throughout the unit, students will be
able to see the progress they are making as they move through the
unit and will able to determine what areas they are needing more
explanation on to master. Students will take charge of their learning
and become more independent in their studies.
- In the introductory lesson, students will be asked to provide the key

Summative Assessment
- There will be a mid-unit review assignment to see what the
students know and what still needs to be covered more thoroughly
- Students understanding will be evaluated by a final unit exam that
allows the students to apply the knowledge they have learned.
ideas learned by the end of the lesson along with what they feel
they struggled most with and what aspects of the lesson went. Not
only does this provide me with a base line for what the students
know, but allows the students to determine their previous
knowledge and get them thinking about the rest of the unit.

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

Students will enter this class having learned about inductive and deductive reasoning in Foundations of Mathematics 20. Having had experience thinking in
this manner, they should be able to apply this same thinking to help them throughout this unit. This unit should make the students consider how the
fundamental counting principle, permutations, and combinations can be used to solve problems are them in their own lives. This unit will challenge the
students to think and challenge how they approach mathematics problems. By providing the students with an outline of the course will help them to
determine what they will learning early on and allow them the opportunity to consider the topics before they are learning them. The learners will have their
own experiences that they can relate the material being covered to. To gain different perspectives on the unit material, students will be encouraged to
discuss with their classmates in partners, groups, and as a whole class to provide each other with their ideas on solving these types of problems.

Today’s classrooms are extremely diverse and include many types of learners at different levels. By allowing the students to discuss the material with their
peers, they will gain different perspectives and learn about other students in their class. Each student will be able to find situations in their lives that they
can relate the material to as a way of solidifying their knowledge. The different strands of communication will be used to ensure that every student is able
to learn using their favored method of learning, and will also develop an appreciation and understanding of other methods of communication while
becoming a well-rounded learner.

How will you engage students at the beginning of the unit? (motivational set)

Students will begin this unit by being presented the opportunity to develop a list of ideas where they have been in a situation where they had too many
options to pick from. By doing so they will start to think about how counting methods can be applied, as well as it will pull in ideas from their own life
experiences to interest them in the topic. The students will pick one of their ideas from their list, and before being presented any methods to solving these
types of questions, they will attempt to figure out how many options they have. Providing them this opportunity allows the student to get into the mindset
of thinking about different counting problems.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Motivational/Anticipatory Set (introducing topic while engaging the students) (5 min) DT, DI&I,
Introduction DSR Code
Video: Counting Techniques in Real Life - https://www.youtube.com/watch?v=TTw_ZO6kpZ4 Breaker
- Helps cover the question of where can this unit be applied to the real world Lesson
Write on the board: Outline
Learning Objective: And
Worksheet
- Represent and solve counting problems using a graphic organizer.
- Solve situational questions involving probability and permutations

Main Procedures/Strategies (45 min):

- Introduce the Fundamental Counting Principle
- Activity: Code-Breaker Worksheet
o Use this activity to assess the students understanding of the fundamental counting
principle
o Allows the students the opportunity to start thinking about the kinds of problems they
will encounter in the unit
o Tasks:
 Ask students for examples of where they use codes in everyday life
 ATM pin
 Code-breaker 2
 Probablity

Adaptations/Differentiation:
- Work either individually, in pairs, or groups
- Assignment available digitally

Closing of lesson (5 min):

- Students determine the key learning points of this lesson with guidance from the teacher as a
class
2 Motivational/Anticipatory Set (introducing topic while engaging the students) (8 min) DR, DI&I Foundations
Counting Learning Objective: of
Principles - Discover the Fundamental Counting Principle and some examples of applications Mathematics
30 Textbook:
- Discussion: Have you ever encountered a situation where there were too many possibilities to 4.1
consider to be able to count all of them?
o Turn and talk with a partner (3 min)
 o Share with the class (5 min)

Main Procedures/Strategies

- In groups of 4:
o Present problem with 3 cities and different roads to get to each city from the others
o Have the students determine how many different possible routes they could have
using a graphic organizer or tree diagram
- Have each group write their solution up on the board
- Prompt the student’s discussion with the following questions:
o Which solution do you prefer? Why?
o What are some advantages and disadvantages of each solution?
- Individually, have the students consider how many pizzas can be made from five different
toppings.
- Have the students walk through the answer on the board as a class
Adaptations/Differentiation:
- Instead of participating in class discussion, students can write a journal entry
- Provide manipulatives to students as necessary
- Homework: Harder problems for students who are gifted, and fewer problems for students
with exceptionalities
-
Closing of lesson (3 min):

- Assign homework problems

3 Motivational/Anticipatory Set (introducing topic while engaging the students) (15 min) DT, DI&I, Foundations
Permutations Learning Objective: DL, DSR of
and Factorial - Gain an understanding of factorial notation and apply the definition Mathematics
Notation 30 Textbook:
- Explain, using examples, how factorials are related to the determination of 4.2
permutations and combinations.

- Arrange students in groups of 3

- Have the students arrange themselves in a straight line writing down the different ways they
did so.
- As a class discuss the strategies each group used to come up with an answer

Main Procedures/Strategies (20 min)

- Overview of factorial notation

- Example 1 in textbook
o Students will use mental math strategies in solving the problem
o Students can work individually or in pairs on the reflection questions
o Discuss their answers as a class
- Example 2 in textbook
o Technology and factorials
 - Example 3 in textbook
o Simplifying algebraic equations involving factorials
- Example 4 in textbook
o Solving equations using factorials

Adaptations/Differentiation:
- If students struggle with mental math they can use their calculator
- Able to work alone or in pairs for the example
Show the common mistake of expanding factorials

Closing of lesson
- Exit slip
- Questions 16
o Working in pairs
o Allows practice of the Fundamental counting principle and permutations
- Assign homework questions

4 Motivational/Anticipatory Set (introducing topic while engaging the students) (15 min) DT Foundations
Permutations Learning Objective: of
with - Develop, generalize, explain, and apply strategies for determining the number of permutations Mathematics
Distinguishable of n elements taken r at a time. 30 Textbook
Objects 4.3

- Ask the students the same question from the last class except this time phrase it “Naomi lines
up her group of children from the daycare at the fountain to get a drink of water. How many
different lines of children can Naomi create for the water fountain if only two of the six children
in her group want a drink?”
o Have the students brainstorm ideas for how to solve it
o Prompt them with “do you think the answer will be greater or less than 6! And why?
- Arrange the students in pairs and provide each of them with a 4-letter word
o How many ways can it be arranged?

Main Procedures/Strategies (30 min)

- Smartboard Lesson
o Work through questions as a class
o Allow students a chance to think through the problems before providing them with
methods to solve the question
o Introduce the concept of 0!
o Guided Notes handout

Adaptations/Differentiation:
- Handout: provide a digital version

Closing of lesson (15 min)

- Assign homework problems
 - Give students a chance to work on the questions at the end of the class

5 Motivational/Anticipatory Set (introducing topic while engaging the students) DT, DL Foundations
Permutations Learning Objective: of
with Identical Mathematics
Objects - Develop, generalize, explain, and apply strategies for determining the number of 30 Textbook
permutations of n elements taken n at a time where some of the elements are not 4.4
distinguishable.
Disc Drop
- Present the idea of having identical objects in the problem Game
o Use explore as an example Handout
o Have the students choose two four letter words one of which contains two of the same
letter. From the previous lesson, have them arrange these letters to see how many
arrangements they can find. Explain how having two of the same letters creates less
arrangements

Main Procedures/Strategies
- Investigate math – will lead the students to discover P = n!/a!b!c!...
- Promote class discussion
- Have the students work in groups on the prompt questions
- The students will present their answers to the questions and why they solved them the way
they did
- Look at example 1,2,3 from Chapter 4.4 in the Textbook
- If there is time introduce the Disc Drop Game: provide handout

Adaptations/Differentiation:
- Create a visual game of the Disc Drop Game rather than on paper

Closing of lesson (2 min)

- Remind students to bring problems they are struggling with to the next class
- Assign homework problems
- Exit slip

6
Mid-Chapter - Have the students bring questions that they are struggling with and work through as a class
Review - Opportunity to see what students are fully understanding and what should be covered in more
detail
- Mid-Chapter Review Handout

7 Motivational/Anticipatory Set (introducing topic while engaging the students) DT, DL, Foundations
Combinations Learning Objective: DSR of
Mathematics
- Develop, generalize, explain, and apply strategies for determining the number of 30 Textbook
combinations of n elements taken r at a time. 4.5
 - Provide students with definition of a combination
- Have them brainstorm situations involving combinations individually
- Share these ideas with the class

Main Procedures/Strategies
- How many committees can be formed from two-, three-, four-, or five- people.
o How many committees total?
- Combination formula: n!/ (r!(n-r)!)
- Work on reflecting question individually
- Have a group discussion based on the questions
- Allow the students to make up a question involving combinations and switch with another
student in the class
Adaptations/Differentiation:
- Challenge students to make more difficult problems for their partners if they are finding them
too easy.
Closing of lesson
- Assign homework problems

8 Motivational/Anticipatory Set (introducing topic while engaging the students) (10 min) DT, DL Foundations
Combinations Learning Objective: of
cont’d Mathematics
- Develop, generalize, explain, and apply strategies for determining the number of 30 Textbook
combinations of n elements taken r at a time. 4.6

- Present the explore problem from Textbook Chapter 4.6. Allow the students to work through it
on their own

Main Procedures/Strategies (20 Min)

- Develop a formula as a class for calculating combinations

- Work through multiple problems guiding the students along the way

Adaptations/Differentiation:
- Use both student and teacher- led instruction

Closing of lesson (20min)

- Assign homework problems

- Provide students the opportunity to work on their assignment for the last portion of the class
- Exit slip: What did you learn from today’s class? What is still unclear?

9 Motivational/Anticipatory Set (introducing topic while engaging the students) DT, DI&I, Foundations
Solving Learning Objective: DSR of
 Counting Mathematics
- Critique statements such as "If a question about determining the number of possible
Problems 30 Textbook
arrangements gives the names of the people involved, then it is a permutation question".
4.7

- Present the explore problem from Chapter 4.7 Mobile

o Guide the students in discovering whether the problem is a permutation or Devices
combination
o Why did the students choose to solve it in the ways that they did? Review
o Discuss as a class the logic behind solving the problem Handout

Main Procedures/Strategies

- Using nearpod have the students answer problems

o Involve fundamental counting principle, permutation, and combination problems
- Making Decisions About Solving Counting Problems Handout
o Help students guide their thinking
- Work through examples 1-3

Adaptations/Differentiation:
- Provide technology to students who do not have their own

Closing of lesson
- Remind students to bring questions they may have for the next class to review (Help to clarify
their confusion for the unit exam.
- Handout review assignment

11
Review - Provide the students with a review covering all topics throughout the unit Review
- Allow students the opportunity to receive help on topics they are still needing further Handout
clarification on

12 Motivational/Anticipatory Set (introducing topic while engaging the students) (15 min) Calculator
Connection - Introduce a traditional Aboriginal stick or hand game DT, DI&I,
Project – o Discuss how we can use alternative objects as representations in this game DSR 8 coins of
Analyzing the same
Games Main Procedures/Strategies (35 min) denominatio
n
- Students will play the game on their own writing down the combinations of numbers they get
when they toss the coins
- After the students complete the game discuss the types of combinations they discovered
- In groups of 4 have the students brainstorm other games where they could use combinations

Adaptations/Differentiation:
 - Allow the students to play the games in partners if they feel like they need help discovering
the combinations

Closing of lesson (2 min)

- Remind the students that they have a test next class

13
Chapter Test -Handout out test to the students Unit Exam

Adaptations/Differentiation:
- Will discuss different methods of assessment with students who have test anxiety
o Provide them with alternate time to write the exam
o Decide on a different assignment in place of the exam

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, performance Alignment exists between outcomes, performance assessment, and learning experiences
assessment and learning experiences? within the lessons of the unit. By learning about permutations and combinations and when
to use each method, students will be able to apply these methods to real world
applications. When discovering a problem involving counting methods, the students will
understand which method they can use to solve the problem.

Adaptive Dimension:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?
For struggling students:
- Several adjustments and adaptations have been made in each lesson to promote
the learning and success of students at all skill levels.
- Adaptations will be incorporated as necessary for struggling students. These will
include altered workloads and pairing of students with different strengths.
- Lastly, all lesson materials, such as assignments and website links, will be posted
on Google Classroom. This not only prevents lost or forgotten assignments, but
allows struggling students more time to work at home or during free periods.
Furthermore, for students with difficulty writing or with vision difficulties, typing on
a computer allows for them to participate at a similar pace alongside their
classmates.

For students who need a challenge:

- As mentioned above, all lesson materials are on Google Classroom. If a student
 desires to further research or expand on the activities within a lesson they can
access these materials as needed.
- If additional challenges are required adaptations to the curriculum content will be
made.
- Students will be provided with more challenging problems if they are finding the
material to be too simple. Will focus on extension questions that require further
outside knowledge.

Instructional Approaches:
Do I use a variety of teacher directed and student This unit plan incorporates a variety of teacher directed and student centered instructional
centered instructional approaches? approaches for the success of all learners. Teacher directed lessons are balanced by
incorporating student discussions, participation, and leadership, as well as various activities
that include a connection project and peer-teaching. The group work portion of the unit
will all students to work alongside their peers making discoveries about the curriculum and
helping teach and guide each other through their learning. This unit aims to focus on
different methods of teaching such as examples on the board, guided notes, the use of
technology, and manipulatives. These types of methods of teaching help to focus on
different learning styles among the students. Adaptations to this unit can be made to
provide instruction that caters to the students in the class.

Resource Based Learning:

Do the students have access to various resources on an Students will have access to all the resources used during the unit through Google
ongoing basis? classroom. They will also have access to library resources, computer rooms or
laptops/tablets, and other books they need to assist in their understanding.

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education: The final project incorporates an Aboriginal stick and hand game into the lesson to help
Have I nurtured and promoted diversity while honoring the students discover combinations in real world situations. As well there will be examples
each child’s identity? provided throughout the unit that can be viewed from an FNIM viewpoint

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)