Understanding By Design Unit Template

Mathematics 1 1
Title of Unit Grade Level
Mathematics 6 classes
Subject Time Frame
Jin Yingnian
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

Building a Disposition for Learning

Students engaged in constructing and applying mathematical knowledge in an authentic learning environment, which includes a variety
of experiences and contexts, build a positive disposition for learning. In mathematics, an environment that supports risk taking allows
students to learn from errors and to appreciate the value of errors in learning. In such an environment, students manipulate objects
and ideas, value multiple ways of arriving at a solution, build confidence, and develop perseverance. When actively exploring
mathematical content through inquiry in an appropriate environment, students develop mathematical reasoning, number sense, spatial
sense, and a positive attitude towards mathematics.
Building a Sense of Self and Community
Exploring mathematics in a collaborative learning environment, rich in dialogue, provides opportunities for students to strengthen
connections with others. When students work together to explore, negotiate, reflect, and construct personal strategies, students
achieve a deeper understanding of mathematics. As well, students experience different points of view and learn to value diversity of
perspectives and ways of knowing. In such an environment, students learn and come to value personal understandings,
accomplishments, and contributions. As a member of a group, each student contributes to the learning community and social climate of
the classroom. Building Engaged Citizens
Co-planning the learning environment empowers students to communicate and make decisions about learning. It also enables students
to contribute to the social harmony of the learning community. Mathematical exploration and analysis brings a unique perspective and
way of learning to view and construct one’s understanding of the world through a mathematical lens. Such processes also help students
develop a greater respect for and understanding of how different points of views and options can strengthen thinking and potential
options. Students become engaged citizens, who solve problems and make personal decisions regarding their roles and contributions to
the world.
Cross curricular Competencies
How will this unit promote the CCC?

Constructing Knowledge
Students construct meaning of mathematical language and concepts when engaged in an inquiry-based and problem-solving
environment that provides opportunities to think critically and creatively. Moreover, students gain a deeper understanding of
mathematics when actively exploring and applying mathematics in relevant and varied contexts. Mathematics enables students to
consider different perspectives, connections, and relationships in the world.
Identity and Interdependence
Students become confident in mathematics when supported in taking risks in an accepting and respectful environment that promotes
self-reflection. When interacting with others to explore and solve problems, students discuss and negotiate strategies and solutions.
Students learn to contribute, to respect each others’ ideas, and to act responsibly. A purposeful approach to learning mathematics
allows students to appreciate their role in the planning, organizing, and management of the learning environment.
Developing Literacy
Students develop mathematical literacy by representing their environment through words, numbers, music, and drama. Students
explore and use a variety of representations for mathematical concepts. Using auditory, visual, and symbolic representations as well as
concrete manipulative and physical movement, deepens students’ understanding of mathematics and allows them to communicate
understandings.
Social Responsibility
When engaged in the co-construction of mathematical knowledge, students are respectful when understanding and considering others’
ideas, perspectives, suggestions, and contributions. Students become aware of the possibility of more than one solution to a problem or
situation, and they learn to work with others to negotiate solutions to problems in the school, the community, and the world. When
working in a group exploring mathematical problems, students learn to negotiate to resolve conflicts.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

N1.1
Say the number sequence, 0 to 100, by:
 1s forward and backward between any two given numbers
 2s to 20, forward starting at 0
 5s and 10s to 100, forward starting at 0.

[[C, CN, V, ME]]

N1.2

Recognize, at a glance, and name familiar arrangements of 1 to 10 objects, dots, and pictures.

[[C, CN, V, ME]]

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-
students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content
What misunderstandings are predictable? of the enduring understanding)
Students will understand that... Content specific….

Students will learn how to study by uncovering and co-constructing Why is it important to learn the number sequence?
knowledge.
Why is it important to learn to recognize and name at a glance?
Students will learn how to do reflection • exploration of patterns and
relationships • sharing of ideas and problems • consideration of different
perspectives • generalizing • modeling and representing.

Students will learn to explore and count concrete objects, pictures, language,
physical movement, and symbols.
FNMI, multicultural, cross-curricular…
Related misconceptions…

- You have time to stop and react in real life.

Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre-requisite and/or behaviours that students will be able to exhibit as a result of their
knowledge that students will need for this unit. work in this unit. These will come from the indicators.

Students will know Students will be able to

-the logic of the number sequence N1.1
-the decomposing and composing of numbers (a)
- the model and representative of numbers (concretely, visually, physically, Recite forward by 1s the number sequence between two whole numbers
and symbolically) (0 to 100).
-the variety of roles for numbers (b)
-the oral and symbolic expressions of a numeral (0 to 100) and their Recite backward by 1s the number sequence between two whole
connections numbers.
-errors and omissions in a number sequence. (c)
-practice makes perfect Record a numeral (0 to 100) symbolically when it is presented orally.
(d)
Read a numeral (0 to 100) when it is presented symbolically.
(e)
Skip count by 2s to 20 starting at 0.
(f)
Skip count by 5s to 100 starting at 0.
(g)
Skip count forward by 10s to 100 starting at 0.
(h)
Identify and correct errors and omissions in a number sequence.
N1.2
(a)
Look briefly at a familiar arrangement of objects or dots and identify the
number represented without counting.
(b)
 Look briefly at a familiar arrangement and identify how many objects
there are without counting.
(c)
Identify the number represented by an arrangement of objects or dots on
a ten frame.

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 – Goal Students will be divided into several groups, and each group will come to the front of the class by turns and do
What should students accomplish by the reciting, skipping count and recognize and name familiar arrangements(one number for each group
completing this task? member). The specific number sequences and the objects, dots and pictures will be given by next group. If a
R – Role student gives a wrong number, the next one should give the right one. When previous group are reciting, the
What role (perspective) will your students next group need to record what is recited.
be taking? G: a plan of testing previous group and a record of previous group reciting
A – Audience R: the ones who prepare the P.T., prepare for the P.T.
Who is the relevant audience?
A: the rest of the class
S: changing their standing sequence sometimes
S – Situation
P: video clips of each group doing the performance task , the relationship between group members
The context or challenge provided to the
student.
P – Product, Performance
What product/performance will the
student
create?
The reaction period and accuracy towards certain number sequences.
The reciting part:
1-3 seconds and correct: 50%
3-10 seconds and correct: 40%
S – Standards & Criteria for Success
More seconds and correct: 30%
Create the rubric for the Performance Task
Wrong: 20%
The recording part:
0-2 numbers wrong:50%
3-5 numbers wrong:40%
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.
A quiz(formative) and a test(summative). They are required to keep a diary to reflect upon their learning.
Quiz:I will give students some incomplete number sequences previously
taught to let students fill it in. I will need something to make sure that
students are following, and I will adjust my process accordingly.

Test:I will give students all kinds of incomplete number

sequences we learned to let students fill it in. I will need the
test to ensure all my students achieve the outcomes.

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?
They are going to learn how to recognize, at a glance, and name familiar arrangements of 1 to 10 objects, dots, and pictures.
They learned how to demonstrate an understanding of counting by: indicating that the last number said identifies "how many"; showing
that any set has only one count using the counting on strategy; using parts or equal groups to count sets.
The learners may come from different parts of China, so they can share their experiences with counting a variety of exotic items(in their
own language maybe), after learning the concept of numbers. The teacher will appreciate their efforts and courage, and give them
immediate feedback. When they realize numbers are commonly accessible in their daily life, they will be interested.
Some students may have problem speaking or understanding mandarin, so they may need to be given time to write down words and read
to others. I throw simple lead questions sometimes to make sure they are following. Let the students form two different grouping
patterns for different kinds of topics. One is for students to feel safe and relieved with someone from the same cultural backgrounds. The
other is for students from different cultural backgrounds to converse.
The classes will take place in the classroom mostly. Students can move around to find numbers of items in the classroom.
How will you engage students at the beginning of the unit? (motivational set)

I will provide some simple examples to relate numbers and daily life at the beginning of the class. Then I will let them share their
experiences with counting a variety of items, followed by counting numbers of items in the classroom and themselves.

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 Introduction 1. Before class Constructi Textbooks

Tell students to bring paper, a pen, a calculator and the textbook. ng Paper
2. 5 min Knowledg Pens
The teacher will talk students through the course’s assessment criteria and today’s arrangement. e Calculators
 3. 5 min Number
Students will turn the textbook to the page of a number given by the teacher, on which is the related Identity Song 1 to
mathematical concept. The teacher will explain it to them. and 100:
4. 5 min Interdepe https://www.
Ask: Can anyone paraphrase it? ndence iqiyi.com/v_1
Why is it important to learn the number sequence? 9rr16waoo.h
5. 15 min tml
Provide some simple examples to relate numbers and daily life
Let students share their experiences with counting a variety of items
Let them count numbers of items in the classroom and themselves and give them feedback
6. 10 min
Every student will bring a calculator to present the numbers given by the teacher to get familiar with
double-digit numbers.
7. 5 min
If time permits, students may also listen to a catchy song concerning the outcome of the class as a
wrapping up.
8. Homework
Preview
Diary
Think about:
Why is it important to learn the number sequence?
2 Know your new 1. 5 min Constructi Paper
tool! The teacher will talk students through today’s arrangement. ng Pens
Ask their answer about the essential question. Knowledg Calculators
Give them feedback on homework. e
2. 5 min Identity
Every student will present some double-digit numbers in a certain sequence given by the teacher.(e.g. and
02, 12, 22, between 0 to 100) Interdepe
3. 5 min ndence
Ask: Social
Can anyone tell me what connection between numbers you found? Responsib
4. 10 min ility
Let them illustrate the connection they found in a ten by ten table or in other forms and give them
feedback
5. 10 min
Students will form groups of 4 by seat and discuss the connections they find between tens digit and
single digit of numbers.
6. 10 min
Let every representative share the thoughts with class and give them feedback
7. Homework
Diary
Preview
Refine their illustration
Try to be familiar with the forward and backward number sequences
3 Know your new 1. 5 min Constructi Textbooks
tool! The teacher will talk students through today’s arrangement. Ask their answer about the essential ng Paper
question again. Knowledg Pens
 Give them feedback on homework. e
2. 5 min Identity
Every student will show their homework and the teacher give them feedback and
3. 5 min Interdepe
With the help of teacher, students will learn the decomposing and composing of numbers. ndence
4. 5 min Social
Ask: Responsib
Any problems? ility
5. 15 min
Students will use the textbook for counting practice. The paginal numbers will be given by the teacher,
and students will count the pages between them. Every student should say out the number they get so
that the teacher can have a grasp of where they are.
6. 10 min
A chain game concerning numbers and the teacher give them feedback
7. Homework
Be familiar with numbers(symbolically and orally) and the number sequences(forward and backward)
Diary
Preview

4 Know your new 1. 2 min Constructi Textbooks

tool! The teacher will talk students through today’s arrangement. Give them feedback on homework. ng Paper
2. 15 min Knowledg Pens
A game: e
Students will be lined up and each of them will be a representative of a number. Their standing Identity
sequence will match the number sequence. Some students will volunteer to stand out of the line by and
turns. One of the representatives will need to step forward for each time when the volunteering Interdepe
student says out the corresponding number. ndence
3. 25 min Social
Students will learn how to skip count by 2s to 20, by 5s to 100, by 10s to 100 starting at 0, with the Responsib
textbook and the chart made before. ility
4. 3 min
Ask:
Any problems?
5. Homework
Review
Diary
Do every kind of counting on their own and identify and correct themselves
Preview

5 Know your new 1.5 min Developin Objects

tool! The teacher will talk students through today’s arrangement. Give them feedback on homework. g Literacy Dots
Ask: Social Pictures
Why is it important to learn to recognize and name at a glance? Responsib
2.10 min ility
Provide familiar auditory, visual, and symbolic arrangements of 1 to 10 objects, dots, and pictures for
students to get familiar with.
3.10 min
 Check if they have achieve the outcomes by quizzes and give them feedback
4.20 min
Inform them about the assessment of learning activity.
Ask:
Any problems?
6. Homework
Review
Diary
Prepare for the assessment of learning activity
6 Assessment Performance Task

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Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: Students will achieve outcomes by being lectured, reasoning, analyzing, reflecting etc.
Is there alignment between outcomes, performance Students will learn to cooperate, learn interactively and directly.
assessment and learning experiences?

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?
Students will asked to preview and review to narrow the gaps between individuals.
There will be several support groups for underachievers and overachievers.
For struggling students:
I will provide some guides for them to follow step by step, which will be more easily.
I will ask them about their situation before class more often.
For students who need a challenge:
I will ask them to preview a little bit more and check upon them sometimes if they want.

Instructional Approaches: I will use

Do I use a variety of teacher directed and student -Structured overview
centered instructional approaches? -Lecture/Video
-Drill and Practice
-Concept formation
-Concept mapping
-Partnering
Resource Based Learning: They will have access to textbooks, videos, calculating instruments, etc.
Do the students have access to various resources on an
ongoing basis?

FNM/I Content and Perspectives/Gender Ensure students treat each other with respect and open minds.
Equity/Multicultural Education: Help students form an understanding of collaboration and group work.
Have I nurtured and promoted diversity while honoring Make sure that students know everyone’s opinion is important and can not be ignored.
each child’s identity?

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