Unit Title: Properties of Equations, Expressions and Inequalities
Subject: Math
Grade Level: 8th
Stage 1 – Desired Results
| Established Goal(s)/Content Standard(s):
· Write one variable equations or inequalities with variables on both sides that represent problems using rational numbers. · Write a corresponding real-world problem when given a one variable equation or inequality with variables on both sides of the equal sign. · Model and solve one-variable equations with variables on both sides of the equal sign that represent mathematical and real-world problems using rational numbers.
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| Understanding (s)
Students will understand that: ● The use of a problem-solving model that incorporates analyzing given information, formulating a plan, determining a solution and justifying the solution.
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Essential Question(s):
● How can equations with variables on both sides be represented? ● What method can be used to isolate variable terms on one side of an equation? ● How are equations with rational number coefficients solved? ● How many solutions can a one-variable equation have? ● How can a solution to a one-variable equation be checked? |
| Student objectives (outcomes):
Students will be able to: ● Perform computations with real and complex numbers. ● Explain the difference between the solution set of an equation and the solution set of an inequality. ● Interpret multiple representations of equations and relationships. ● Recognize and use algebraic properties to solve equations and inequalities. |
Stage 2 – Assessment Evidence
| Performance Task(s):
● Daily quick writes in journal to reflect on learning for the day. ● Project/presentation displaying how what students have learned can to applied in real world situations. |
Other Evidence:
● KWL Chart- students will identify what they know, what they want to know, and what they’ve learned in the unit. ● Quiz on key vocabulary terms |
Stage 3 – Learning Plan
| Learning Activities:
· Create a KWL chart about equation, expressions and inequalities. (H), (O) · Introduce the guiding questions and describe the performance tasks that will be involved in the unit. (W), (E) · In small groups students will use algebra tiles to model and solve a two-step equation with a variable on one side of the equation. (E2), (T), (O) · Students will explore ways the graphing calculator can be used to solve/check algebraic equations. (R) · Students will input two equations into the graphing calculator and then find the corresponding value in the table view for each equation that is the solution. (E) · Using a handout (Algebra Tiles for Multi-Step Equations) students will complete three practice problems. (E2), (T) · Students will talk with their shoulder partner what they have learned so far and determine what it means. (E), (E2) · Students will solve the previous questions they used calculators with but now they will use algebra tiles. (R) · Students will explain the solving process to their shoulder partner and record the steps on their handout. (R) · Students will respond to the following question in their journal: How are the solutions processes similar (calculator, algebra tiles)? How are they different? (T), (O) · Students will practice solving two-step equations. (E) |
- W= Where the unit is going?
- H= Hook and hold interest
- E= Equip all students
- R= Rethink and Revise their understanding
- E= Evaluate their work
- T= Tailored learning (personalization to needs)
- O= Organized to maximize engagement
Understanding by Design (UbD) is better used when designing smaller lessons or units with a lot of detail. Fink’s 3 column table is better used when planning for an entire course or large unit. After having to design both, I like the UbD method more. Fink’s 3 column table is important as it gives you a broad view of what is being taught. It allows you to focus on the course. With UbD it allows you to come up with the lessons and to fully plan the learning outcomes and activities. Both the 3-column table and UbD help me to better understand how to implement my innovation plan. They give the blueprint as to how I should layout my courses as well as each individual lesson.
References
Wiggins, G. & McTighe, J. (2005). Understanding by Design (expanded second ed.). Alexandria, Virginia: Association for Supervision and Curriculum Development.
Educational Leadership 