ED 5500 Stage 2

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School

Capella University *

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Course

5500

Subject

Mathematics

Date

Apr 3, 2024

Type

docx

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Uploaded by ChefAtom4212

UbD Template Stage 1 – Desired Results Unit Summary Name: Grade/Subject: 5 th Math Length of Unit: 14 days with a continued spiral of learned materials Throughout formal academic years, students are exposed to basic mathematical problems including addition subtraction multiplication and division. This unit will take it a step further and ask students to look at basic mathematical equations using all operations of multi digit numbers was using rule world application while using different strategies. Established Goals Oklahoma Academic Standards 5 th Grade Math- Numbers and Operations O.A.S.5.N.1.4 Solve real-world and mathematical problems requiring addition, subtraction, multiplication, and division of multi-digit whole numbers. Use various strategies, including the inverse relationships between operations, the use of technology, and the context of the problem to assess the reasonableness of results . Transfer Students will be able to use their learning to assist in their future formal educational endeavors in higher level mathematical classes, as well as science classes. Students will also be able to use their learning to assist in future social endeavors, for example going to the grocery store and needing to purchase five bags of lettuce for $1.25, they'll be able to apply the mathematics in order to solve or approximate how much their total would be. Ultimately the long-term accomplishment, is for students to be able to apply mathematics to their daily lives and this unit puts emphasis on this goal. Meaning Understandings Students will understand that… ● Multiplication and division are inverse ● Addition and subtraction are inverse ● Mathematics can be Essential Questions Students will keep considering… ● How can I apply math in my daily life? ● How can I explain the answers to my math using the inverses? 1

UbD Template applied to real-world scenarios ● Can I create my own real-world inspired mathematical equation(s) using all four operations? Acquisition Knowledge Students will know… ● How to determine what operation to use in order to solve real- world equation(s). ● How to solve an equation using various strategies and all four operations. ● How to apply mathematical understanding to hypothetical, real world, and basic mathematical equations. Skills Students will be skilled at . . . ● Applying mathematical understanding to multidigit equations. ● Proving their mathematical work to peer(s), teacher(s), and others. 2

UbD Template Stage 2 – Evidence Pre-Assessment I would give a pre-assessment that matched the post assessment in order to ensure alignment and to pinpoint misconceptions, weaknesses, and strengths. Evaluative Criteria Performance Tasks Other Evidence Are all desired results being appropriately assessed? What criteria will be used in each assessment to evaluate attainment of the desired results? 1. Accuracy- are they able to find the accurate answer to the equation(s)? 2. Does the student understand the vocabulary necessary to understand the concept? 3. Do they know and understand inverse operations? 4. Can students understand how to begin to evaluate a real-world equation by determining which operation(s) to use? 5. Can students author their own equations for others to evaluate? Students will show that they really understand by . . . ● being able to explain verbally and written to teachers and peers how to correctly evaluate an expression ● creating their own mathematical expression for others to solve using various depth of knowledge levels ● taking a standards based assessment with 80% (or greater) accuracy and proving their mathematics work Students will show they have achieved stage 1 goals by . . . ● being able to articulate the mathematical thinking using appropriate mathematics vocabulary ● being able to complete mathematic equations with increased difficulty and multiple steps, with multiple operations, moving towards equations with variables or other unknowns 3

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UbD Template Stage 3 – Learning Plan Code Learning Event Progress Monitoring Code the learning events with A (acquisition), M (meaning), or T (transfer). Student success at transfer, meaning, and acquisition depends upon these learning events: (Think: List the learning events that make up your mini-unit. As you plan, think about these important points: ● Are all three types of goals (acquisition, meaning and transfer) addressed in the learning plan? ● Does the learning plan reflect principles of learning and best practices? ● Is there tight alignment with stages 1 and 2? ● Is the plan likely to be engaging and effective for all students?) ● How will you monitor students’ progress toward acquisition, meaning and transfer, during lesson events? ● What are potential rough spots and student misunderstandings? ● How will students get feedback they need? Research-Based Instructional Strategies Briefly discuss how you incorporated at least one research-based instructional strategy that you learned in your work during this course. Differentiation Strategies Briefly discuss how you have incorporated instructional strategies in this unit that address the diverse needs of students. Reference 4

UbD Template Oklahoma State Department of Education. (2016, January). Oklahoma Academic Standards Mathematics. https://sde.ok.gov/sites/ok.gov.sde/files/OAS-Math-Final %20Version_3.pdf. Wiggins, G., & McTighe, J. (2011). Understanding by design guide to creating high-quality units . Alexandria, VA: ASCD. 5

ED 5500 Stage 2

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