ED 5500 Stage 3

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School

Capella University *

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Course

5500

Subject

Mathematics

Date

Apr 3, 2024

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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 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 applied to real-world scenarios 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? ● Can I create my own real-world inspired mathematical equation(s) using all four operations? 1

UbD Template 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 4- Mastered 3- Near Mastery 2- Working to Mastery 1- Remediation 1. Accuracy- are they able to find the accurate answer to the equation(s)? Students are able to accurately find the answer to the equation with appropriate work displayed. 4/4 correct Students are able to accurately find the answer to the equation without the appropriate work displayed. 3/4 correct Students are unable to accurately find the answer to the equation, but attempt to solve the equation. 2/4 correct Students are unable to begin the equation. Do not accurately find the answer to the equation and do not attempt to solve the equation. 0-1/4 correct 2. Does the student understand the vocabulary necessary to understand the concept? Students are able to utilize the vocabulary within written and verbal contexts. Students are able to utilize the vocabulary within written OR verbal contexts. Students are able to match vocabulary words to definitions when given multiple choice options. Students are unable to match vocabulary words or definitions. 3. Do they know and understand inverse operations? Students understand that multiplication and division are inverse operations as well as addition and subtraction are inverse operations. Students understand that addition and subtraction are inverse operations, but NOT division and multiplication. Students do not understand that multiplication and division are inverse operations nor addition and subtraction. 4. Can students understand how to begin to evaluate a real- world equation by determining which operation(s) to use? Correctly evaluates the real-world equation using the appropriate operation(s). Incorrectly evaluates the real-world equation using the appropriate operation(s). Incorrectly evaluates the real-world equation using the inappropriate operation(s). Unable to begin an equation. 5. Can students Students can Students can Students cannot 4

UbD Template author their own equations for others to evaluate? author equations for others to evaluate with correct answers. author equations for others to evaluate with incorrect answers. author equations for others to evaluate. Stage 3 – Learning Plan Code Learning Event Progress Monitoring Code the learning events with A (acquisition), M (meaning), or T (transfer). Acquisition Learning Events ● Students would receive whole group instruction regarding the concepts involved with the standard and unit. ● Students would receive small group instruction concerning the concepts with the standard and unit. ● Students would have more acquisition opportunities during feedback from teacher(s). Meaning Learning Events ● Students would have time within the whole group and small group instruction to have collaborative conversations with their peers and teacher. ● Students would also have time to answer questions in the whole group and small group instruction, with teacher monitoring answers. ● Students would also be expected to prove they could evaluate equations in a formal manner, such How will you monitor students’ progress toward acquisition, meaning and transfer, during lesson events? ● Students’ progress would be monitored both formally and informally through rubrics, dialogue, written work, and checklists. What are potential rough spots and student misunderstandings? ● Student misunderstandings can come at any level during the unit, including misunderstanding how to comprehend the real-world equations, inverse operations, and basic math computations. Student feedback... ● Students will get feedback through formal grades, common formative assessments, written feedback on assignments, and the aforementioned rubric with written feedback. Students will also get feedback through discussion with teachers and peers. 5

UbD Template as worksheets, common assessments, and projects. Transfer Learning Events ● Students would be expected to utilize the knowledge of the standard while looking at future standards/learning/expect- ations. ● Students would be expected to utilize the knowledge of the standard during discussions with peer(s) and teacher(s). Research-Based Instructional Strategies I utilized a rubric for a formal assessment of writing and solving equations on the final assessment, which is something that I have not utilized prior. Differentiation Strategies ➔ For students with special needs, they would have any accommodations or modifications provided for in their individualized education plans. ➔ For students that are having difficulty in reading, they would be provided with read alouds to questions or keywords to help students differentiate the operation(s) needed to evaluate the expression. These students would also have assignment and assessment directions re-read to them in order to provide the most opportunity for success. ➔ For students that have difficulty in math, the students could be paired with a peer for assistance. Students learn differently from a teacher than from their peers, in some cases. This would be monitored closely by myself. These students would also benefit from having manipulatives, when available. ➔ For students that excelled in the task (or math as a whole), those students would be given more operations within the equations to solve, within the content limits of the standard. These students could also be paired with the students that needed more assistance on working through the unit/standard. References 6

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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. 7

ED 5500 Stage 3

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