UbD

Understanding By Design Lesson Template

Title of Lesson	Developing Patterns in Linear Equations		Grade Level	8
Curriculum Area	Algebra and Patterns		Time Frame	Five Days
Developed By	Mary Giacomarro
Identify Desired Results (Stage 1)
Content Standards
4.3.2.A.1 Patterns - Recognize describe and extend patterns 4.3.2 B.1 Functions and Relationships -Use concrete and pictorial models of function machines to explore the basic concept of a function. 4.3.3 B. Functions and Relationships 1. Use concrete and pictorial models to explore the basic concept of a function. Input/output tables, T-charts
Understandings			Essential Question(s)
Overarching Understanding			Overarching		Topical
To recognize linear patterns from using square tiles, tables and graphs. To use data patterns to make predictions. To be able to create linear equations			*What are linear equations? *How do you represent linear equations using concrete models?		*How is slope represented concretely across each stage of various patterns? *How is the y-intercept determined once patterns are developed and represented in tables?
Related Misconceptions
Students may not see the pattern initially. A student may find it difficult to make predictions when the constant is changed from a number to a variable. Students may also have trouble with graphing these patterns.
Knowledge Students will know…			Skills Students will be able to…
*What is slope? *What is the y-intercept? *Where do they appear in patterns? What are different ways to represent patterms?			Take a domain and range chart and develop linear equations Compare graphs and understand how the input/output effect the slope and y-intercept of the graph
Assessment Evidence (Stage 2)
Performance Task Description
Goal	SWBAT use patterns to develop linear equations.
Role
Audience	8th grade students
Situation	Period 4 Algebra Class
Product/Performance
Standards
Other Evidence
Read chapter 4.1 Coordinate systems and plotting points on a coordinate plane. Do 2-20 even. Check answers in the back of book.
Learning Plan (Stage 3)
Where are your students headed? Where have they been? How will you make sure the students know where they are going?		Students will be able to develop the ability to examine graphs and explain the relationship to the data provided.
How will you hook students at the beginning of the unit?		Creating the models using square tiles (concrete manipulatives).
What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?		The students will be able to explore and experience a variety of patterns and determine equations from them. After the students have had a chance to use the manipulatives, they will be able to explain what their findings are.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?		The students will have the opportunity to reflect and rethink using a Kagan cooperative learning strategy called “Sage and Scribe.” The students will be set in pairs. One student explains and shows, while the other listens. Then, they switch.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?		The students will be able to use “Two Stars and a Wish.” Students will write down two things they learned from the lesson, and one thing they hope to learn during the next lesson.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?		During class, I will use communicators in order to be able to keep the students actively engaged. This will enable me to see that ALL students are on task.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?		All manipulatives are ready on their tables, in baggies. The baggies are located in a box. Each table has a group box, which includes everything that the students will need in order to move from one activity to the next. The box includes pencils, calculators, manipulatives, and communicators .

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development