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? |
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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
1 comment:
Mary,
You have many strong points throughout the lesson that are different from how I teach math at the high school level. The use of square tiles or pattern blocks is a key element for your students to work hands on and see the pattern unfold. I do not use the square tiles in my lessons but I will incorporate it into a few upcoming lessons. I think students need to see patterns unfold in front of them through manipulatives to understand and remember. I love the idea of “Sage and Scribe”. I am a firm believer that students need to explain and teach a topic to truly understand. I am going to apply this technique in my class. What is great about this lesson is the extension of teaching students to find the slope and y-intercept strictly from the table. They can also determine if the table is linear through find patterns.
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