Appendix: Sample 6-Page Template by ywSNe5

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									                  UbD Elementary Algebra Unit
                                        Unit Cover Page


Unit Title: Operations With Polynomials                               Grade Level: 10

                                      Subject/Topic: Math Tech 2

Key Words:
Monomial
Binomial
Trinomial
Polynomial
Standard form
Degree of a monomial
Degree of a polynomial
FOIL pattern

Designed by: Sheila Pelton, Dell Miller                          Time Frame: Approx. 9 days(blocks)

School District: Newberry                                        School: MCHS & NHS




Brief Summary of Unit (including curricular context and unit goals):

This is an introduction so it is essential to emphasize a concrete, descriptive approach.
This unit is designed to give students an understanding of operations on polynomials.



Unit Design Status: In Progress                   Completed template pages – Stages 1, 2, and 3

   Completed blueprint for each performance task                            Completed rubrics

  Directions to students                                                    Materials and resources listed

   Suggested accommodations                                                 Suggested Extensions

Status:   Initial Draft (date:      )                           Revised draft (date:      )
   Peer Reviewed               Content reviewed           Field Tested     Validated          Anchored




                                                                                                             EA-1
                             Stage 1- Identify Desired Results

Established Goals:
Standard EA-2:          The student will demonstrate through the mathematical processes an understanding of
                          the real number system and operations involving exponents, matrices, and algebraic
                          expressions.

EA-2.7       Carry out a procedure (including addition, subtraction, multiplication, and division by a monomial)
             to simplify polynomial expressions.



What essential questions will be considered?                   What understandings are desired?
Students will know…                                     Students will understand that…

        Why is it necessary or desirable to simplify   the objective of this indicator is to carry out a procedure
         polynomial expressions? (EA-2.7)               (including addition, subtraction, multiplication, and
                                                        division by a monomial) to simplify polynomial
                                                        expressions. Therefore, the primary focus of the
                                                        assessment should be for students to carry out such
                                                        procedures.




What key knowledge and skills will students acquire as a result of this unit?
Students will know….                               Students will be able to…
EA-2.7

        key terms: coefficient, constant, variable,            carry out a procedure to add polynomials.
         exponent/power, distributive property, like            carry out a procedure to subtract
         terms, integer.                                         polynomials.
        how to apply the distributive property.                carry out a procedure to multiply
        how to identify like terms.                             polynomials.
        laws of exponents needed when                          carry out a procedure to multiply two
         multiplying or dividing.                                binomials using FOIL.
                                                                carry out a procedure to divide a
                                                                 polynomial by a monomial.




                                                                                                                  EA-2
                    Stage 2- Determine Acceptable Evidence
What evidence will show that students understand?

                                            Performance Tasks:


       Create a poster demonstrating the FOIL process. Students will need to indicate on the poster a clear
        understanding of what each letter of FOIL represents. Students will be given a scoring rubric for
        this activity.
       Students will create a review booklet demonstrating the following: classifying polynomials; adding,
        subtracting, and multiplying polynomials; and dividing polynomials by a monomial.




What other evidence needs to be collected in light of Stage 1 Desired Results?

                                                Other Evidence
                        (e.g., tests, quizzes, prompts, work samples, observations)

       Check homework daily
       Mini quizzes – operations with polynomials
       Teacher observation
       Informal Q&A
       Test
       Jeopardy review game

                                Student Self-Assessment and Reflection:

       Self assessment of poster on FOIL
       Self assessment of review booklet
       Daily journal entry during the last five minutes of class.




                                                                                                               EA-3
              Stage 2- Determine Acceptable Evidence (continued)


                             Assessment Task Blueprint
What understandings or goals will be assessed through this task?

        Students will add, subtract, and multiply
         polynomials.
        Students will divide a polynomial by a
         monomial.


 What criteria are implied in the standards and         What qualities must student work demonstrate
 understandings regardless of the task specifics?            to signify that standards were met?

        Identification of like terms
        Laws of exponents needed for multiplying
         and dividing with polynomials




Through what authentic performance task will students demonstrate understanding?
Task Overview:

In creating their posters, students will demonstrate an understanding of the FOIL process used for
multiplying two binomials. In creating their review booklets, students will demonstrate an understanding of
operations with polynomials.




What student products and performances will provide evidence of desired understandings?

        Posters will represent an understanding of    Final performance task (test) will show that students
         the FOIL process.                             understand operations with polynomials.
        The review booklet will show a clear
         understanding of the assessment
         expectations.


By what criteria will student products and performances be evaluated?

A rubric will be developed for each assignment.
Points should be assigned to each of the criteria on
the handout to determine how the grade will be
calculated.




                                                                                                               EA-4
                         Stage 3- Plan Learning Experiences

                                              WHERETO
What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate
 the desired understandings? Use the following sheet to list the key teaching and learning activities in sequence.
                    Code each entry with the appropriate initials of the WHERETO elements


   1.   Begin with an entry question (Ask students to identify the number of terms in various given
        polynomials. Allow them to self-check and compare solutions and discuss why they got the answers
        they got.) to hook students into the lesson. Allow students to share what they know without passing
        judgment or providing additional information at this time. W, H, O ( Protection From Adverse
        Consequences, Novelty and Variety, Organization of Knowledge)

   2.   Introduce the lesson on addition and subtraction of polynomials. Work examples for the students. Be
        sure to include key terminology. E1, O (Content and Substance, Organization of Knowledge)

   3.   Practice working problems at their seats, allowing the teacher to monitor for understanding by
        observation. R, E2 (Protection From Adverse Consequences for Initial Failure, Affiliation)

   4.   Give a quiz on addition and subtraction. Review the quiz when it is returned to the students. E2
        (Clear and Compelling Product Standards, Product Focus, Authenticity)

   5.   Review multiplication and the distributive property, along with the laws of exponents needed for
        multiplying. This would introduce the lesson on multiplying polynomials. Focus on the FOIL process
        for multiplying two binomials. E1, O (Content and Substance, Organization of Knowledge)

   6.   Assign the poster activity on the FOIL process. Be sure to closely cover the scoring rubric with the
        students. A model poster to demonstrate what you’re looking for is desirable. R, O, T (Clear and
        Compelling Product Standards, Product Focus, Affiliation, Choice, Novelty and Variety,
        Choice)

   7.   Give a quiz on multiplying polynomials. Review the quiz when it is returned to the students. E2
        (Clear and Compelling Product Standards, Product Focus, Authenticity)

   8.   Review the laws of exponents for dividing. This is the springboard for the lesson on dividing a
        polynomial by a monomial. E1, O (Content and Substance, Organization of Knowledge)

   9.   Create the review booklet on operations with polynomials. Be sure all students clearly understand the
        scoring rubric. R, O, T (Clear and Compelling Product Standards, Product Focus, Authenticity,
        Choice)

   10. Review for a test on operations with polynomials by playing the Jeopardy Review Game. R, T, E2
       (Novelty and Variety, Affiliation, Authenticity)

   11. Test on operations with polynomials. E2 (Clear and Compelling Product Standards, Content and
        Substance, Affirmation of Performance)




                                                                                                                EA-5
           Monday             Tuesday          Wednesday            Thursday            Friday
         Day 1 –         Day 2- Activities   Day 3- Activity5    Day 4 Activity 5 Day 5 –
         Activities 1-3  3 & 4.              E1, O               E1, O            Activities 5 & 6
         W, H, O, E1, R, R, E2                                                    E1, O, R, T
         E2




       Day 6 –            Day 7 –            Day 8 –             Day 9 – Activity
                                                                                                     Consider the WHERETO elements.




       Activities 7 & 8   Activities 8 & 9   Activities 9 & 10   11
       E2, E1, O          E1, O, R, T        R, O, T, E2         E2
                                                                                                                                      Stage 3- Plan Learning Experiences (continued)




EA-6

								
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