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Blankenship sara stage1

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  • 1. Sara Blankenship FRIT 7430: Instructional Design “Stage 1, Understanding by Design” Fall 2009
  • 2. UbD Stage 1 Template Title of Unit Marvelous Multiplication Grade Level 2 Curriculum Area Mathematics Time Frame 3 weeks Stage 1 – Identify Desired Results Content Standards: Georgia Performance Standard: M2N3- Students will understand multiplication, multiplying numbers, and verify results. a.) Understand multiplication as repeated addition b.) Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1-digit numbers and construct the multiplication table. c.) Use the multiplication table (grid) to determine a product of two numbers. d.) Use repeated subtraction, equal sharing, and forming equal groups to divide large collections of objects and determine factors of multiplication. Understandings Students will understand that: • Multiplication is simply repeated addition and can be applied to various given numbers. • Multiplication tables/ charts can be interpreted and used as a tool to help discover the product of two numbers, usually from 0- 12. • Previously acquired knowledge of addition and subtraction can be transferred and applied for use within multiplication. • Arrays are a visual way to explain and understand multiplication. • Skip counting is a tool to develop mental math strategies for multiplication. • Multiplication is a vital tool for future mathematical success. • Multiplication can be applied in everyday situations throughout life. • Multiplication strategies must be internalized for quick recall.
  • 3. • There are multiple strategies for figuring out multiplication problems. Related Misconceptions: • Multiplication is a “new” concept, so it is scary and hard to understand. • Adding numbers multiple times does not give the second number in the equation. • Multiplication is all about memorization. • There is only one way to do multiplication. Essential Questions Overarching Questions: • What does math mean to you? • When and how can we use math in our daily lives? • Why is the understanding of math concepts important for your future? • How might adults use math? • If math did not exist what else wouldn’t be possible? Topical Questions: • Why is multiplication important to learn? • What would life be like without multiplication? • How do mental strategies help us calculate math faster? • How is multiplication a stepping- stone? • How can we “show” multiplication? • How is multiplication similar and/or different from addition and subtraction?
  • 4. Knowledge and Skills Knowledge Students will know: • How to construct and interpret arrays. • Multiplication is repeated addition. • Multiplication grids are a tool to quickly find the product of two numbers from 0-12. • The connections between addition/subtraction and multiplication. • The various mental math strategies that can be used for multiplication. • Multiplication is a useful tool in real life situations. • Mental math strategies are important to expanding knowledge. Skills Students will be able to: • Construct and use arrays to determine the product of two numbers. • Use a multiplication grid to find the answer of two numbers. • Develop a math sentence created through repeated addition. • Explore ways to use multiplication in real-life situations. • Apply their multiplication abilities through various mental strategies. • Explain the meaning of multiplication.
  • 5. 0 1 Score UbD Stage 1 Scoring Rubric Completeness Template provided is not complete Each section of the template has been completed with meaningful entries 1 0 1 2 3 Score Understandings Identifies understandings that relate to the standards but are too simplistic or state factual knowledge. Identifies targeted understandings that will lead to some discovery but are not at the heart of the discipline. Identifies targeted understandings that are enduring, based on transferable, big ideas at the heart of the discipline. The targeted understandings clearly utilize the six facets of understanding. 3 0 1 2 Score EssentialQuestions The essential and unit questions have right answers and do not provoke student engagement. The essential and unit questions serve as guides, but might not provoke student engagement. Includes some topical and overarching essential questions. Identifies essential questions that are provocative, arguable, and likely to generate inquiry around the central ideas. Includes both topical and overarching essential questions. 2 0 1 2 Score Knowledge&Skills Knowledge and skills are not identified Identifies knowledge and skills. Shows ability to identify key knowledge and key skills. 2 0 1 2 Score Grammar/Spelling Numerous errors found in grammar, spelling or usage that distract the reader. Required format has not been used A few errors found in grammar, spelling or usage that distract the reader. Most of the formatting requirements have been satisfied No errors found in grammar, spelling or usage that distract the reader. Required formatting used 2 Total Score /10