Unit Plan Template

Unit Plan that Incorporates the Use of Thinking Tools

Author
First and Last Name=	Barbara Kurtenbach
School Name	Herington Elementary
School District	USD 487
= School City, State	Herington<= /font>, Kansas 67449
Classroom Informati= on
Subject Area
Title 1 Math
Grade Level
3-5
Unit Ov= erview
Unit Title
Decimal Decisions “Why Does Accura= cy Matter?”
Unit Summary
This unit is desig= ned to help Title 1 students understand the use of decimals. They will show their understandi= ng of decimals by using visual models such as decimal squares and number lines = as an introduction to decimal values. As students count, name, and shade portions of the squares, they w= ill learn to relate decimals to money values. Students will relate the operati= ons of comparison, addition, and subtraction of decimals to whole number computation.
Building the Founda= tion
Habits of Learning Taxonomy
Knowledge:&n= bsp; identify and access prior knowledge Comprehension: state problem in one’s own= word; demonstrate Application:= Solves problems and demonstrates knowledge Analysis:&nb= sp; calculate, order, compare Synthesis:&n= bsp; organize and rearrange Evaluate:&nb= sp; discriminate, explain
Standards
= Standard 1: Num= ber and Computation – The student uses numerical and computational conc= epts and procedures in a variety of situations. Benchmark 1: Number Sense – The student demonstrates number sense for whole numbers, fractions, decimals, and money u= sing concrete objects in a variety of situations. &nbs= p; The student…knows, explains, and represents :<= /p> &nbs= p; decima= ls greater than or equal to zero through tenths place. &nbs= p; The student… compares and orders: &nbs= p; &= nbsp; decimals greater than or equal to zero through tenths place using concrete objects. The student…knows, explain= s, and uses equivalent representations including the use of mathematical models for: &nbs= p; &= nbsp; addition and subtraction of money Standard 1: Number and Computation R= 11; The student uses numerical and computational concepts and procedures in a= = ; variety of situations. Benchmark 2: Number Systems and Their Proper= ties – The student demonstrates an understanding of whole numbers with a special emphasis on place value and recognizes, uses, and explains the concepts of properties as t= hey relate to whole numbers, fractions, decimals, and money in a variety of situations. &nbs= p; &nbs= p; The student… classifies various subsets of numbers as decimals Standard 2: Alg= ebra – The student uses algebraic concepts and procedures in a variety o= f situations. Benchmark 4: Models – The student deve= lops and uses mathematical models including the use of concrete objects to represent and show mathematical relationships in a variety of situations.= <= /span>The student… knows, explains, and uses mathematical models to represent mathematical concepts, procedures, and relationships. Mathematical models include: &nbs= p; &= nbsp; decimal models (base ten blocks or coins) to compare, order, and represent numerical quantities
Learning Objectives
The student will develop an understandin= g of decimal concepts through direct experience with money, place value charts, decimal squares and number lines.
Curriculum-Framing Questions	Essential Question
Does accuracy really matter?<= /span>
Unit Questions
Are decimals necessary? Can understanding decimals make daily li= ving easier?
Content Questions
How much change will I receive? Add and subtract decimals Can I order decimal expressions of equal value, lesser value and greater value? Can math manipulatives help me understand decimals?

= Student Assessment Plan

Assessment Summary

This activity will begin with discovering the student’s basic understanding of decimals. = They will be assessed by demonstrating how to use decimal squares, number line= s, and correctly comparing a list of decimals. In this activity the students will also be given the opportunity to demonstrate their knowledge of deci= mals by giving correct change in a simulated business transaction.<= /span>

Assessment Timeline


Before Project Work Begins	While Students Work on Projects=	After Project Work Ends

= · = K-W-L chart = · = Visual Ranking Tool Activity to demonstrate prior knowledge = · = KeyMath Test = · = Questioning	<= font size=3D1 face=3DSymbol>· = Questioning <= font size=3D1 face=3DSymbol>· = Discussion <= font size=3D1 face=3DSymbol>· = Seeing Reason Tool= <= font size=3D1 face=3DSymbol>· = Graphic organizers<= font size=3D1 face=3DArial> <= font size=3D1 face=3DSymbol>· = Practice using money=	·= Reflection ·= Formal assessment<= font size=3D1 face=3DArial> ·= State Math Test ·= Purchase ice cream

=	=	=

Visual Ranking Elements (Complete this section if this tool will be used in the unit)<= /font>

Visual Ranking Project Name (For the Visu= al Ranking workspace)<= /font>

Decimal Values<= /p>

Project Description (For the Visu= al Ranking workspace)

= The Students will rank decimal values from least to greatest.

Prompt (For the Visu= al Ranking workspace)<= /font>

Drag the smallest decimal to the top. Rank the list of decimals from l= east to greatest.

Sorting List (For the Visu= al Ranking workspace)<= /font>

Practice Ranking

Te= acher ID: teacher

Practice Team ID 1: team 01<= o:p>

Practice Team ID 2: team 02=

Practice Team ID 3: team 03=

Pa= ssword : teacher

Pa= ssword: team 01=

Pa= ssword: team 02=

Pa= ssword: team 03

&nbs= p;

Seeing Reason Elements (Complete this section if this tool will be used in the unit)

Seeing Reason Project Name (For the Seei= ng Reason workspace)<= /font>

Factors that influence monetary (decimal) expenses.

Project Description (For the Seei= ng Reason workspace)

The students will decide what factors influence their selection from the Old Fashioned Ice Cream Parlor. <= /o:p>

Research Question (For the Seei= ng Reason workspace)<= /font>

Showing Evidence Elements (Complete this section if this too= l will be used in the unit)

Showing Evidence Project Name

“Best Buy”=

Project Description

The student will u