Brenham ISD Unit Plan
Unit 1: Real Numbers | 8th Grade Math | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
8.2D order a set of real numbers arising from mathematical and real‐world contexts | 8.2A extend previous knowledge of sets and subsets using a visual representation to describe relationships between sets of real numbers 8.2B approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line 8.2C convert between standard decimal notation and scientific notation | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential standards | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do:
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Irrational number - non-repeating and non-terminating decimals; ex. Real number - all rational and irrational numbers Scientific notation - a shorter way to write very small or very large numbers using powers of 10 Square root - a number multiplied by itself to form a product | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following: No summative assessment for this unit. |
Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
5 | Ordering Real Numbers CFA | |