Design Topic  _Decimal Operations________       Subject(s) ___Math_____________        Grade(s)  __5_                Designer(s) __Brent Mischnick_________

STAGE 1 – DESIRED RESULTS

Established Goals:

• Students will be able to add, subtract, multiply and divide in real-world situations involving money.
• Students will be able to set up a monthly budget involving fixed and variable expenses.

Understandings: Students will understand that…

• Staying within a budget is an important life skill.
• Everyone needs to be able to use money effectively in their lives.
• There is a difference between fixed and variable expenses when creating a budget.
• Adding, subtracting, multiplying and dividing is necessary to solve real-world problems involving money.

Essential Questions:

• What are some situations where it is required to use money?
• Can you stay within a monthly budget effectively?
• How do you apply your computational skills to solve a real-world problem involving money?
• How would you handle an emergency that is not in your budget?
• What are the fixed expenses that everyone must pay monthly?
• What are some variable expenses that you may have to give up each month?

Students will know:

• How to create a monthly budget.
• How to use money in real-life situations without assistance.
• What the most important expenses to include in a budget are.
• How to use skills such as adding, subtracting, multiplying and dividing decimals to help solve real-world problems.
• How to choose which variable expenses they can afford.
• The most efficient way to solve a real-world problem involving money.

Students will be able to:

• Identify and explain situations that money is required.
• Create and follow a monthly budget.
• Solve a real-world problem involving money and explain why their solution is correct.
• Explain what fixed and variable expenses are and how they are different.

STAGE 2 – ASSESSMENT EVIDENCE

• Graphic organizer - Students compare and contrast examples using a graphic organizer
• Review video of a real-world situation using EdPuzzle - Students will answer questions at different points of the video to check for understanding of skills that involve adding, subtracting, multiplying and dividing money.
• Digital product created using the platform of choice by the student to show the steps taken and solution to a real-world problem involving money.
• Self-assessment using rubric provided, followed by a reflection of ways to improve and extend their thinking.

Other Evidence:

• Formative assessment - check the understanding of basic Math skills such as adding, subtracting. multiplying and dividing decimals.
• Exit ticket
• Think-Pair-Share
• Daily Essential Question

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:

1. Use a K-W-L chart (Padlet) to check prior knowledge of the topic. W, E
2. Begin with a discussion on Google Classroom about real-world examples of how money is used. W, H, R
3. Quick write to check for understanding on real-world examples. R, E
4. Watch a video about real-world situations involving money and answering questions built into the video (EdPuzzle). W, H
5. Small group discussion to compare and contrast thoughts about the video. E, R
6. Reflective journaling to revisit ideas about the video and new ideas learned during the discussion. R, E
7. Partners/small groups research examples of household monthly budgets to help make decisions about fixed and variable expenses for their budgets. H, E
8. Small groups create a monthly household budget that includes necessary fixed and chosen variable expenses. O, T
9. Peer review of budgets to receive feedback to help improve and refine budget. R, E
10. One minute paper to reflect on budgets and feedback received and also what improvements can be made. R, E
11. Small group collaboration on how coupons can affect families fixed expenses. W, R, H
12. Groups will go to a virtual supermarket (i.e. Walmart, Kroger, etc.) and calculate the effect coupons will have on the total spent. R, E, T
13. Class discussion on Google Classroom to compare their results when using coupons at the store. R, E, W
14. Exit ticket to check for understanding on the use of coupons in a real situation. E, R
15. Small groups will solve real-world situations using multiple operations. E, H, W
16. Groups will create a detailed layout/illustration of the decisions they made and the solutions to the problems using a digital tool of choice (i.e. Google Slides, Docs, Drawing, etc.) T, E, H
17. Groups will self-assess their work using provided performance rubric. E, R
18. Reflective journaling on quality of work and adjustments that need be made. R, E

Source: Understanding by Design,         Unit Design Planning Template (Wiggins/McTighe 2005)