Brenham ISD Unit Plan
Unit 2: Equations and Inequalities | 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 | |
8.8C model and solve one‐variable equations with variables on both sides of the equal sign that represent mathematical and real‐world problems using rational number coefficients and constants | 8.8A write one‐variable equations or inequalities with variables on both sides that represent problems using rational number coefficients and constants 8.8B write a corresponding real‐world problem when given a one‐variable equation or inequality with variables on both sides of the equal sign using rational number coefficients and constants 8.8D use informal arguments to establish facts about the angle sum and exterior angle of triangles, the angles created when parallel lines are cut by a transversal, and the angle‐angle criterion for similarity of triangles | |
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) | Coefficient - the number multiplied by a variable Constant - a fixed value Equation – a mathematical statement composed of algebraic and/or numeric expressions set equal to each other Exterior Angle - an angle between an extended adjacent side Inequality – a mathematical statement composed of algebraic and/or numeric expressions set apart by an inequality symbol Interior angle - the angle between adjacent sides Transversal - a line that passes through two lines (parallel lines) in the same plane at two distinct points Vertical angle - opposite angles formed by intersecting lines Variable – a letter or symbol that represents a number | |
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. | ||
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?) | |
6 | Solving Equations CFA | |
4 | Solving Inequalities CFA | |