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The Great Unknown - DRAFT
Unit Overview
THE GREAT UNKNOWN
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6th grade |
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4 lessons |
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In intermediate grades,
students learn ways to compare various forms of representations
to identify patterns and to draw conclusions based upon those
representations. They also learn to apply properties to whole
numbers while representing mathematical situations as
expressions and number sentences. This sixth-grade unit provides
students the opportunity to use previously learned knowledge and
skills as they represent and describe patterns with tables,
graphs, pictures, symbolic rules or words (A1B6); compare
various forms of representations to identify a pattern (A1C6);
identify functions as linear or nonlinear from a table or graph
(A1D6); use variables to represent unknown quantities in
expressions (A2A6); recognize equivalent forms for simple
algebraic expressions (associative, distributive properties)
(A2B6); model and solve problems, using multiple representations
such as graphs, tables, expressions and equations (A3A6); and
compare situations with constant or varying rates of change
(A4A6). (more) |
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The unit
consists of four lessons. The lessons include varied
instructional activities and assessments that allow students to
develop and apply the knowledge and skills identified in Unit Goals and Grade-Level Expectations/Objectives. Student performance on assessments
may be used to
inform teachers about future instruction. |
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Handouts including graphic
organizers |
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Formative and
Summative
Assessment |
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Glossary
|
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Copy of Complete Unit, "The
Great Unknown" |
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Unit
Plan: Lessons
The first and fourth
sessions each represent one 60-minute class period. The second session
represents
one 50-minute period, and the third lesson represents a 60 to 90 minute session.
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Unknown Numbers |
Word |
HTML (with links to
documents) |
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Powerful Properties |
Word |
HTML (with links to
documents) |
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Algebra Walk - Identifying Linear and
Nonlinear Tables and Graphs |
Word |
HTML (with links to
documents) |
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Under the Big Top |
Word |
HTML (with links to
documents) |
Essential
Questions:
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How do we use patterns, relations, and functions to make and
justify decisions and draw conclusions? |
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How do patterns, relations, and functions help us understand
our world? |
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How do we use patterns, relations, and functions to solve
problems? |
Summative Assessment and
Scoring Guide:
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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• compare and
contrast various forms of representations and patterns |
• represent
and describe patterns with tables, graphs, pictures, symbolic rules,
or words (A1B6) |
• analyze
patterns in various forms of representation |
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• represent a
mathematical situation as an expression or a number sentence |
• compare
various forms of representations to identify a pattern (A1C6) |
• compare and
contrast various forms of representations to identify a pattern |
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• apply the
distributive and associative properties to whole numbers |
• identify
functions as linear or nonlinear from a table or graph (A1D6) |
• identify
functions as linear and nonlinear from tables, graphs, or equations |
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• model
problem situations and draw conclusions, using representations such
as graphs, tables or a number sentence |
• use
variables to represent unknown quantities in expressions (A2A6) |
• generate
equivalent forms of simple algebraic equations |
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• identify,
model, and describe situations with constant or varying rates of
change |
• recognize
equivalent forms for simple algebraic expressions (associative,
distributive properties) (A2B6) |
• model and
solve problems using multiple representations such as graphs,
tables, expressions, equations or inequalities |
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• use
coordinate systems to specify location |
• model and
solve problems, using multiple representations such as graphs,
tables, expressions, and equations (A3A6) |
• compare and
contrast various rates of change |
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• compare
situations with constant or varying rates of change (A4A6) |
• analyze
patterns in various forms of representation |
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