Model Curriculum Units - The Great Unknown (DRAFT)
THE GREAT UNKNOWN
| 6th grade |
| 4 lessons |
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) |
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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DRAFT DRAFT
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.
| Unknown Numbers | Word | HTML (with links to documents) |
| Powerful Properties | Word | HTML (with links to documents) |
| Algebra Walk - Identifying Linear and Nonlinear Tables and Graphs | Word | HTML (with links to documents) |
| Under the Big Top | Word | HTML (with links to documents) |
Essential Questions:
| How do we use patterns, relations, and functions to make and justify decisions and draw conclusions? |
| How do patterns, relations, and functions help us understand our world? |
| How do we use patterns, relations, and functions to solve problems? |
Summative Assessment and Scoring Guide:
| Summative Assessment | Summative Assessment Answer Key |
PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
|---|---|---|
• 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 |
• 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 |
• 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 |
• 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 |
• 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 |
• 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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