Lesson Plan Stage I

One way to assess students' learning in this unit is through having them write a word problem about a proportional relationship. This word problem must pose a question predicting values using the unit rate, and include all the necessary information to solve it. In addition to this problem, students will also create an answer key to it, which includes a chart, graph, equation, and all calculations used to determine the answer. Students will hand in to the teacher the answer key and a copy of the problem, then students will swap questions and solve each others' problems. When they are finished they can compare their answer to the answer key handed into the teacher. This would meet both standards focused on in this unit: Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships and solve real-life and mathematical problems using numerical and algebraic expressions and equations.

This shows instruction planning based on my knowledge of mathematics to meet learning goals because as shown through the diagram I started brainstorming this unit by looking at Common Core Standards, then expanded from there. I knew I wanted my unit to have something to do with slope and the relationship between graphs, charts, and word problems, so chose two standards for grade 7 math that was closest to my intended topic. I fine-tuned this idea by establishing essential questions to focus on through the unit, then expanded upon that by listing what students will know and be able to do by the end of it. This process shows instruction planning based on what I know about my content area and it also shows that I'm building my unit based on the learning goals.
I also find this instruction mapping demonstrates performance criteria 8.2: Use a variety of instructional strategies to encourage learners to build skills to apple knowledge in meaningful ways. Through my intended performance assessment, students will create a word problem of their own. This will make the topic meaningful to them, as they can choose how the math is applied to real world scenarios. In addition, in the answer key they have multiple representations of solutions, graphs and diagrams for visual learners, equations for those who prefer to read and write, and the word problem writing for those who prefer contextual learning.
Stage I of curriculum mapping shows my progress toward building a unit. I originally had no idea where to start, but after browsing Common Core Standards and establishing essential questions, I was able to find more direction in brainstorming my unit. I'm unsure about what I wrote for what students will know and be able to do, and I may change that based on feedback. Going forward I am excited to learn about building a unit, but nervous about the breakdown of time, and giving the proper amount of time to each lesson.