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# Unit Plan: Graphing and Transformations

##### Big Ideas

Data from circle graphs can be used to illustrate proportion and to compare and interpret.

Concepts

• Representation
• System

##### Essential Questions

Students will keep considering…

• N/A

##### Evaluative Criteria

Teachers should consider how summative assessments should be based on clear criteria and include a variety of ways for students to show demonstrate their learning.

• N/A

##### Monitoring Progress

Teacher will monitor progress:

Teachers can monitor progress through ongoing formative assessment including but not limited to:

• N/A

• N/A

##### Reflection

How will teachers and their students reflect on and evaluate the completed project?

Teacher Reflection

• What aspects of the unit went well
• What did students struggle with
• What did you struggle with?
• What would you add/revise the next time you taught this unit?
• Were there any unintended outcomes?
• Were students engaged?

# Stage 1 – Desired Results

##### Big Ideas

Data from circle graphs can be used to illustrate proportion and to compare and interpret.

Concepts:

• Representation
• System

##### Transfer Goals

Students will be able to independently use their learning to…

• N/A

##### Meaning

UNIT UNDERSTANDINGS:

Students will understand that…

• N/A

ESSENTIAL QUESTIONS:

Students will keep considering…

• N/A

##### Acquisition

CURRICULAR COMPETENCIES

Students will be skilled at…

REASONING AND ANALYZING

• Use logic and patterns to solve puzzles and play games
• Use reasoning and logic to explore, analyze, and apply mathematical ideas
• Use tools/technology to explore and create patterns and relationships, and test conjectures
• Model mathematics in contextualized experiences

UNDERSTANDING AND SOLVING

• Apply multiple strategies to solve problems
• Visualize to explore mathematical concepts
• Engage in problem solving experiences that are connected to place, story, cultural practices and perspectives relevant to local First Peoples communities, the local community, and other cultures

COMMUNICATING AND REPRESENTING

• Use mathematical vocabulary and language to contribute to mathematical discussions
• Explain and justify mathematical ideas and decisions
• Communicate mathematical thinking in many ways
• Represent mathematical ideas in concrete, pictorial and symbolic forms

CONNECTING AND REFLECTING

• Reflect on mathematical thinking
• Connect mathematical concepts to each other and other areas of personal interest
• Use mathematical arguments to support personal choices
• Incorporate First Peoples worldviews and perspectives

CONTENT

Students will know…

• Circle graphs
• Cartesian coordinates and graphing
• Combinations of transformations
• Percents

CORE COMPETENCIES

Which Core Competencies will be integrated into the unit?

• N/A
##### First People's Principles of Learning

The unit will make connections with:

• N/A

##### Big Ideas

The Big Ideas consist of generalizations and principles and the key concepts important in an area of learning. The Big Ideas represent what students will understand at the completion of the curriculum for their grade. They are intended to endure beyond a single grade and contribute to future understanding.

##### Core Competencies

Communications Competency

The set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media

Thinking Competency

The knowledge, skills and processes we associate with intellectual development

Social Competency

The set of abilities that relate to students’ identity in the world, both as individuals and as members of their community and society

##### Curricular Competencies & Content

Curricular Competencies are the skills, strategies, and processes that students develop over time. They reflect the “Do” in the Know-Do-Understand model of curriculum. The Curricular Competencies are built on the thinking, communicating, and personal and social competencies relevant to disciplines that make up an area of learning.