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# Unit Plan: Computational Fluencyand Flexibility with Numbers

##### Big Ideas

Computational fluency and flexibility with numbers extend to operations with integers and decimals.

Concepts:

• Fluency
• Flexibility
• System
• Financial literacy
##### 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 2 – Evidence

AUTHENTIC PERFORMANCE TASK: Assessing for Understanding
Students will be able to demonstrate their understanding by:

PERFORMANCE TASKS RATIONALE:  All of the following activities require students to be actively engaged in the learning task.  Students will assume roles, argue opinions, share anecdotes, challenge classmates, debate issues, consume products, analyze human behavior, create authentic metrics, and make recommendations.  For some students these activities will come easily.  For others, teacher encouragement will be needed.  Teachers will pay close attention to creating a safe atmosphere in the class for students to express personal opinions.   They will also encourage all students to take risks with their learning when debating, role playing, or playing simulation games using curriculum material that is new to them.

##### GRASPS

No GRASPS available for this unit planner.

##### Other Evidence

OTHER EVIDENCE: Assessing for Knowledge and Skills
Students will show they have acquired Stage 1 knowledge and skills by:

• 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.