Understanding by Design

Curriculum Template

Overview

Unit Name: Intro and Linear Equations, Equality Teacher: Koroljow

Subject: Algebra 1 Grade: 9
Briefly give a narrative overview of the learning unit:
Students will be welcomed to school and to the classroom on day one, as we cover the syllabus and classroom expectations. Students will
complete a handout where they will write down how they identify themselves, and we will conclude the first class with a diagram of linear
equations/inequalities. On day 2, we will proceed by contemplating growth mindset and then work on problem sets for one and two step
linear equations/inequalities. Days 3-5 will cover advanced problems on linear equations/inequalities and ultimately lead to a project for
buddies called Build a System. Students will also be quizzed on day 4 of this 5 day unit and they will encounter several exit tickets to
diagnose how students are faring.

Desired Results
Established Goals: Students will review linear equations and inequalities and proceed to systems of linear equations and solving these systems by
graphing, substitution, and elimination. Students will work with their buddies several times over the course of this unit in order to foster
collaboration and trust, and we will contemplate growth mindset and our own identities as learners to provoke intellectual growth that will allow
students to achieve more in life.

Understandings: Essential Questions:

Students will understand how to Why is the ability to solve problems the heart of mathematics?
What do I do when I get stuck when solving a problem?
Students will know to use GDSECRET to gather data, strategize, What can I learn from my answer?
execute, and check results as a way to get them through problems What do I do when I get stuck?
when they are stuck. How do I know where to begin when solving a problem?
How do I know when a result is reasonable?
Students will be able to check their answer and analyze whether How can we apply this math problem to the real world?
their answer is realistic.

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 Understanding by Design
Curriculum Template
Assessment Evidence
Performance Tasks: Other Evidence:

Day 2: Problem set Observe collaborative work completed by buddies

Day 4: Quiz Exit tickets on days 2-3
Day 5: Build a System Project Students will present groupwork as buddies on day 4 when students
solve systems of linear equations with the substitution method

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 Understanding by Design
Curriculum Template
Learning Plan
Day Essential Question(s) Standard(s) Content Resources/ Materials Learning Activities
1 Why is the ability to CC.2.2.8.B.3 1) Syllabus/Expectations Powerpoint slides on Reading the syllabus +
solve problems the heart of EQ and diagrams discussion
mathematics? 2) Identity (during class and as
part of take home project) Syllabus Identity handout

3) Diagrams on linear eqns. and Graphic organizer on Math content delivered

inequalities identity via powerpoint

Take home
questionnaire
2 What do I do when I get CC.2.2.8.B.3 1) Growth Mindset Powerpoint slides on EQ powerpoint
stuck when solving a EQs
problem? 2) Examples on board then Growth mindset
How do I know where to problem sets on board of Handouts on Growth handout
begin when solving a -1, 2 step linear eqns and mindset
problem? -1, 2 step inequalities Problems
Chalk
3) Advanced linear eqns. (Such as Daily reflection + exit
word problems) Daily reflection + exit ticket
ticket
3 How do I know where to CC.2.2.8.B.3 Advanced linear eqns. (Such as Posters, markers, chalk EQ powerpoint
begin when solving a word problems)
problem? Powerpoint slides on Silent Gallery Walk
How do I know when a Silent Gallery Walk EQ and graphing
result is reasonable? Powerpoint to end
What can I learn from my Finding the number of solutions Daily reflection + exit
answer? to a system of eqns (by graphing) ticket Daily reflection + exit
ticket
4 How do I know where to CC.2.2.8.B.3 Quiz on Quiz EQ powerpoint
begin when solving a 1) Diagram of linear
problem? equation Powerpoint slides on Quiz
What do I do when I get 2) Growth mindset EQ and substitution
stuck? 3) Word problems Daily reflection

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 Understanding by Design
Curriculum Template
4) Finding number of
solutions to system of
equations

Solve a system of eqns using

substitution as buddy work, then
present to class
5 How can we apply this CC.2.2.8.B.3 Solve a system of eqns using Chalk Math content on board
math problem to the real elimination
world? Powerpoint slides on Daily reflection
With buddy, work on project EQ and Build a
Build a System where they System
make a system and solve it using
sub. or elim. Daily reflection
Reference for Essential Questions:
Enduring Understandings and Essential Questions Mathematics K-12. Wallingford Public Schools. Retrieved from
https://www.wallingford.k12.ct.us/uploaded/Curriculum/MATH_K-12/Math_K_12_Enduring_Understandings_and_Essential_Questions.pdf

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 Understanding by Design
Curriculum Template
Learning Plan for Day 2
Timing The teacher will The students will
12:00- -Write on board todays agenda and what students will need for class: -Students sign in on paper attendance sheet
12:02 Notebook, Pencil -Students prepare materials
1. Growth Mindset
2. Discussion
3. Examples
4. Problem Sets
5. Word Problems
12:02- Growth Mindset Handout Students read the handout and then discuss with buddy
12:07 -handout will cover topics such as how one approached challenges,
obstacles, effort, criticism, and success of others
12:07- Growth Mindset Discussion Students discuss their thoughts now with the class as a
12:20 Questions to pose to students: whole
1) Do you believe in growth mindset vs. fixed mindset?
2) Is it possible to have both a growth and a fixed mindset?
3) Is it possible to have neither a growth or a fixed mindset?
4) What can you do to develop more of a growth mindset?
5) Does anyone have any questions on growth vs fixed mindsets?
12:20- Teacher-led examples of 1,2 step linear equations/inequalities via Students copy the procedures from powerpoint into
12:30 powerpoint notebook and ask questions when necessary

Ex) 4 = 16

Ex) 4 16
Ex) 2 + 3 = 10
Ex) 2 + 3 10

12:30- Write problem set on board Students complete problem set with their buddy to turn in
12:45 Ex) 4 16

Ex) 5 = 16
Ex) 2 3 < 10
Ex) 2 3 10
Ex) 15 + 18 23
Ex) 20 + 100 200
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 Understanding by Design
Curriculum Template
Ex) 2 = 0
2
Ex) 3 = 40
Ex) 2 + 2 = 4
3
Ex) 5 > 15
Ex) 2 + 20 0

Circulate as students work on problem set and helps as questions arise

12:45- Introduction to word problems (apply GDSECRET) Students take notes on how to dissect word problems
1:02 analytically with the GDSECRET model
1:02-1:07 Any necessary cleanup or answering of student questions Students complete daily reflection and exit ticket

Special Needs (include all learners on the continuum from disabled to gifted & twice exceptional):
Modifications (changes to the Core standard(s) and level of proficiency expected): Accommodations (supports or instructional
adjustments):
Students who are moving at a more accelerated pace will be asked to complete additional While students work in pairs solving problems, I will
worksheet problems and/or complete problems on the board while other students work work one-on-one with students who are struggling.
through on paper.