MATHEMATICS

YEAR 1 (GRADE 6)

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Unit Titles Ratios, Rates & Make Per”cents” of it all E Squared Geometry Statistics
Fractions, Oh My!
SRG Solve word problems Solve problems Evaluate expressions at specific Represent three– Relate choice of measures of center and
Standards involving multiplication involving finding the values of their variables. Include dimensional figures using variability to the shape of the data
and division of fractions whole, given a part expressions that arise from formulas nets made up of rectangles distribution and the context in which the
(6.NS.A.1)(application) and the percent used in real-world problems. and triangles, and use the data were gathered (6.SP.B.5d)
Model with mathematics (6.RP.A.3) Perform arithmetic operations, nets to find the surface (conceptual understanding)
– use manipulatives to including those involving whole- area of these figures. Calculate interquartile range and mean
model and understand Solve percent number exponents, in the Apply these techniques in absolute deviation (6.SP.B.5c)
everyday problems with problems (6.RP.A.3c conventional order when there are no the context of solving (procedural)
fractions. (MP4 )(conceptual parentheses to specify a particular real–world and Display numerical data in plots on a
Use ratio and rate understanding and order(6.EE.A.2c) (procedural) mathematical problems. number line, including dot plots,
reasoning to solve real- application) Apply the properties of operations to (6.G.A.4) (application) histograms, and box plots (6.SP.B.4)
world and mathematical generate equivalent expressions Solve real-world and (procedural)
problems (6.RP.A.3) Model with (6.EE.A.3) (procedural) mathematical problems Model with mathematics – use measures
(units per 1) (application) mathematics – model Reason abstractly and quantitatively – involving the volume of of center and variability and data
Create equivalent real-life situations decontextualize to manipulate right rectangular prisms displays to draw inferences and make
fraction representations symbolic representations by applying with fractional edge comparisons between data sets. (MP4)
with mathematics and
of ratios (procedural properties of operations. (MP2) lengths applying the Understand ordering and
model ratio problem
Model with mathematics Solve real-world and mathematical formulas V=l*w*h and absolute value of rational
– use tables to model situations problems by writing and solving V=B*h. (6.G.A.2) numbers (6.NS.C.7)
real-life situations with symbolically. equations of the form x + p = q and (application) conceptual understanding)
mathematics and model px = q for cases in which p, q and x Solve real-world problems
ratio problem situations are all nonnegative rational numbers involving area of polygons Solve real-world and
symbolically (MP4) (6.EE.B.7) (application) composed of triangles and mathematical problems by
Model with mathematics – write quadrilaterals. (6.G.A.1) graphing points in all
expressions, equations, or inequalities (application) four quadrants of the
from real-world contexts and Model with mathematics – coordinate plane. Include
connect symbolic and graphical apply what they learn use of coordinates and
representations. (MP4) about area, surface area,
absolute value to find
Write an inequality of the form x > c and volume to real-world
or x < c to represent a constraint or and mathematical distances between points
condition in a real-world or problems. (MP4) with the same first
mathematical problem. (6.EE.B.8) Fluently divide multi-digit coordinate or the same
(application) numbers using the second coordinate.
Evaluate expressions at specific standard algorithm (6.NS.C.8) (application)
values of their variables. Include (6.NS.B.2) (procedural)
expressions that arise from formulas Fluently add, subtract, Model with mathematics – describe a
used in real-world problems. Perform multiply, and divide real-world scenario with number lines,
arithmetic operations using order of multi-digit decimals using coordinate grids and interpret the results
operations. (procedural) the standard algorithm for (MP4)
 Use variables to represent two each operation. (6.NS.B.3)
quantities in a real–world problem (procedural)
that change in relationship to one Make sense of problems –
another; write an equation to express Analyze errors of
one quantity, thought of as the multiplication and division
dependent variable, in terms of the of decimals and make
other quantity, thought of as the sense of solutions through
independent variable. Analyze the modeling, estimation, and
relationship between the dependent alternate strategies (MP1
and independent variables using
graphs and tables, and relate these to
the equation. (6.EE.C.9) (application)
Model with mathematics – write
expressions, equations, or inequalities
from real-world contexts and
connect symbolic and graphical
representations. Students use number
lines to compare numbers and
represent inequalities. (MP4)

Key Concept Relationships Logic Relationships Form Logic

(1)
Related Simplification Simplification Model Quantity Patterns
Concepts (2) Model Representation Representation Space Generalization
Global Identities & Globalization and Scientific and Technical Innovation: Fairness and Globalization and sustainability:
Context & Relationships: human Sustainability: the systems, models, methods; Development: sharing explore the interconnectedness of
Exploration relationships including impact of decision products, processes and solutions finite resources with human-made systems and
families, friends, making on humankind other people and with communities
communities and and the environment other living things
cultures
Learner Thinker Principled Communicator Inquirer Reflective
Profiles
Statement Models allow us to Accurate Relationships can be demonstrated Humans can analyze and Patterns in data can be used to draw
of Inquiry simplify relationships. representations lead to through models and manage the form and logical conclusions when analyzing
logical decisions representations to create products, quantity of consumer human-made systems.
impacting humankind. processes and solutions. products to share finite
resources.
Inquiry F: How can we model F: How can we represent F: What is the difference between F: How can you measure F: How do you determine mean,
Questions multiplication and quantity using percents? expressions, equations, and surface area and volume? median, and mode? How do you
division with fractions? C: How do percents help inequalities? What natural resources calculate inter-quartile range and
C: How do models give us understand and C: How do you represent are consumed to create mean absolute deviation?
us information? compare information? mathematical situations? and place packaging C: How do we choose the best
D: Is there an ideal ratio D: What is the best way D: Do models and representations materials? measure of center?
in society? to view data when justify, prof, and/or determine the C: How can we use D: Is it fair to use average when
relationship? measurement, surface making judgements?
 comparing to make area, and volume to
logical decisions? reduce the consumption
of natural resources
through packaging?
D: Is it unethical for one
company to use more
packaging for their
products than others?

MYP Ai. select appropriate Di Identify the relevant Ci: consistently use appropriate Di: identify the Bi: select and apply mathematical
Objective mathematics when elements mathematical language relevant problem-solving techniques to
Strands solving Dv describe correctly Cii. consistently use appropriate elements of the authentic recognize correct patterns
challenging problems in whether the solution forms real-life situation Bii. describe patterns as relationships
both familiar and makes sense in the of mathematical representation to Dii: select adequate or general rules consistent with
unfamiliar situations context of present information correctly mathematical strategies correct findings
Aii. apply the selected the authentic real-life Ciii. communicate clearly to model the authentic Biii. verify whether patterns work for
mathematics situation. through coherent lines of reasoning real-life situation other examples
successfully when Civ. present work that is Diii .apply the selected .

solving these problems consistently organized mathematical strategies

Aiii. generally solve using a logical structure. to reach a correct
these problems correctly solution to the authentic
in a variety of contexts. real-life situation
Div. explain
the degree of accuracy of
the solution
Dv. describe correctly
whether the solution
makes sense in the
context of
the authentic real-life
situation

Approaches In order for students to In order for students to In order for students to present In order for students to In order for students to describe
to Learning solve these problems describe correctly work that is consistently organized select adequate patterns as relationships
*In order for correctly in a variety of whether the solution using logical structure, students mathematical strategies or general rules consistent with
a student to contexts, students must makes sense in the must organize and depict to model the authentic correct findings, students must draw
propose and evaluate a context of the authentic information logically. real-life situation, reasonable conclusions and
(objective
variety of solutions. real-life situation, students must create generalizations.
strand), *or use models and students must collect Skill category: communication novel solutions to
students simulations to explore and analyze data to Cluster: communication skills authentic problems. Skill category: Thinking
must (skill complex systems and identify solutions and Cluster: Critical Thinking
indicator issues make informed Skill category: thinking
decisions. Cluster: creative thinking
Skill category: Thinking Skill category: Research skills
(bullet Cluster: critical-thinking Cluster: Informational
point)). skills literacy skills

Skill
category:

Skill cluster:
Summative City Comparison (in Students use Students will use a function table to Create a 3-D package to Interpreting student gathered data
Assessment Iowa) percentages to justify a determine how long it would take minimize resource based on student choice
decision (GRASPS) to buy something, what they could consumption
buy, etc. (using expressions,
equations, etc.)

YEAR 3 (GRADE 7) 😊

Unit1 Unit 2 Unit 3 Unit 4 Unit 5

Unit Titles Number Systems Ratios, Proportions, and Expressions, Equations and Inequalities Probability and Statistics Geometry
Percent
SRG Solve real-world Recognize and represent Apply properties of operations to add, Develop a probability model Solve problems involving
Standards and mathematical proportional relationships subtract, factor, expand linear expressions and use it to find scale drawings of geometric
problems between quantities. with rational coefficients (7.EE.A.1) probabilities of events figures, including computing
involving the (procedural) (procedural) (7.SP.C.7) (conceptual actual lengths and areas from a
addition and Decide whether two Understand that rewriting an understanding) scale drawing and reproducing
subtraction of expression in different forms in a Compare probabilities from a scale drawing at a different
quantities are in a
rational numbers problem context can shed light on the a model to observed scale. (7.G.A.1) (procedural)
(7.NS.A.3) proportional relationship frequency and reason about Draw (freehand, with ruler
(conceptual understanding) problem and how the quantities in it are
(application) related. For example, a + 0.05a = 1.05a differences between the and protractor, and with
Apply and extend Represent proportional model and observed technology) geometric shapes
relationships by equations. means that "increase by 5%" is the same
previous frequency (7.SP.C.7) with given conditions. Focus
(procedural) as "multiply by 1.05." (7.EE.A.2) (conceptual understanding) on constructing triangles
understandings of (conceptual understanding)
addition and Explain what a point (x, y) on Find theoretical probabilities from three measures of angles
the graph of a proportional Model with mathematics—write of compound events using or sides, noticing when the
subtraction to
relationship means in terms of expressions and equations to model organized lists, tables, tree conditions determine a unique
add and subtract
the situation, with special contextual problems. (MP4) diagrams, and simulation triangle, more than one
rational numbers; Use variables to represent quantities in (7.SP.D.8) (procedural) triangle, or no triangle.
represent attention to the points (0, 0)
a real-world or mathematical problem, Model with mathematics – (7.G.A.2) (procedural)
addition and and (1, r) where r is the unit
and construct simple equations to solve construct and use Use facts about
subtraction on a rate. (7.RP.A.2) (conceptual
problems by reasoning about the probability models for supplementary,
horizontal or understanding) chance events. (MP4) complementary, vertical, and
Construct viable arguments quantities.
vertical number Draw inferences about a adjacent angles in a multi-step
and critique the reasoning of *Solve word problems leading to
line diagram. population using data from a problem to write and solve
others – recognize equations of the form px + q = r and p(x
simple equations for an
+ q) = r, where p, q, and r are specific
 Model with proportional relationships rational numbers. Solve equations of random sample (7.SP.A.2) unknown angle in a figure
mathematics – use from non-proportional ones these forms fluently. Compare an (application) (7.G.5) (application)
multiple strategies and discuss their reasoning algebraic solution to an arithmetic Generate multiple samples Construct viable arguments –
to demonstrate with others. (MP3P) solution, identifying the sequence of the (or simulated samples) of the justify their conclusions,
the same meaning Use proportional relationships operations used in each approach. For same size to gauge the communicate them to
of an operation to solve multi-step ratio and variation in estimates or others, and respond to the
example, the perimeter of a rectangle is
which include percent problems (for example, predictions. (7.SP.A.2) arguments of others. (MP3)
modeling with 54 cm. Its length is 6 cm. What is its (application) Solve real-world and
simple interest, tax, markups width? (7.EE.B.4) (application)
manipulatives or and markdowns, gratuities and Use measures of center and mathematical problems
on a number line. Model with mathematics – write measures of variability for involving area, volume and
commissions, fees, percent equations to model contextual problems.
(MP4) increase and decrease, percent numerical data from random surface area of two- and three-
(MP4) samples to draw informal dimensional objects composed
error) (7.RP.A.3) (application) Use variables to represent quantities in
Make sense of problems to comparative inferences about of triangles, quadrilaterals,
a real-world or mathematical problem, two populations (7.SP.B.4) polygons, cubes, and right
solve – solve multi-step ratio
and real-world percent and construct simple inequalities to (application) prisms. (7.G.B.6) (application)
problems. (MP1) solve problems by reasoning about the Construct viable arguments – Make sense of problems –
quantities. use statistical methods as solve problems involving
Solve word problems leading to justification for predictions geometric principles. (MP1)
inequalities of the form px + q > r or px and inferences. (MP3)
+ q < r, where p, q, and r are specific
rational numbers. Graph the solution
set of the inequality and interpret it in
the context of the problem. For
example: As a salesperson, you are paid
$50 per week plus $3 per sale. This week
you want your pay to be at least $100.
Write an inequality for the number of
sales you need to make, and describe
the solutions. (7.EE.B.4) (application) Be
sure to explicitly instruct multiplying and
dividing by a negative number to flip the
inequality Graph the solution and
interpret it in the context of the problem.
Make sense of problems – solve multi-
step real-world mathematical problems.
Students use inequalities to solve
problems. (MP1)
Key Concept Logic Relationships Logic Logic Form
(1)
Related Change Equivalence Communicate Justification Measurement
Concepts (2) Quantity Representation Model Generalization Space
Global Globalization and Identities and Relationships Identities and Relationships Fairness and Development Fairness and Development
Context & Sustainability -financial literacy -personal, physical, mental, social and -Fairness in games of -sharing finite resources with
Exploration -the impact of spiritual health chance; data driven other people and other living
decision-making decisions things
 on humankind
and the
environment
Learner Thinker Reflective Balanced Knowledgeable and Open- Thinker
Profiles minded
Statement of Logic can be used Equivalent relationships can Logical mathematical models can be Logic is used to justify data People must consider form,
Inquiry to explain a be used to increase financial used to create, modify, and driven decisions. measurement, and space
change in literacy communicate personal goals. when using finite resources.
quantity in the OR
environment. Make financial decisions
OR impact financial
understanding
Inquiry F: How do we F: How do we write, solve, graph, and F: How do we use sampling F: How can we measure the
Questions operate with interpret equations and inequalities? to determine probability? volume and surface area of
rational numbers? C: How can we use different C: How do we use 3D figures?
C: How do you mathematical models to communicate probability to make
use logic to ideas? informed decisions? C: How does form impact the
explain change in D: Do we need to set personal goals in D: Should all decisions be surface area and volume?
quantities? order to be balanced and achieve based on probability and
D: What has the success? statistics? D: Do we have an ethical
largest impact on responsibility to share finite
change in the resources? Should the
environment? division of finite resources
always be equal?
MYP i. Consistently use .i. identify the i. Consistently use i. Select appropriate
Objective appropriate relevant appropriate mathematical mathematics when solving
Strands mathematical elements of the authentic real-life language challenging problems in both
language situation ii. Use appropriate forms of familiar and unfamiliar
ii. Use ii. select mathematical situations
appropriate forms appropriate representation to ii. Apply the selected
of mathematical mathematical strategies consistently present mathematics successfully
representation to to model the information correctly when solving these problems
consistently authentic real- iii. Move effectively iii. Generally solve these
present life between different forms of problems correctly
information situation mathematical
correctly iii. apply the selected mathematical representation
iii. Move strategies to iv. Communicate through
effectively reach a correct solution lines of reasoning that are
between different iv. explain complete and coherent
forms of the degree of accuracy of the solution v. present work that is
mathematical v. explain consistently organized using
representation whether the solution makes sense in a logical structure
the context of the authentic
 iv. Communicate real-life situation.
through lines of
reasoning that are
complete and
coherent
v. present work
that is
consistently
organized using a
logical structure
Approaches In order for In order for students to select In order for students to In order for students to
to Learning students to appropriate mathematical strategies to present work that is select appropriate
*In order for communicate model the authentic real-life situation, consistently organized using mathematics when solving
a student to through lines of students must understand and use a logical structure, students challenging problems in both
reasoning that are mathematical notation. must organize and depict familiar and unfamiliar
(objective
complete and information logically. situations, students must
strand), coherent, apply existing knowledge to
students students must generate new ideas,
must (skill draw reasonable products or processes.
indicator conclusions and
(bullet generalizations. Category: Thinking
point)). Cluster: Creative thinking
Category: skills
Skill category: Thinking
Cluster: Critical
Skill cluster: Thinking Skills
Summative Global/Temperat Create an equation or inequality to set a Connect data sets to https://www.businessinsider
Assessment ure Changes & personal goal. (ALEKS, Pacer, Battle of decisions that impact .com/amazon-fixes-
Reasoning (temp, the Books, Saving money, get other communities. packaging-to-be-more-
precipitation, ideas from kids!) Need to find a data set to efficient-2017-12
etc.) be more specific. :)
*create package with no
limitations individually, then
group then and provide
some limitations
 YEAR 5 (GRADE 8)

Unit1 Unit 2 Unit 3 Unit 4

Unit Titles Don’t Be Irrational- Expressions, Equations & Functions Geometry- It's Hip 2 B Square Statistics & Probability
Numbers Are Awesome
SRG Compare very large or Solve linear equations with rational number Use informal arguments to establish facts A. Use the equation of a linear
Standards small quantities using coefficients where there is one solution, infinitely many about the angle sum and exterior angles of model to solve problems in the
numbers expressed in the solutions, or no solutions. (8.EE.C.7) (procedural) triangles (8.G.A.5) (conceptual context of bivariate
form of scientific notation Make sense of problems—describe the relationship understanding) measurement data, interpreting
and to express how many between the structure of the equation and the number Use informal arguments to establish facts the slope and intercept
times as much one is than of solutions (MP1) about angles created when parallel lines are (8.SP.A.3) (application)
the other. (8.EE.A.3) Retrieval – Executing cut by a transversal (8.G.A.5) ( conceptual B. Interpret patterns of
(conceptual) Graph proportional relationships, interpreting the understanding ) association by displaying
Perform operations with unit rate as the slope of the graph. Compare two Use informal arguments to establish facts frequencies and relative
numbers expressed in different proportional relationships represented in about the angle-angle criterion for similarity frequencies in a two-way table,
scientific notation, different ways. (8.EE.B.5) (conceptual understanding) of triangles (8.G.A.5) (conceptual describe associations between
including problems where Explain why the slope is the same between any two understanding) variables (8.SP.A.4) (application)
both decimal and scientific distinct points on a non-vertical line in the coordinate Construct viable arguments – justify their C. Interpret scatter plots for
notation are used plane using similar triangles (8.EE.B.6) (conceptual
conclusions, communicate them to others, bivariate measurement data to
(8.EE.A.4) (procedural) understanding)
and respond to the arguments of others investigate patterns of
Apply properties of Derive the equation y = mx for line through the origin
around angle relationships (MP3 association between two
integer exponents to (8.EE.B.6) (conceptual understanding)
Use informal arguments to establish facts quantities (8.SP.A.1)
generate equivalent Derive the equation y = mx + b for a line intersecting
about the angle sum and exterior angles of (application)
numerical expressions the vertical axis at b (8.EE.B.6) (conceptual
(8.EE.A.1) (procedural) understanding) triangles (8.G.A.5) (conceptual D. Look for and express
Reason abstractly and Graph a line given the equation (procedural) understanding regularity in repeated reasoning
quantitatively – use Make sense of problems – explain connections Use informal arguments to establish facts – understand the broader
reasoning to express how between equations, verbal descriptions, tables, and about angles created when parallel lines are application of patterns in
many times larger (or graphs, and search for regularity or trends. (MP1) cut by a transversal (8.G.A.5) ( conceptual bivariate data and see the
smaller) one number is Analysis understanding structure in similar situations.
than another and analyze Estimate the solutions of systems of linear equations Use informal arguments to establish facts (MP8)
the thinking of others. by graphing (8.EE.C.8) (procedural) about the angle-angle criterion for similarity
(MP2) Solve real-world and mathematical problems leading to of triangles (8.G.A.5) (conceptual
Use square root symbols to two linear equations in two variables (8.EE.C.8) understanding
represent solutions to (application) Construct viable arguments – justify their
equations of the form x2 = Solve systems of two linear equations in two variables conclusions, communicate them to others,
p (8.EE.A.2) (procedural) algebraically (substitution) (8.EE.C.8) (procedural) and respond to the arguments of others
Use cube root symbols to Make sense of problems—describe the relationship around angle relationships (MP3)
represent solutions to between the structure of the equation and the number Describe the effect of dilations, translations,
of solutions (MP1) rotations, and reflections on two-
 equation of the form x3 = Compare properties of two functions represented in dimensional figures using coordinates
p (8.EE.A.2) (procedural) different ways (algebraically, numerically in tables, (8.G.A.3) (procedural
Use rational graphically, or by verbal description) (8.F.A.2) Describe a sequence of transformations that
approximations to (conceptual understanding) exhibits the congruence or similarity
compare the size of Determine the rate of change and initial value of a between two figures (8.G.A.4) (procedural)
irrational numbers and function from a description of a relationship or from Attend to precision – use descriptive
estimate the value of two (x, y) values reading these from a table or from a sequencing to describe a transformation or a
expressions (8.NS.A.2) graph. (8.F.B.4) (procedural) series of transformations from a pre-image
(conceptual) Describe qualitatively the functional relationship to an image (MP6)
Look for and express between two quantities by analyzing a graph (for Use the volumes of cones, spheres, and
regularity in repeated example, where the function is increasing or cylinders to solve real-world and
reasoning – Explain how decreasing, linear or nonlinear) (8.F.B.5) (conceptual mathematical problems (8.G.C.9)
to get more precise rational understanding) (application)
approximations of Make sense of problems – explain connections Model with mathematics – interpret
irrational numbers. (MP8) between equations, verbal descriptions, tables, and
mathematical results in the context of the
Retrieval – Executing graphs, and search for regularity or trends. (MP1)
situation and reflect on whether the results
Analyze
make sense. (MP4)

Key Concept Identity Logic Logic Relationships

(1)
Related Equivalence Model Justification Generalization
Concepts (2) Representation Pattern Measurement Model
Global Identities and Globalization and Sustainability: Students will Globalization and Sustainability: the Identities and Relationships:
Context & Relationships: students explore the interconnectedness of human-made impact of decision-making on humankind human relationships including
Exploration will explore identity systems and communities and the environment families, friends, communities
and cultures
Learner Reflective Thinker Communicator Inquirer
Profiles
Statement How we represent Logical decisions are made using models and Humans justify decision that impact Mathematical relationships
of Inquiry identity impacts identifying patterns when analyzing human-made sustainability using logic can model correlations that
perception of value. systems. may produce generalizations
about society.
Inquiry F: What is a perfect F: What is a variable? F: What is sustainability? F: What does a
Questions square? C: How does identifying patterns lead us to a C: How can we use logic to justify resource positive/negative correlation
C: Why do we express solution? and space use? mean?
numbers in different D: What is the “best” method for making decisions? D: What is the ideal size home/living C: How do we make
forms? space? generalizations about society?
D: Is identity fixed? D: Does data and/or evidence
make claims more valid?

MYP A: Knowing and A: Knowing and Understanding Objective A: Knowing and Understanding B: Investigating Patterns
Objective Understanding i. Select appropriate mathematics when solving i. Select appropriate mathematics when ii- describe patterns as
Strands problems solving problems relationship and/or general
rules consistent with findings
 i. select appropriate ii. Apply the selected mathematics successfully ii. Apply the selected matehmatics C: Communicating
mathematics when when solving problems successfully when solving problems i.- use appropriate
solving problems iii. Solve problems correctly in both familiar and iii. Solve problems correctly in both mathematical language
ii. apply the selected unfamiliar situations in a variety of contexts familiar and unfamiliar situations in a (notation, symbols and
mathematics successfully C: Communicating variety of contexts terminology) in both oral and
when solving problems i. Use appropriate mathematical language (notation, Objective B: Investigating Patterns written explanations
iii. solve problems symbols and terminology) in both oral and written ii. Use appropriate forms of
iii. verify and justify relationships and/or
correctly in both familiar explanations mathematical representation
general rules
and unfamiliar situations iii. Move between different forms of mathematical to present information
in a variety of contexts representation Objective D: iii. Move between different
C: Communicating iv. Communicate complete and coherent i. Identify relevant elements of authentic forms of mathematical
ii. use appropriate forms mathematical lines of reasoning real-life situations representation
of mathematical v. organize information using a logical structure ii. Select appropriate mathematical iv. Communicate complete and
representation to present D: Applying mathematics in real-life contexts strategies when solving authentic real-life coherent mathematical lines of
information ii. select appropriate mathematical strategies when situations reasoning
iii. move between solving authentic real-life situations iii. Apply the selected mathematical v. organize information using a
different forms of strategies successfully to reach a solution logical structure
mathematical iv. Explain the degree of accuracy of a
representation solution
D: Applying mathematics v. explain whether a solution makes sense
in real-life contexts
in the context of the authentic real-life
i. identify relevant
situation
elements authentic real-
life situations
iv. explain the degree of
accuracy of a solution
Approaches Make unexpected or Organize and depict information logically Gather and organize relevant information Draw reasonable conclusions
to Learning unusual connections Category: Communication to formulate an argument and generalizations.
(category & between objects and/or Cluster: Communication
cluster) ideas Category: Thinking Category: Thinking
Cluster: critical thinking Cluster: Critical Thinking Skills
Category: Thinking
Cluster: Creative thinking
skills
Summative Looking at real world Hot Chocolate (Lemonade) Stand Students will design a “home” given Students will research
Assessment value of different specific criteria and will make statistics that focus on
numbers justifications themselves and relate that to
how they fit into a big picture
(society, group they identify
with, social issues, belief
systems). Students will make
generalizations based on data
and present.