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Fi gure B. 1
The UbD Template, Version 2.0
Stage 1Desired Results
Established Goals
What content standards and
program- or mission-related
goal(s) will this unit address?
What habits of mind and cross-
disciplinary goal(s)for example,
21st century skills, core compe-
tencieswill this unit address?
Transfer
Students will be able to independently use their learning to . . .
What kinds of long-term independent accomplishments are desired?
Meaning
UNDERSTANDINGS
Students will understand that . . .
What specically do you want students to understand?
What inferences should they make?
ESSENTIAL QUESTIONS
Students will keep considering . . .
What thought-provoking questions will foster inquiry, meaning-
making, and transfer?
Acquisition
Students will know . . .
What facts and basic concepts should students know and be
able to recall?
Students will be skilled at . . .
What discrete skills and processes should students be able to
use?
2011 by Grant Wiggins and Jay McTighe
Recognize and solve situations dealing with right triangles and to apply the Pythagorean theorem in the problem.
Understand why the Pythagorean theorem is applied to right triangles.
Student to be able to prove the Pythagorean theorem and apply the theorem in real-world situations.
8.G.6 Explain a proof of the
Pythagorean Theorem and its
converse.

8.G.7 Apply the Pythagorean
Theorem to determine unknown
side lengths in right triangles in
real-world and mathematical
problems in two and three
dimensions

8.G.8 Apply the Pythagorean
Theorem to find the distance
between two points in a
coordinate system.
Right triangles have a special relationship with its side
lengths that can be represented by the Pyth. Theorem.
Why does the Pythagorean Theorem apply to right
triangles?
The Pythagorean theorem and its converse is used for all
right triangles in finding its missing lengths.
When is the Pythagorean Theorem applied in a real-world
scenario?
The Pythagorean Theorem and when to apply it.
The parts of a right triangle. Evaluating squares and
square roots.
Using the Pythagorean Theorem to solve the missing
length of a right triangle in 2D and 3D scenarios.
Evaluating mathematical equations using variables,
evaluating squares/square roots, and identifying triangles.
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Stage 2Evidence
Code
Evaluative
Criteria
Are all desired
results being
appropriately
assessed?
What criteria
will be used in
each assess-
ment to evalu-
ate attainment
of the desired
results?
Regardless
of the format
of the assess-
ment, what
qualities
are most
important?
PERFORMANCE TASK(S):
Students will show that they really understand by evidence of . . .
How will students demonstrate their understanding (meaning-making and transfer) through complex performance?
OTHER EVIDENCE:
Students will show they have achieved Stage 1 goals by . . .
What other evidence will you collect to determine whether Stage 1 goals were achieved?
Fi gure B. 1
The UbD Template, Version 2.0 (continued)
By recognizing and solving real-world situations dealing with right triangles and applying the Pythagorean Theorem.
Clear
Explanation
Good Detail
Correct
computation
Task1: Given the task to purchase a large screen tv, students will determine which sizes of tvs will fit to various car
sizes.
Task2: Given a house blueprint, students will calculate the measurements of the house (foundation, walls, roof, doors,
windows) and determine if it is safe to build the house.
Task3: Given various shipping boxes, students will determine which certain items will be able to fit across the diagonal in
order to ship the item in the mail.
Journal Entries
Assessments on the Pythagorean Theorem.
Identifying the
right triangle.

Applying and
evaluating the
Pythagorean
theorem
Performance Tasks Rubrics
Teacher Observation
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Stage 3Learning Plan
Code What pre-assessments will you use to check students prior knowledge,
Pre-Assessment
skill levels, and potential misconceptions?
Whats the goal
for (or type of)
each learning
event?
Learning Events
Student success at transfer, meaning, and acquisition depends upon . . .
Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?
Does the learning plan reect principles of learning and best practices?
Is there tight alignment with Stages 1 and 2?
Is the plan likely to be engaging and effective for all students?
Progress
Monitoring
How will you monitor students progress
toward acquisition, meaning, and transfer,
during lesson events?
What are potential rough spots and
student misunderstandings?
How will students get the feedback they
need?
Fi gure B. 1
The UbD Template, Version 2.0 (continued)
Draw and identify various types of triangles.
Orally answer questions on simplifying squares & square roots.
Written and multiple choice questions on evaluating equations.
Acquisition (A)

Meaning (M)

Transfer (T)
1. Teacher introduces a variety right triangles and identifying its parts. (A)
2. Teacher introduces the question "How do you find a missing length of a right triangle?" (M)
3. Students learn the Pythagorean Theorem. (A)
4. Scaffolded Pyth. problems are introduced and students have guided practice (A)
5. Students evaluate and explain Pyth. problems with independent practice. (A, M)
6. Teacher introduces Pyth. theorem Proof and Real world problems. (M, T)
7. Students independently apply & solve real world Pyth. theorem problems with the Perf.
tasks (T)
Formal Assessments
Informal feedback from teacher.
Misidentifying the parts of a right
triangle. Solving for the wrong variable
in the Pythagorean Theorem.
Miscalculations on evaluating the
equation.
Formal Assessments
Informal feedback from teacher.