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# ED 3601 Curriculum and

## Instruction for Majors:

Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

Established Goals:
GLO:
Mathematics 10-3: Develop spatial sense.
Understandings:
Students will understand that

Essential Questions:

## 1. Similar figures plays an

important role in many
occupations and everyday life.
2. Two different polygons can be
similar under specific
circumstances.
3. They can identify general
criteria which can be tested for
similarities.
4. They can determine if two
polygons are similar given
limited, or complete,
information about the polygon.
5. Drawing similar polygons is
possible through multiple
different techniques.
6. Triangles, which are the
simplest polygons, follow the
same and more rules as more
complex polygons when
determining similarity.

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

## What makes two figures similar?

What strategies can I use to determine
if two polygons are similar?
Why should I study similar figures?

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

## Students will be able to

Note: SLO 3 is the primary outcome
with SLO 6 as a supporting SLO which
comes from the previous unit.
3. Demonstrate an understanding of
similarity of convex polygons,
including regular and irregular
polygons.
[C, CN, PS, V]
[ICT: C64.1]

## Communication [C] use

communication in order to learn and
express their understanding
Connections [CN] make
connections among mathematical
ideas, other concepts in mathematics,
everyday experience and other
disciplines.
Problem Solving [PS] develop
and apply new mathematical
knowledge through problem solving
Visualization [V] develop
visualization skills to assist in
processing information, making
connections and solving problems.

## 6. Demonstrate an understanding of angles,

including acute, right, obtuse, straight and
reflex, by:
drawing
replicating and constructing
bisecting
solving problems.
[C, ME, PS, T, V]
[ICT: C64.1]
-Students will work individually and together
on work which will result in them
communicating, either on paper or verbally,
their finding.
-In this unit, we are going to make many
connections to what is all around them. They
are also going to make many strong
connections to the previous unit and units in
the future.
-Problem solving is going to be a big part of
this unit. We are going to do lots of inquiry
activities and problems which require the
students to think critically in order to solve.
-Although we are not going to be using
manipulative, we are going to use tools and
real materials and objects in order to
visualize our learning. This will be time
consuming yet worth the time to have
students make stronger connections which
will last over time.

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Subject Area
Topic
Length of Unit
(days)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Mathematics
10-3
Similar Figures
10

Resources Needed:
Teacher
Alberta Education Program of Studies
Alberta Education Achievement Indicators
Learn Everywhere 10 : Geometry
Math Works 10 Teachers Resource
Learn Alberta
Apprenticeship and Workshop Mathematics 10 https://yukon-education-math-grade10.wikispaces.com/file/view/AWM+10+Unit+6.pdf
Student
Math Works 10
Assessment
Learnin
g
Outcom
es

Title
Type

(Formati
ve/Summ
ative)

Weig
ht
3. Demonstrate an
understanding of
similarity of convex
polygons, including
regular and irregular
polygons.
[C, CN, PS, V]
6. Demonstrate an
understanding of
angles, including
acute, right, obtuse,
straight and reflex,
by:
drawing
replicating and
constructing
bisecting
solving problems.
[C, ME, PS, T, V]
[ICT: C64.1]

Fray
er
Mod
el

Observatio
n
Conversati
on

Quiz
Quiz
e

Exit
Ticket
or Slip

Checkl
ist

Qui
z

Workshee
t/
Assignme
nts

Project
SelfAssessme
nt

Unit
Test

F/
S

F/S

10

20

30

40

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Subject Area
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

Assessment
Tool Title

Frayer Model

Outcomes

SLO 3

Observation
SLO 3
Conversation

## Quiz Quiz Trade

SLO 3, 6

Brief Description
A Frayer model is a simple chart with four
quadrants which requires students to fill
labeled as definition, example, nonexample, and illustrate or
characteristics. This model will be used
twice to formatively assess foundational
concepts of the unit. Shortcomings in
these models need to be addressed
immediately if and when they occur. This
will be done in the first five lessons to
assess their knowledge of similar regular
and similar irregular polygons.
This assessment is very self-explanatory.
Throughout the unit I will continuously
wander and monitor the class instead of
staying at my desk. In this process, I will
also ask thoughtful questions to all
students. This will inform me of students
learning on an individual scale while they
are learning, before they learn a new
concept (pre-assessment), and after they
have learnt.
This Kegan Structure puts students in
control of formulating small quizzes for
their peers. It allows students to become
the master of the subject by testing their
skills to create questions accurately
which will then test their peers
knowledge. After a students has
created a quiz they find a friend and quiz
them on their knowledge. This strategy
will be used several times in the unit in
order to solidify key concepts. It will also
be a great time and tool to assess
students as they are learning. I am going
to use this at the beginning of the unit to
show their knowledge of similar
rectangles.

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

Fo
r

AS

OF

## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Exit Ticket or
Slip

SLO 3

Checklist

SLO 3

Quiz

SLO 3

Assignment /
Worksheet

SLO 3, 6

Subject Area
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

## Exit slips and exit tickets are forms of

assessing students as they finish or begin
a class (entrance slips). The exit slip
typically contains a single question which
students answer before leaving the class
and can be assessed after class for
learning. The exit ticket is a little more
immediate. The ticket contains a
question which students need to respond
to correctly in order to be done work for
the class. This formative strategy will
happen a couple of times a week in order
to keep me involved in their learning. An
example of this would be asking students
to identify the similar figures on in the
PowerPoint presentation.
While students are working on specific
tasks (like quiz quiz trade and their
projects) I will have simple checklists
which address students understanding,
engagement, and learning. This is meant
to inform my future practice, lesson
planning, and student formative
assessment. Some examples of
categories are are on topic and
engaged and making connections
between complex polygons and
triangles.
There will be one mid-unit quiz which will
take about a half hour to complete. The
quiz will involve T/F, MC, and short
answer responses in order or to assess
the students before we close out the unit.
Assignment will predominantly be done in
class time and be used to both assess
and test knowledge. This will be done by
giving students multiple different types of
questions about the topic. Similar to
assignment, worksheet are guided by the
teacher in order to have a unifying theme
and learning of mathematical concepts.
This contains, definitions, examples, and
uncompleted problems. This assessment
category will be done as, of, and for

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

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## ED 3601 Curriculum and

Instruction for Majors:
Mathematics
Unit Plan Template

Project / SelfAssessment

SLO 3, 6

Test

SLO 3

Subject Area
Topic
Length of Unit
(days)

Mathematics
10-3
Similar Figures
10

## learning. For learning because they will

inform me what gaps they still possess as
well inform successive lessons. As
learning because the worksheets will
provide me the opportunities to assess
them as they learn. Finally, of learning
because these will be graded and tallied
towards their final unit grade.
The project is intended to help students
learn key concepts in an interesting way
where they can show various skills both
mathematical and other skills. After the
project is completed, the students will do
a self-assessment on the work they
completed for the unit. The assessment
will mainly grade based on mathematical
concepts learnt and presented. However,
there will be a small self-assessment
portion which will be taken for a grade
and subjectively given by the student. I
will take their self-assigned grade and put
it towards their project grade.
The unit exam will assess all of the
required concepts and SLO #3 in order to
keep students accountable of their
learning. This format will be done on
paper and through two modes (MC, Short
response). Their grade will be calculated
based on their responses and will account
for the greatest single summative percent
in this unit.

## Spring 2016: Marynowski

Adapted from Wiggins and McTighe (2005)

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