UNIT PLAN: MATHEMATICS Grade 12th

COURSE: MAT 131 1468: PRE CALCULUS

Leonardo Torres Pagn, PhD
UNIT

Term

Transversal
Theme

Environmental Awareness.
technology

Academic
Strategy

Project based Learning

Technology integration

Curricular
integration
Complement
ary
Strategy

From

2015

Length

_______
days

Language Arts, Social studies. Natural Sciences. Technology

Contextual Mathematics

Stage 1-Desired Results

Summary
Transfer

Standards

Students will be able to use their learning to

21st Century skills

Learning and Innovation Skills:
Critical Thinking and Problem
Solving
Use Systems Thinking

Analyze how parts of a

whole interact with each other
to produce overall outcomes in
complex systems
Solve Problems

Solve different kinds of nonfamiliar problems in both

conventional and innovative
ways

Identify and ask significant

questions that clarify various
points of view and lead to better
solutions

UNDERSTANDINGS
U1
U2
U3
U4

Meaning
ESSENTIAL QUESTIONS
Students will keep considering
Q1
Q2
Q3

Acquisition
Students will know
K1
K2
K3

Students will be skilled at

S1
S2
S3
S4

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UNIT PLAN: MATHEMATICS Grade 12th

COURSE: MAT 131 1468: PRE CALCULUS
Leonardo Torres Pagn, PhD

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UNIT PLAN: MATHEMATICS Grade 12th

COURSE: MAT 131 1468: PRE CALCULUS
Leonardo Torres Pagn, PhD

Stage 2-Evidence
Code

TRANSFE
R

MEANING
U1, U2
ACQUISITIO
N
K1, K2,
S1, S2,
MEANING
U1, U2, U3,
U4

Evaluative
Criteria
A rubric will be
constructed: It is
expected that student
reach the proficient
level according to the
rubric (Rubric will be
calibrated: Emerging,
Developing, Proficient,
Exemplary)
The criteria for
evaluating students
artifacts (research,
academic, prompts, tests
and quizzes) will be the
following. (NWREL, 2000;
NCTM, 2000)

Students artifacts will be properly assessed on an individual basis by both observation and artifacts like a
capstone activity or performance task ,test (at the end of the unit), reflective artifacts and academics
prompts

PERFOMANCE TASK1:

OTHER EVIDENCE:
1. Tests (multiple-choice) and quizzes with extended response items.
2. Academic prompts
3. Student summary: Student writes a summary of the important mathematical concepts and methods
developed in this unit (Core Plus Math Program, 2009)

Student self-assessment and reflection

1. Reflective assessments: Journals and self-evaluation activities, and peer response groups.

2.

Q1. Why are relations and functions represented in multiple ways?

Q2. How are the properties of functions and functional operations useful?

Q3. How can change be described mathematically?

News story that involve consideration of change in some variable over time (DEPR, Mapas
curriculares, 2012).

1 (G) Goal (R) Role (A) Audience (S) Situation (P) Product /Performance (S) Standard

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UNIT PLAN: MATHEMATICS Grade 12th

COURSE: MAT 131 1468: PRE CALCULUS
Leonardo Torres Pagn, PhD

Stage 2-Evidence

What do you think people generally mean when they use each of the terms presented in this unit?
How do the common usages relate to the technical mathematical usage?
How much have you learn in this unit that you did not know before?

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UNIT PLAN: MATHEMATICS Grade 12th

COURSE: MAT 131 1468: PRE CALCULUS
Leonardo Torres Pagn, PhD

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

MONDAY

Research-based Instructional Strategies

Differentiation Strategies

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