PROJECT DESIGN: OVERVIEW
Name of Project: Math Cookbook
Subject/Course: 8th
grade math
Other subject areas to be included, if any:
Key Knowledge
and Understanding
(CCSS, NGSS or
other standards)
Success Skills (to be
taught and assessed)
Project Summary
(include student role,
issue, problem or
challenge, action
taken, and
purpose/beneficiary)
Project Driving
Question
GTCH 3103 Project-Based Learning
Duration: 6 days
Teacher(s): Mia Parker Grade Level: 8th
7.RP.A.2: Analyze
proportional relationships and use them to solve real-world
and mathematical problems.
8.EE.B:Understand the connections between proportional relationships, lines,
and linear equations.
MP.2: Reason abstractly and quantitatively.
8.EE.B.5: Graph proportional relationships, interpreting the unit rate as the
slope of the graph. Compare two different proportional relationships
represented in different ways.
8.F.A.2 :Compareproperties of two functions each represented in a different
way (algebraically, graphically, numerically in tables, or by verbal
descriptions).
MP.3 : Construct viable arguments and critique the reasoning of others.
MP.6:Attend to precision
● SWBAT make connections between the different representations of proportional
relationships: number lines, graphs, tables, and equations
● SWBAT Graph a proportional relationship from an equation.
● SWBAT Compare two different proportional relationships given different
representations of them.
Students will recognize that different groups of people require different amounts of food
to feed them. Students will work together to use a recipe they are given to create a
cookbook that can be used for different sized groups. Students will use their chosen
recipe to create tables, graphs, and equations for their recipes. Students will work
together to combine these elements to format a recipe page. All of the student recipes
will then be combined to create a class cookbook.
Can we create a cookbook that can be used no matter the number of people being
cooked for?
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 Entry Event
(PBL launch)
Final Product(s)
Community
Engagement
Making Product(s)
Public
(include how the
products will be made
public and who
students will engage
with during/at end of
project)
Resources Needed
Reflection Methods
(how individual, team,
and/or whole class
will reflect during/at
end of project)
Notes:
Project: Math Cookbook
Driving Question: Can we create a cookbook that can be used no matter the number of people being cooked
for?
GTCH 3103 Project-Based Learning
Showing students different recipes and asking them to see what they notice about those
recipes. Ask students if they would be able to use that recipe to feed the people living in
their homes or different groups they are a part of.
Individual: Specific content and competencies to be assessed:
Math Recipe Page Using a proportional relationship to create an equation
Using a proportional relationship to create a table
Using a proportional relationship to a graph
Attention to detail
Team: Specific content and competencies to be assessed:
Math Recipe Page Using a proportional relationship to create an equation
Using a proportional relationship to create a table
Using a proportional relationship to a graph
Attention to detail
Sharing recipes with student families
Students will have all of their cookbook pages printed and will bind them together and
create their own individual cover. Students will be given two copies of their cookbooks:
one to keep for themselves and one they are encouraged to gift to someone special in
their lives.
By gifting the cookbooks students feel a sense of community and pride in their work
knowing anybody could use their recipes.
On-site people, classroom: teacher, students
Equipment/Technology: Access to software like powerpoint, canva, or any design software
Materials: Paper, markers, pens, printer
Community Resources:
At the end of the project students will take a final assessment to confirm they have
developed the adequate mathematical skills. Students will also fill out a group
assessment form to describe the work they and their group members did throughout
the project.
PROJECT DESIGN: STUDENT LEARNING GUIDE
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 Final Learning Outcomes/Targets Checkpoints/Formative Instructional Strategies for All
Product(s) knowledge, understanding & Assessments Learners
Presentations, success skills needed to check for learning and ensure provided by teacher, other staff,
Performances, by students to successfully students are on track experts; includes scaffolds, materials,
Products and/or complete products lessons aligned to learning outcomes
Services and formative assessments

(individual and Students learn how to create
team) equations, tables, and graphs,
using the real world example of
recipes. Students will learn both
mathematical skills and other
skills such as precision and
design when constructing their
cookbooks. Both the
construction of the cookbooks
through formatting and the
knowledge that their work will
be shared with their own families
and other student families leads
students to work with precision.
There will be both a mid unit
check in and final unit check in for
the teacher to assess math
knowledge and clear up any
confusion. Teacher will check in at
the end of days 2-5 to make sure
all students are on track to
complete their pages
Students who may need calculators will
be allowed to use them. Students will
be paired in mixed ability groups to
help support the learning process.
Students who need additional time on
mid unit and final unit check ins will be
granted that. All provided materials
will be printed in a dyslexia friendly
font.

(individual and
team)

PBL Day 1

Project Driving Question Can we create a cookbook that can be used no matter the number of people
being cooked for?

Daily Goal towards Project Students will begin thinking about the recipes they will be using
Students will begin using a table to show a proportional relationship so they can then
create a table for their recipes

Learning Objective(s) SWBAT recognize proportional relationships using a table

During Class Assist 3 have students come back the next day with a dessert they like
either from an adult or a website
Launch: Bring in a bunch of recipes and ask students what a recipe needs to work
(ingredients, serving size, directions, pictures)
Propose a scenario about wanting to cook a meal for more people than the suggested
serving size.
What can we do with the recipe to accommodate a larger group of people?
Does increasing the number of ingredients we use affect the recipe if we
increase ALL of the ingredients?

GTCH 3103 Project-Based Learning 3 of 15

 Introduce tables: Give students a recipe with a specific serving size and ask them to fill
in different parts of the table based on the number of people we have attending the
function.

Number of Eggs Cups of Flour Tablespoons

people sugar of Salt

1 2 1 2 __

5 _ 5 10 5

10 20 10 _ 10

20 40 _ __ 20

Use tables as “I do, we do, you do”

I/we do on day 1

1:45-2:00 Let students look through cookbooks and make a list of the things they notice in all of
the cookbooks (ingredients, pictures, directions, serving size)
● What things are necessary to make a cookbook?
● If we want to make a cookbook, what elements do we HAVE to include?

2:00-2:15 Discuss these ideas and discuss how we could use this recipe to serve different groups
of people
● Discuss how many people in the class probably live in houses with different
number of people/ are in groups with different numbers of people
● What are different ways we could represent recipes that could serve more
than one size group of people?
● Is there a way to list ingredients for more than a few different serving sizes?

2:15-2:35 Introduce the idea of tables for ingredients and work through one together
● Use one recipe that has serving size and ingredients to create a table and then
use a few different group sizes
● Have students say how many of each ingredient we would need and help fill in
the table.

Homework: If students didn’t come in with a recipe, remind them to find one either from an adult,
the internet, or a dessert they like to cook

PBL Day 2

Project Driving Question Can we create a cookbook that can be used no matter the number of people
being cooked for?

Daily Goal towards Project Students will create the tables they need for their recipe

GTCH 3103 Project-Based Learning 4 of 15

 Learning Objective(s) SWBAT recognize proportional relationships using a table
SWBAT derive a proportional constant from a table

Tables cont + intro to equations

Cont We Do: with tables for warm up while circling and helping:
Have students come to the board to fill in the correct numbers on the table on the
board
Let students use their recipe in their group to create their table for all ingredients
Discuss the following questions:
● If we double the number of people in our group, how would we adjust our
ingredients
● What about if we halve our group?
● How do we find how many more of each ingredient do we need to add PER
person we add to our group?
○ Lead students towards finding ingredient per person (intro to slope)

1:45-1:55 Leave a recipe with a table of ingredients for students to fill in in their groups as a
warmup
● Ask students how they are finding the quantity of ingredients they need per
ingredient for a recipe
● Towards the end have students go to the board to fill in the table while
everyone is still working

1:55-2:05 Review the table on the board and ask students if there are any questions on the
methods we used to find our ingredient lists
● Lead students to looking for a “per person” quantity of ingredients while
circling

2:05-2:30 Let students work in groups to create the table they need for their own recipe. Ask
following question as circling:
● If we double the number of people in our group, how would we adjust our
ingredients
● What about if we halve our group?
● How do we find how many more of each ingredient do we need to add PER
person we add to our group?

2:30-2:35 Quick wrap up and “formally” introduce idea of per person quantity (intro to slope)

PBL Day 3

GTCH 3103 Project-Based Learning 5 of 15

 Project Driving Question Can we create a cookbook that can be used no matter the number of people
being cooked for?

Daily Goal towards Project Students will write the equations for the ingredients in their recipe

Learning Objective(s) SWBAT make connections between the different representations of proportional
relationships: number lines, graphs, tables, and equations

Introduction to equations
Use the table to officially ask students about per person ingredient quantities
and introduce that in the form of the equation
𝑖𝑛𝑔𝑟𝑒𝑑𝑖𝑒𝑛𝑡 𝑞𝑢𝑎𝑛𝑡𝑖𝑡𝑦 = "𝑝𝑒𝑟 𝑝𝑒𝑟𝑠𝑜𝑛 𝑞𝑢𝑎𝑛𝑡𝑖𝑡𝑦" × 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑒𝑜𝑝𝑙𝑒 𝑖𝑛 𝑎𝑡𝑡𝑒𝑛𝑑𝑎𝑛𝑐𝑒
Work through a few problems finding this per person quantity as a class
Introduce the idea of using the variables x and y to represent ingredient quantity
and number of people in attendance respectively

12:45-1:00
Ask any student to attempt to explain the per person ingredient quantity and
how they found it
● Use a basic recipe to get this idea across (grilled cheese)
● Expecting students to intuitively understand how many pieces of bread
and cheese you need for a grilled cheese, but HOW do we get from a
recipe for four to a recipe for 1

1:00-1:10 Introduce the equation form

𝑖𝑛𝑔𝑟𝑒𝑑𝑖𝑒𝑛𝑡 𝑞𝑢𝑎𝑛𝑡𝑖𝑡𝑦 = "𝑝𝑒𝑟 𝑝𝑒𝑟𝑠𝑜𝑛 𝑞𝑢𝑎𝑛𝑡𝑖𝑡𝑦" × 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑒𝑜𝑝𝑙𝑒 𝑖𝑛 𝑎𝑡𝑡𝑒𝑛𝑑𝑎𝑛𝑐𝑒
and work through finding per person ingredients for a few ingredients together
Also recognize that this is a lot to write for every single ingredient so introduce
the idea of variables x and y for input and output

1:15-1:35 Give students the rest of the time to find the per person ingredient quantity for
their recipes and write them in the equation form
● As I circle, answer any questions and also ask students where they
have seen the variables x and y before
○ Expecting them to recognize the x and y variables from the
graph work they had been doing in previous lessons as a way to
make them start thinking about graphs

PBL Day 4

Project Driving Question Can we create a cookbook that can be used no matter the number of people
being cooked for?

Daily Goal towards Project Students will create the graphs for their recipe pages

GTCH 3103 Project-Based Learning 6 of 15

 Learning Objective(s) ● SWBAT Compare two different proportional relationships given different
representations of them.

Intro to graphs
Have students use their tables to plot points on a graph
Have students use their equations to graph the ingredient amounts
Have students compare those two (they should be the same)
● What do we notice about these two graphs?
● Does plotting points and using an equation give us the same results?
● Do both of our graphs look the exact same, or do our axes make them
look different?
○ Does this mean that the graphs are actually different or are our
perceptions just different?
If time permits, have them compare the table of one ingredient with the graph of
another

1:45-1:55 Students will complete a midweek check in to make sure everyone is on track
regarding tables, equations, constant of proportionality
● Google form will be shared with students

1:55-2:10 Students will use their tables to plot points on graphs.

● Walk around and allow students to make graphs on their own including
labeling their own axes
● Students should have enough time to complete at least two graphs

2:10-2:25 Students should graph their equations for the SAME ingredients they used the
tables for
● Walk around and ask students if the graphs look the exact same
○ Expecting students to use different ranges of data between this
graph and the one using points from the table
● Just because the graphs may look different does that mean they are
different? What if we make the data ranges the same? Do they
represent the same thing?
● Students should have enough time to complete two graphs, if not at
least one graph should be done

2:25-2:35 Students will compare the graph with one ingredient and the table of another
ingredient
● Which ingredient do we need more of per person?
● How can we tell this?
● How can we find the constant of proportionality using each of these?
● What other comparisons can we make between these two ways of
representing ingredients?

PBL Day 5

GTCH 3103 Project-Based Learning 7 of 15

 Project Driving Question
Daily Goal towards Project
Learning Objective(s)
Project Driving Question
Daily Goal towards Project
Learning Objective(s)
1:45-2:05
GTCH 3103 Project-Based Learning
Can we create a cookbook that can be used no matter the number of people
being cooked for?
Students will use their tables, graphs, and equations to create their recipe pages
SWBAT make connections between the different representations of proportional
relationships: number lines, graphs, tables, and equations
SWBAT Graph a proportional relationship from an equation.
SWBAT Compare two different proportional relationships given different
representations of them.
SWBAT use software to format a recipe
Review and Recipe Construction
Students will finish any parts of their recipe they had not yet finished (equations,
table, 1-2 graphs)
I will use the results from the midunit check in to explain parts of the unit
students are confused on
Students will work in their groups to create their recipes either on paper, a
powerpoint slide, a google doc
● Students will have this time to complete their recipe to be used in the
cookbook
● While students are working, they will have time to come ask me
questions about the construction of the recipe or any concepts
● While students are working, I will be calling students up to discuss any
questions they noted on their check in form or calling up groups of
students to work on concepts they may not have understood
● When students are finished with their recipes, they will either hand them
in or email them to me so I can make copies for cookbook construction
the next day
PBL Day 6
Can we create a cookbook that can be used no matter the number of people
being cooked for?
Students will construct their cookbooks and design a cover
SWBAT design a legible cover for a cookbook
Students will complete the final unit check in
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 ● Teacher will circle the room only answering clarifying questions about
wording.
● Students will work to complete the check in individually without the help
of peers

2:05-2:45 Students will bind their books and design a cover

● Upon completing the final unit check in, students will have the
opportunity to design a cover for their cookbooks with markers or pens.
Students will do this individually
● Students will use a book binder to bind all of the recipes from each
group to construct one class cookbook.

GTCH 3103 Project-Based Learning 9 of 15

NSTA Assessment Rubric:
The PBL Unit Project is assessed using the following rubric.
UNIT ASSESSMENT
Candidate aligns the
unit’s summative
assessment with the unit
goals and lessons. The
assessment measures
the full breadth and
depth of the unit.
(NSTA 2d)
UNIT SCIENTIFIC
CONTENT
The candidate’s
scientific content
(knowledge and
practices) of the unit is
very clear and
appropriate,
student-centered, and
culturally-relevant.
Science and
engineering practices,
disciplinary core ideas,
and crosscutting
concepts are embedded
throughout the unit.
(NSTA 2a)
LESSON PLAN
ALIGNMENT
Candidate aligns all of
the unit’s lessons with
the unit goals, builds on
students’ ideas, and
fosters deep conceptual
understanding of the
unit’s target concepts
and standards.
(NSTA 1c)
LESSON PLAN
DESIGN:
INCLUSIVE
PEDAGOGY &
LEARNING
ACTIVITIES
The candidate designs
lessons within the unit
with appropriate
GTCH 3103 Project-Based Learning
15
NSTA Standards 2020
Standards: Standard 1: Content Knowledge
Key Elements: 1c) Demonstrate knowledge of how to implement science standards, learning
progressions, and sequencing of science content for teaching their licensure level PK-12 students.
Candidate aligns the unit’s Candidate somewhat aligns The candidate’s
summative assessment the unit’s summative summative assessment of
with the unit goals and assessment with the unit the unit does not align
lessons, and assesses the goals and lessons. The full well with the unit goals
breadth and depth of the breadth and depth of the and lessons, and assesses
unit, with full inclusion of unit is not measured in the the materials and
the material and activities. summative assessment and activities
only includes some portion idiosyncratically, or
of the material and covers new ground.
activities.
NSTA Standards 2020
Standards: Standard 2: Content Pedagogy
Key Elements: 2d) Aligning instruction and assessment strategies to support instructional decision
making that identifies and addresses student misunderstandings, prior knowledge, and naïve
conceptions.
The candidate’s scientific The candidate’s scientific The candidate’s scientific
content (knowledge and content (knowledge and content (knowledge and
practices) of the unit is practices) of the unit is practices) of the unit is
very clear and appropriate, mostly clear and not clear or appropriate.
student-centered, and appropriate, at times it is The unit lacks
culturally-relevant. Science student-centered, and has student-centered
and engineering practices, implied cultural-relevance, approaches and has no
disciplinary core ideas, and but is not explicitly clear. cultural-relevance.
crosscutting concepts are Science and engineering Science and engineering
embedded throughout the practices, disciplinary core practices, disciplinary
unit. ideas, and crosscutting core ideas, and
concepts are sprinkled crosscutting concepts are
throughout the unit. missing in the unit.
NSTA Standards 2020
Standards: Standard 2: Content Pedagogy
Key Elements: 2a) Using science standards and a variety of appropriate, student-centered, and
culturally-relevant science disciplinary-based instructional approaches that follow safety procedures
and incorporate science and engineering practices, disciplinary core ideas, and crosscutting concepts.
Candidate aligns all of the Candidate aligns the unit’s Candidate does not align
unit’s lessons with the unit lessons with the unit goals the unit’s lessons with the
goals, builds on students’ with a degree of unit goals, and/or fails to
ideas, and fosters deep inconsistency in building build on students’ ideas,
conceptual understanding on students’ ideas, and and/or fails to foster
of the unit’s target fostering deeper deeper understanding of
concepts and standards. understanding of the unit’s the unit’s target concepts.
target concepts.
NSTA Standards 2020
Standards: Standard 1: Content Knowledge
Key Elements:
1c) Demonstrate knowledge of how to implement science standards, learning progressions, and
sequencing of science content for teaching their licensure level PK-12 students.
The candidate designs The candidate designs The candidate designs
lessons within the unit with lessons within the unit with lessons that rely on a
appropriate learning mostly appropriate learning single instructional
activities and pedagogical activities and pedagogical approach and do not
approaches to create approaches to create create inclusive and
inclusive and equitable inclusive and equitable equitable learning
learning opportunities for learning opportunities for opportunities for students.
all students, as they work most students, as they work
10 of
learning activities and toward the larger learning toward the larger learning
pedagogical approaches goals of the unit. goals of the unit.
to create inclusive and NSTA Standards 2020
equitable learning Standards: Standard 3: Learning Environments
Key Elements:
opportunities for all 3a) Plan a variety of lesson plans based on science standards that employ strategies that demonstrate their
students, as they work knowledge and understanding of how to select appropriate teaching and motivating learning activities that
toward the larger foster an inclusive, equitable, and anti-bias environment.
learning goals of the
unit.
NSTA (3a)
LESSON PLAN Candidate plans lessons for Candidate plans lessons Candidate plans lessons
DESIGN: a variety of environments with a modest variety of with no variety of
LEARNING (laboratory, field, environments (laboratory, environments (laboratory,
EXPERIENCES community, etc.) where all field, community, etc.) field, community, etc.)
Candidate plans lessons students have opportunities where all students have OR few students have
for a variety of to engage in the scientific opportunities to engage in opportunities to engage in
environments learning process the scientific learning the scientific learning
(laboratory, field, (investigate, collaborate, process (investigate, process (investigate,
community, etc.) where communicate, etc.). collaborate, communicate, collaborate, communicate,
all students have etc.). etc.).
opportunities to engage NSTA Standards 2020
in the scientific learning Standards: Standard 3: Learning Environments
Key Elements:
process (investigate, 3b) Plan learning experiences for all students in a variety of environments (e.g., the laboratory, field, and
collaborate, community) within their fields of licensure.
communicate, etc.). 3c) Plan lessons in which all students have a variety of opportunities to investigate, collaborate,
NSTA (3b, 3c) communicate, evaluate, learn from mistakes, and defend their own explanations of: scientific phenomena,
observations, and data.
LESSON PLAN The candidate designs The candidate designs The candidate designs
DESIGN: lessons within the unit that lessons within the unit that lessons that rely on a
DIFFERENTIATION are varied in style to allow are mostly similar in style single instructional
The candidate designs for differentiated learning, and allows for minimal approach. Lessons are not
lessons within the unit where all students are differentiation in learning differentiated.
that are varied in style meaningfully engaged in experiences, where some
to allow for applying science practices students are meaningfully
differentiated learning, and developing conceptual engaged in applying
where all students are knowledge. science practices and
meaningfully engaged developing conceptual
in applying science knowledge.
practices and NSTA Standards 2020
developing conceptual Standards: Standard 2: Content Pedagogy
Key Elements:
knowledge. 2b) Incorporating appropriate differentiation strategies, wherein all students develop conceptual knowledge
NSTA (2b) and an understanding of the nature of science. Lessons should engage students in applying science practices,
clarifying relationships, and identifying natural patterns from empirical experiences.
LESSON PLAN The candidate designs The candidate designs The candidate designs
DESIGN: lessons within the unit that lessons within the unit that lessons that do not
ENGINEERING consistently implement implement engineering incorporate engineering
PRACTICES & engineering practices and practices or practices or
TECHNOLOGY science-specific science-specific science-specific
The candidate designs technologies to support the technologies to support the technologies.
lessons within the unit conceptual understanding conceptual understanding
that consistently of science and engineering. of science and engineering.
implement engineering NSTA Standards 2020
practices and Standards: Standard 2: Content Pedagogy
Key Elements:
science-specific 2c) Using engineering practices in support of science learning wherein all students design, construct, test and
technologies to support optimize possible solutions to a problem.
the conceptual 2e) Integrating science-specific technologies to support all students’ conceptual understanding of science and
understanding of engineering.
science and
engineering.
NSTA (2c, 2e)
LESSON PLAN Candidate includes at least Candidate includes at least Candidate includes
ASSESSMENT one formative or one formative or sporadic assessments in
GTCH 3103 Project-Based Learning 11 of
15
Candidate includes at
least one formative or
summative assessment
of student progress
toward the targeted
learning objectives in
each lesson. All of the
assessments in each
lesson assess all
students fairly and
equitably.
NSTA (2d, 3c)
LESSON PLAN
SAFETY
Candidate demonstrates
awareness of safety
issues (supervision,
overcrowding, access to
lab safety equipment,
etc.) and necessary
safety considerations
(i.e. working with living
organisms) as it relates
to lesson plan
development and
implementation. Safety
statements (both
physical safety and
emotional safety)
specific to the activities
of each lesson are
included, to allow for
all students to safely
and meaningfully
engage in the learning
experiences.
NSTA (4a, 4b, 4c)
GTCH 3103 Project-Based Learning
15
summative assessment of summative assessment of lessons or the assessments
student progress toward the student progress toward the do not gauge student
targeted learning targeted learning objectives progress toward the
objectives in each lesson. in some lessons in the unit. targeted learning
All of the assessments in Some of the assessments objectives. Few or none
each lesson assess all assess all students fairly of the assessments assess
students fairly and and equitably. all students fairly and
equitably. equitably.
NSTA Standards 2020
Standards: Standard 2: Content Pedagogy; Standard 3: Learning Environments
Key Elements:
2d) Aligning instruction and assessment strategies to support instructional decision making that identifies and
addresses student misunderstandings, prior knowledge, and naïve conceptions.
3c) Plan lessons in which all students have a variety of opportunities to investigate, collaborate,
communicate, evaluate, learn from mistakes, and defend their own explanations of: scientific phenomena,
observations, and data.
Candidate demonstrates Candidate demonstrates Candidate doesn’t clearly
awareness of safety issues modest awareness of safety state awareness of safety
(supervision, issues (supervision, issues (supervision,
overcrowding, access to overcrowding, access to lab overcrowding, access to
lab safety equipment, etc.) safety equipment, etc.) or lab safety equipment, etc.)
and necessary safety necessary safety or necessary safety
considerations (i.e. considerations (i.e. working considerations (i.e.
working with living with living organisms) as it working with living
organisms) as it relates to relates to lesson plan organisms) within the
lesson plan development development and lesson plan. Safety
and implementation. Safety implementation. Safety statements (physical
statements (both physical statements (both physical safety or emotional
safety and emotional safety and emotional safety) specific to the
safety) specific to the safety) specific to the activities of each lesson
activities of each lesson are activities of most lessons are not included.
included, to allow for all are included.
students to safely and
meaningfully engage in the
learning experiences.
NSTA Standards 2020
Standards: Standard 4: Safety
Key Elements:
4a) Implement activities appropriate for the abilities of all students that demonstrate safe techniques for the
procurement, preparation, use, storage, dispensing, supervision, and disposal of all
chemicals/materials/equipment used within their fields of licensure.
4b) Demonstrate an ability to: recognize hazardous situations including overcrowding; implement emergency
procedures; maintain safety equipment; provide adequate student instruction and supervision; and follow
policies and procedures that comply with established state and national guidelines, appropriate legal state and
national safety standards (e.g., OSHA, NFPA, EPA), and best professional practices (e.g., NSTA, NSELA).
4c) Demonstrate ethical decision-making with respect to safe and humane treatment of all living organisms in
and out of the classroom, and comply with the legal restrictions and best professional practices on the
collection, care, and use of living organisms as relevant to their fields of licensure.
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NCTM Assessment Rubric:
The PBL Unit Project is assessed using the following rubric.
UNIT STANDARDS
Candidate aligns unit
objectives with both
Common Core State
Standards for Math
(CCSSM) and local
standards. Unit has a
logical sequence and
learning progressions.
(NCTM 1a, 3a, 3c)
Target
Candidate clearly aligns
the unit’s objectives with
Common Core State
Standards for Math
(CCSSM) and/or local
standards. The unit is
logical in structure and
sequencing, with a
well-defined progression
of learning activities.
Acceptable
Candidate has some
alignment of the unit’s
objectives with CCSSM
and/or local standards. The
unit is somewhat logical in
structure and sequencing,
with an imbalance of
learning progressions.
Unacceptable
Candidate does not align
unit objectives with
CCSSM and/or local
standards. The unit is not
logical in structure and
sequencing, with no clear
understanding of learning
progressions.

NCTM Standards 2012

UNIT RATIONALE
Candidate includes a
clearly stated rationale
and objectives in the
unit that are appropriate
for the age group.
NCTM (2d, 2e, 2f, 3b,
3c, 3e, 4a, 4b, 4d)
UNIT ASSESSMENT
Candidate plans for
both summative and
formative assessments,
with at least four
assessments (including
a pre-unit assessment)
that helps elicit
GTCH 3103 Project-Based Learning
15
Standards: Standard 1: Content Knowledge; Standard 3: Content Pedagogy
Key Elements:
1a) Demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, applications
in varied contexts, and connections within and among mathematical domains (Number, Algebra, Geometry,
Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics) as outlined in the NCTM CAEP
Mathematics Content for Secondary.
3a) Apply knowledge of curriculum standards for secondary mathematics and their relationship to student
learning within and across mathematical domains.
3c) Plan lessons and units that incorporate a variety of strategies, differentiated instruction for diverse
populations, and mathematics-specific and instructional technologies in building all students’ conceptual
understanding and procedural proficiency.
Candidate includes a Candidate includes a vague Candidate does not
clearly stated rationale and rationale and states include a rationale nor
objectives in the unit that objectives in the unit that objectives in the unit that
are appropriate for the age are appropriate for the age are appropriate for the age
group. group. group.
NCTM Standards 2012
Standards: Standard 2: Mathematical Practices; Standard 3: Content Pedagogy; Standard 4: Mathematical
Learning Environment
Key Elements:
2d) Organize mathematical thinking and use the language of mathematics to express ideas precisely, both
orally and in writing to multiple audiences.
2e) Demonstrate the interconnectedness of mathematical ideas and how they build on one another and
recognize and apply mathematical connections among mathematical ideas and across various content areas
and real-world contexts.
2f) Model how the development of mathematical understanding within and among mathematical domains
intersects with the mathematical practices of problem solving, reasoning, communicating, connecting, and
representing.
3b) Analyze and consider research in planning for and leading students in rich mathematical learning
experiences.
3c) Plan lessons and units that incorporate a variety of strategies, differentiated instruction for diverse
populations, and mathematics-specific and instructional technologies in building all students’ conceptual
understanding and procedural proficiency.
3e) Implement techniques related to student engagement and communication including selecting high quality
tasks, guiding mathematical discussions, identifying key mathematical ideas, identifying and addressing
student misconceptions, and employing a range of questioning strategies.
4a) Exhibit knowledge of adolescent learning, development, and behavior and demonstrate a positive
disposition toward mathematical processes and learning.
4b) Plan and create developmentally appropriate, sequential, and challenging learning opportunities grounded
in mathematics education research in which students are actively engaged in building new knowledge from
prior knowledge and experiences.
4d) Demonstrate equitable and ethical treatment of and high expectations for all students.
Candidate plans for both Candidate plans for 2-3 Candidate plans for less
summative and formative assessments that help to than 2 assessments.
assessments, with at least elicit students’ ideas, Summative assessment is
four assessments reasoning, experiences, and not well aligned with the
(including a pre-unit prior knowledge. unit goals and lessons.
assessment) that helps Summative assessment is
elicit students’ ideas, mostly aligned with the
unit goals and lessons and
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students’ ideas,
reasoning, experiences,
and prior knowledge.
Summative assessment
is aligned with the unit
goals and lessons and
measures the full
breadth and depth of the
unit.
(NCTM 3f, 3g)
UNIT MATH
CONTENT
The candidate’s math
content (knowledge and
practices) of the unit is
very clear and
appropriate,
student-centered, and
culturally-relevant.
(NCTM 1a, 4e)
LESSON PLAN
ALIGNMENT
Candidate aligns all of
the unit’s lessons with
the unit goals, builds on
students’ ideas, and
fosters deep conceptual
understanding of the
unit’s target concepts
and standards.
(NCTM 3a)
LESSON PLAN
DESIGN
Candidate designs
lessons within the unit
that are varied in style.
Lessons build on
students’ ideas and
prior knowledge,
support students’
progress toward the
learning goals of the
unit, and are
differentiated for
individual students, to
create inclusive and
equitable learning
opportunities for all
students. Opportunities
exist for students to
collect and analyze data
using tools and/or
GTCH 3103 Project-Based Learning
15
reasoning, experiences, measures the most of the
and prior knowledge. breadth and depth of the
Summative assessment is unit.
aligned with the unit goals
and lessons and measures
the full breadth and depth
of the unit.
NCTM Standards 2012
Standards: Standard 3: Content Pedagogy
Key Elements:
3f) Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by
reflecting on mathematical proficiencies essential for all students.
3g) Monitor students’ progress, make instructional decisions, and measure students’ mathematical
understanding and ability using formative and summative assessments.
The candidate’s math The candidate’s math The candidate’s math
content (knowledge and content (knowledge and content (knowledge and
practices) of the unit is practices) of the unit is practices) of the unit is
very clear and appropriate, mostly clear, at times not clear, not
student-centered, and student-centered, or not student-centered, or not
culturally-relevant. always culturally-relevant. culturally-relevant.
NCTM Standards 2012
Standards: Standard 1: Content Knowledge; Standard 4: Mathematical Learning Environment
Key Elements:
1a) Demonstrate and apply knowledge of major mathematics concepts, algorithms, procedures, applications
in varied contexts, and connections within and among mathematical domains (Number, Algebra, Geometry,
Trigonometry, Statistics, Probability, Calculus, and Discrete Mathematics) as outlined in the NCTM CAEP
Mathematics Content for Secondary.
4e) Apply mathematical content and pedagogical knowledge to select and use instructional tools such as
manipulatives and physical models, drawings, virtual environments, spreadsheets, presentation tools, and
mathematics-specific technologies (e.g., graphing tools, interactive geometry software, computer algebra
systems, and statistical packages); and make sound decisions about when such tools enhance teaching and
learning, recognizing both the insights to be gained and possible limitations of such tools.
Candidate aligns all of the Candidate aligns the unit’s Candidate does not align
unit’s lessons with the unit lessons with the unit goals the unit’s lessons with the
goals, builds on students’ with a degree of unit goals, and/or fails to
ideas, and fosters deep inconsistency in building build on students’ ideas,
conceptual understanding on students’ ideas, and and/or fails to foster
of the unit’s target fostering deeper deeper understanding of
concepts and standards. understanding of the unit’s the unit’s target concepts.
target concepts.
NCTM Standards 2012
Standards: Standard 3: Content Pedagogy
Key Elements:
3a) Apply knowledge of curriculum standards for secondary mathematics and their relationship to student
learning within and across mathematical domains.
Candidate designs lessons Candidate designs lessons Candidate designs lessons
within the unit that are within the unit that are that rely on a single
varied in style. Lessons mostly similar in style. instructional approach.
build on students’ ideas Lessons inconsistently Lessons do not build on
and prior knowledge, build on students’ ideas and students’ ideas and prior
support students’ progress prior knowledge, and knowledge, nor support
toward the learning goals modestly support students’ students’ progress toward
of the unit, and are progress toward the the learning goals of the
differentiated for learning goals of the unit, unit. Lessons are not
individual students, to and are differentiated for differentiated.
create inclusive and groups of students. Limited Opportunities do not exist
equitable learning opportunities exist for for students to collect and
opportunities for all students to collect and analyze data using tools
students. Opportunities analyze data using tools and/or technology to
exist for students to collect and/or technology to develop concepts, models,
and analyze data using develop concepts, models, or explanations.
tools and/or technology to or explanations.
develop concepts, models,
or explanations distributed
across more than one
lesson.
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technology to develop
concepts, models, or
explanations distributed
across more than one
lesson.
(NCTM 2d, 3b, 3c, 3d,
3e, 4a, 4b, 4c, 4d)
LESSON PLAN
ASSESSMENT
Candidate includes at
least one formative or
summative assessment
of student progress
toward the targeted
learning objectives in
each lesson. All of the
assessments in each
lesson assess all
students fairly and
equitably.
(NCTM 3f, 3g)
GTCH 3103 Project-Based Learning
15
NCTM Standards 2012
Standards: Standard 2: Mathematical Practices; Standard 3: Content Pedagogy; Standard 4: Mathematical
Learning Environment
Key Elements:
2d) Organize mathematical thinking and use the language of mathematics to express ideas precisely, both
orally and in writing to multiple audiences.
3b) Analyze and consider research in planning for and leading students in rich mathematical learning
experiences.
3c) Plan lessons and units that incorporate a variety of strategies, differentiated instruction for diverse
populations, and mathematics-specific and instructional technologies in building all students’ conceptual
understanding and procedural proficiency.
3d) Provide students with opportunities to communicate about mathematics and make connections among
mathematics, other content areas, everyday life, and the workplace.
3e) Implement techniques related to student engagement and communication including selecting high quality
tasks, guiding mathematical discussions, identifying key mathematical ideas, identifying and addressing
student misconceptions, and employing a range of questioning strategies.
4a) Exhibit knowledge of adolescent learning, development, and behavior and demonstrate a positive
disposition toward mathematical processes and learning.
4b) Plan and create developmentally appropriate, sequential, and challenging learning opportunities grounded
in mathematics education research in which students are actively engaged in building new knowledge from
prior knowledge and experiences.
4c) Incorporate knowledge of individual differences and the cultural and language diversity that exists within
classrooms and include culturally relevant perspectives as a means to motivate and engage students.
4d) Demonstrate equitable and ethical treatment of and high expectations for all students.
Candidate includes at least Candidate includes at least Candidate includes
one formative or one formative or sporadic assessments in
summative assessment of summative assessment of lessons or the assessments
student progress toward the student progress toward the do not gauge student
targeted learning targeted learning objectives progress toward the
objectives in each lesson. in some lessons in the unit. targeted learning
All of the assessments in Some of the assessments objectives. Few or none
each lesson assess all assess all students fairly of the assessments assess
students fairly and and equitably. all students fairly and
equitably. equitably.
NCTM Standards 2012
Standards: Standard 3: Content Pedagogy
Key Elements:
3f) Plan, select, implement, interpret, and use formative and summative assessments to inform instruction by
reflecting on mathematical proficiencies essential for all students.
3g) Monitor students’ progress, make instructional decisions, and measure students’ mathematical
understanding and ability using formative and summative assessments.
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