Unit Plan Design Template s1

Rowan IMPACT Project

District: Pennsauken School District_

Unit Overview Template Content Area: Math Unit Title: Prime Time Target Course/Grade Level: Sixth Grade Unit Summary Explore the structures and properties of whole numbers. Explain patterns and solve problems involving numbers.

Primary interdisciplinary connections: 21st century themes: Critical Thinking and Problem Solving Unit Rationale: Review multiplication and help students to look at numbers in a variety of ways in order to help build fractional foundations

Learning Targets Standards:6NJ 4.1.A.7, 6NJ 4.4.D.1, 6NJ 4.5.C.1, 6NJ 4.5.E.1 New Standards:6NS.2.4 Content Statements

CPI # Cumulative Progress Indicator (CPI) 6 NS.2.4 Compute fluently with multi-digit numbers and find common factors and multiples

Unit Essential Questions Unit Enduring Understandings     Unit Learning Targets Students will ...   Evidence of Learning Summative Assessment (X days) Rowan IMPACT Project

Equipment needed: Teacher Resources: Rowan IMPACT Project

Formative Assessments       Lesson Plans Lesson Timeframe Lesson 1 1 hour 20 minutes/1 days Playing the Factor Game Lesson 2 1 hour 20 minutes/ 1 day Playing to Win the Factor Game Lesson 3 X hours/days Name of Lesson 3 Teacher Notes:

Curriculum Development Resources Click the links below to access additional resources used to design this unit:

Unit Authors: Date: Rowan IMPACT Project

Lesson Plan 1 Template Content Area: Grade: 6 Lesson Title: Playing the Factor Game Timeframe: 1 hour 20 minutes/1 day Lesson Components 21 st Century Themes Global Awareness Financial, Economic, Civic Literacy Health Literacy Business, and Entrepreneurial Literacy 21 st Century Skills Creativity and X Critical Thinking and Communication Information Innovation Problem Solving and Collaboration Literacy Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Integration of Technology: Equipment & materials needed: SMART board, internet, student books and pencils and papers, lab sheet 1.1 and colored paper clips Goals/Objectives/CPIs

RowanStudents: IMPACT Project • Will become familiar with the factors of the numbers from 2 to 30. • Will review multiplication and division of small whole numbers. • Will begin to recognize the difference between prime numbers and composite numbers. • Will relate dividing and finding factors of a number.

Learning Activities/Instructional Strategies

Engagement: Remind students that there are two ways to think of a factor: as one of the numbers that is multiplied to get a product and as a divisor of a number. • What factors can you multiply to get a product of 10? • What numbers divide 10 evenly? • How are these two lists related? Introduce the Factor Game by playing a game against the class using the game on the SMART board. Explain the rules as the need arises during the game. Take the first turn choosing 26 for your first move, so students can later experience the power of a prime first move when they play the game with a partner.

Exploration: Have students play the game two or three times with a partner using lab sheet 1.1 and colored paper clips. As you play the game, think about these questions. Write these questions on the board : • Is it better to go first or second? Why? • What is the best first move? Why? • How do you know when the game is over? • How do you know when you have found all the factors of a number?

As you play the game, think about these questions. Write these questions on the board or overhead: • Is it better to go first or second? Why? • What is the best first move? Why? • How do you know when the game is over? • How do you know when you have found all the factors of a number?

Explanation:

• Is it better to go first or second? Why? • What is the best first move? Why? • How do you know when the game is over? • How do you know when you have found all the factors of a number?

Have a few students share some ideas they discovered while playing the game. Discuss the four questions above as a whole class. Include students’ first descriptions of factors and divisors in the vocabulary section of their notebooks.

Elaboration: Playing the Factor Game

Evaluation: Gage students’ success by their ability to increase their points between the first game played and the last game played.

Students will complete a “Ticket to Leave” by writing down 10 factor pairs with a product from 2 to Rowan IMPACT Project

Universal Design for Learning Options Multiple Means of Representation 1. Perception- Game is displayed and played on the SMARTboard, and on paper with paper clips 2. Language & symbols- pictures to help represent multiplication 3. Comprehension- ;posing real life experience questions Multiple Means of Action and Expression 1. Physical activity- Physically playing the game, using the board 2. Expressive skills and fluency- Using smaller numbers 3. Executive functions Multiple Means of Engagement 1. Recruiting interest- Interactive games on the SMART board 2. Sustaining effort and persistence- pairing students with like abilities 3. Self-regulation- setting individual point goals per game Resources   Rowan IMPACT Project

LESSON REFLECTION Reflect on the lesson you have developed and rate the degree to which lessons Strongly, Moderately or Weakly meet the criteria below. Lesson Activities: Strongly Moderately Weakly

Are challenging and require higher order thinking and X problem solving skills

Allow for student choice X

Provide scaffolding for acquiring targeted knowledge/skills X

Integrate global perspectives X

Integrate 21st century skills X

Provide opportunities for interdisciplinary connection and X transfer of knowledge and skills

Foster student use of technology as a tool to develop X critical thinking, creativity and innovation skills

Are varied to address different student learning styles and X preferences

Are differentiated based on student needs X

Are student-centered with teacher acting as a facilitator and X co-learner during the teaching and learning process

Provide means for students to demonstrate knowledge and X skills and progress in meeting learning goals and objectives

Provide opportunities for student reflection and self- X assessment

Provide data to inform and adjust instruction to better meet X the varying needs of learners