Understanding by Design Unit Template

Becoming a Millionaire, One investment at a 12

Title of Unit time Grade Level
Math/ Foundation 30 2-3 weeks
Subject Time Frame
Tyler Read
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Life Long Learner

Students who are engaged in constructing and applying mathematical knowledge naturally build a positive disposition towards
learning. Throughout their study of mathematics, students should be learning the skills (including reasoning strategies) and developing
the attitudes that will enable the successful use of mathematics in daily life. Moreover, students should be developing understandings
of mathematics that supports their learning of new mathematical concepts and applications that they may encounter within both
career and personal interest choices. Students who successfully complete their study of K-12 mathematics should feel confident about
their mathematical abilities, having developed the knowledge, understandings, and abilities necessary to make future use and/or
studies of mathematics meaningful and attainable. For mathematics to contribute to this Broad Area of Learning, students must
actively learn the mathematical content in the outcomes through using and developing logical thinking, number sense, spatial sense,
and understanding of mathematics as a human endeavor (the four goals of K-12 mathematics). Students must discover the
mathematical knowledge outlined in the curriculum as opposed to the teacher simply covering it
Sense of Self, Community, and Place
To learn mathematics with deep understanding, students need to interact not only with the mathematical content but also with each
other. Mathematics needs to be taught in a dynamic environment where students work together to share and evaluate strategies and
understandings. Students who are involved in a supportive mathematics learning environment that is rich in dialogue and reflection will
be exposed to a wide variety of perspectives and strategies from which to construct a sense of the mathematical content. In such an
environment, students also learn and come to value how they, as individuals and as members of a group or community, can contribute
to understanding and social well-being through a sense of accomplishment, confidence, and relevance. When encouraged to present
ideas representing different perspectives and ways of knowing, students in mathematics classrooms develop a deeper understanding of
mathematics. At the same time, students also learn to respect and value the contributions of others. Mathematics provides many
opportunities for students to enter communities beyond the classroom through engaging with people in the neighborhood or around
the world. By working towards developing a deeper understanding of mathematics and its role in the world, students develop their
personal and social identity, and learn healthy and positive ways of interacting and working together.
Engaged Citizens
Mathematics brings a unique perspective and way of knowing to the analysis of social impact and interdependence. Doing mathematics
requires students to leave their emotions at the door and to engage in different situations for understanding what is really happening
and what can be done. Mathematical analysis of topics that interest students, such as trends in climate change, homelessness, health
issues (e.g., hearing loss, carpal tunnel syndrome, diabetes), and discrimination engage students in interacting and contributing
positively to their classroom, school, community, and world. With the understandings that students derive through mathematical
analysis, they become better informed and have a greater respect for, and understanding of, differing opinions and possible options.
With these understandings, students can make better informed and more personalized decisions regarding their roles within, and
contributions to, the various communities in which they are members.

Cross curricular Competencies

How will this unit promote the CCC?

Developing Thinking
Within their study of mathematics, students must be engaged in personal construction and understanding of mathematical knowledge.
This occurs most effectively through student engagement in inquiry and problem solving when they are challenged to think critically
and creatively. Moreover, students need to experience mathematics in a variety of contexts both real world applications and
mathematical contexts in which they consider questions such as What would happen if ..., Could we find ..., and What does this
tell us? Students need to be engaged in the social construction of mathematics to develop an understanding and appreciation of
mathematics as a tool that can be used to consider different perspectives, connections, and relationships. Mathematics is a subject that
depends upon the effective incorporation of independent work and reflection with interactive contemplation, discussion, and resolution.

Developing Identity and Interdependence

Given an appropriate learning environment in mathematics, students can develop both self-confidence and self-worth. An interactive
mathematics classroom in which the ideas, strategies, and abilities of individual students are valued supports the development of
personal and mathematical confidence. It also can help students take an active role in defining and maintaining the classroom
environment and accepting responsibility for the consequences of their choices, decisions, and actions. A positive learning environment
combined with strong pedagogical choices that engage students in learning to support students in behaving respectfully towards
themselves and others.

Developing Literacies
Through their mathematical learning experiences, students should be engaged in developing their understandings of the language of
mathematics and their ability to use mathematics as a language and representation system. Students should be regularly engaged in
exploring a variety of representations for mathematical concepts and should be expected to communicate in a variety of ways about
the mathematics being learned. Important aspects of learning mathematical language are to make sense of mathematics,
communicate ones own understandings, and develop strategies to explore what and how others know about mathematics. Moreover,
students should be aware of and able to make the appropriate use of technology in mathematics and mathematics learning. It is
important to encourage students to use a variety of forms of representation (concrete manipulatives; physical movement; oral, written,
visual, and other symbolic forms) when exploring mathematical ideas, solving problems, and communicating understandings. All too
often, it is assumed that symbolic representation is the only way to communicate mathematically. The more flexible students are in
using a variety of representations to explain and work with the mathematics being learned, the deeper students understanding
becomes.

Developing Social Responsibility

As students progress in their mathematical learning, they need to experience opportunities to share and consider ideas, and resolve
conflicts between themselves and others. This requires that the learning environment constructed by the teacher and students
supports respectful, independent, and interdependent behaviors. Every student should feel empowered to help others in developing
their understanding, while finding respectful ways to seek help from others. By encouraging students to explore mathematics in social
contexts, they become engaged in understanding the situation, concern, or issue, and then in planning for responsible reactions or
responses. Mathematics is a subject dependent upon social interaction and, thus, social construction of ideas. Through the study of
mathematics, students learn to become reflective and positively contributing members of their communities. Mathematics also allows
for different perspectives and approaches to be considered, assessed for contextual validity, and strengthened.
 Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

FM30.1
Demonstrate understanding of financial decision making including analysis of:

renting, leasing, and buying

credit

compound interest

investment portfolios.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you What provocative questions will foster inquiry into the content?
want students to understand & be able to use several years from (open-ended questions that stimulate thought and inquiry linked
now) to the content of the enduring understanding)
What misunderstandings are predictable?
Students will understand that... Content specific.
-The ability to manage money and understand what is happening to -Why is it important that we can manage our money
your money when investing -Why should we know how to calculate financial information
-Being able to calculate and understand renting, leasing, buying and -How would we use Financial decision making and how do those
credit to optimally pay back and manage your own personal finance decisions shape our lives
-Being able to follow your own personal investments without outside
interaction
Related misconceptions
FNMI, multicultural, cross-curricular
-Math has no connection to the real world
-Fanatical is not needed by in everyday life -Have the Ability explain culture and apply math to culture
-It is impossible for some students to understand mathematics -Show how the FNMI and multicultural ideas created the financial
system we have today
-Show how finance has a direct connection to culture in todays
works
Knowledge: Skills
What knowledge will student acquire because of this unit? This What skills will students acquire because of this unit? List the
content knowledge may come from the indicators, or might also skills and/or behaviors that students will be able to exhibit
address pre-requisite knowledge that students will need for this because of their work in this unit. These will come from the
unit. indicators.
Students will know... Students will be able to

-The difference between compound and simple interest and can -Deal with loans and debt and can successfully pay them of and
compare the two know how much they are paying
-can understand compound interest over a set period(s) and see the -can understand how specific things appreciate or depreciate
difference between the times depending on self-values
-How to work and deal with compound interest -To use technology to aid and solve problems related interest
-How to look at investments and put the results into a graph form -Analysis and understand self and corporation investment
-Understand the rule of 72 and can apply it to ever day investment portfolios to understand and work with them in real life
practices. -Create a personal outline of the connection between finance
and their own life, including basics needs of living, culture,
religion, and values

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real-life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal -The Goal of the unit is to have a minor understanding of how to handle money, at a company level
What should students accomplish by and personal level, to can manage your own personal investments in your future life
completing this task?
-They students are taking the roll of personal investors managing their own money through-out the
R Role unit. Also, they will be taking the perspective of workers who are dealing with company investment
What role (perspective) will your portfolios.
students be taking?
A Audience -The Audience is all the students so they can manage their own personal money but on a greater
Who is the relevant audience?
scale the unit is focusing on students who are interested in money management (Accountants,
bankers, etc.)
S Situation
The context or challenge provided to
the student. -The challenge to my students is the ability to grow one finance portfolio and evolve it to fully
understand the money-making ability of a person
P Product, Performance
What product/performance will the -Each student will start with X number of dollars, through-out the unit they will grow this portfolio
student to try and achieve specific goals (buying an hour, car, investing) to see the maximum possible
create? wealth they can achieve by the end of the unit. They will use all the parts of unit to earn this
money.
S Standards & Criteria for
Success Attach rubric to Unit Plan
Create the rubric for the Performance
Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, How will students reflect upon or self-assess their learning?
quizzes, tests, journals, or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.
-Weekly work will be submitted on their personal portfolios -At the end of the unit they must explain why they made as much
-Homework will be assigned but not formally assessed, there will as they did or didnt make as much as others and show math
be a mid-unit check point to see what homework has been based examples of how they could have improved or others could
completed to see if the material is being understood improve their money-making skills.
-There will also be 4 unit quizzes that will be assed and used to
see if understanding has been met -They will also explain the personal connection to finance through
-The portfolio that the students will be creating will be handed in the two projects outlines in the unit plan
for an overall assessment
-A final unit test will be given at the end of the unit to show a
written example of the material learned through-out the unit

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are, your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
So far, the students have been doing math that is not really seen to have a good connection to ever day life. Foundations 30 changes
that by introducing basic and complicated finance that students are going to have to use in there every day lives. The students will start
with little to no knowledge of how to manage money and through-out the unit they will learn how to correctly investment money in the
most optimal way possible. Since the unit connects so well to the future of the students it is easy to bring in personal experiences from
the students to use in the lessons to make it interesting. This allows for adaptions mid lesson to interest the students and allow them to
guide their own learning with guidance from the teacher. This learning is manly going to be done in the class but within the class group
work will be focused on.

How will you engage students at the beginning of the unit? (motivational set)

To engage the students at the beginning of the unit you must connect it to their lives. Talk about buying cars, video game
consoles, house, amazing luxuries as well as personal experiences. By connecting the unit of finance to real life scenarios
the students will feel more connected with the learning and have a greater strive to guide their own learning progress.
This will create a good and interesting unit that dives away from lecture4 based assignments. The main goal of this unit
will be trying to incorporate stories of the students into the math so they are learning from their own experiences. This is
the best way in my opinion to engage the students.
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resource
s
1 In this lesson the students will be asked what is interest and investments. This will be Developing FoM 12 pg.
What is applied to the calculations of the formula of A=P + Prt. The values of P, r and t will Thinking 15-17
interest also be represented and the ability to use this formula will be assessed (Teacher
Based) To start the unit, manly Lead Questions will be used
2 IN the lesson the difference between compound and simple interest will be identified Developing Handout
Compound as well as example of using compound interest with be assessed with the formula I = Thinking
Interest Prt. Once again, the values of P, r and t will be restated and inquiry based questions Exit Slip
on simple vs. compound interest will be assessed. (Inquiry Based) A hook question
will be used to get the inquire thinking going
3 In this lesson the students will apply their knowledge of interest and be asked to Developing FoM 12 pg.
Interest over calculate values Annually, semi-annually, mouthy, weekly, and daily instead of the Literacies 30-32
period of calculations in the previous two lessons where it was assumed the interest only
time applied annually. They will be asked to play with similar questions as before but this
time create interest rates that apply at different intervals Since we are using prior
knowledge a guiding question can easily be used to get the students thinking in the
right direction
4 In this interest the students will use their inquiry base skills to calculate money Developing FoM 12 p.g
Future and needed to achieve future goals. They will take use of the A=P(1+i) n formula to solve Thinking 40-42
Present for future and present value questions (1/2 Inquiry based, Teacher based) This is a
Interest great opportunity to use a mix of the three questions as it is a multi-based lesson Exit Slip
5 In this lesson the students will be asked how the interest questions would change if Developing FoM pg.
Continuous someone continuously put money into the investment account. Within the inquiry of Literacies 55-57
Investments continuous investment, the application of future value will be found to calculate
totally interest earned. They will then use the knowledge of the already known
formulas to calculate all the values (Inquiry Based)
6 This lesson is the combination of all the skills from the first 5 lessons into Developing FoM pg.
Investment complicated questions. They must use all their knowledge to calculate the questions Literacies 65-67
Portfolios that will be provided. This will also set them up for an investment portfolio
assignment that is the next lesson. (Teacher based) Exit Slip
7 This project is in place of a midterm test and it will involve the creation of an Developing Midterm
Midterm Unit investment portfolio by the students. Each group of students will start will a random Social Project
Project value of money and a random set of accounts. The students must use these values Responsibility Handout
and guidelines to try and get all the items on the list of objectives in the shortest
amount of time. It will also allow them to see how the gained knowledge applies to
the real world. (Project Based) As this is a midterm project the essential question of
the unit will be addressed
8 The Unit will now shift to loans and what to do with them, this lesson will explain the Developing FoM pg.
Loans and basics of loans and how we calculate them. The students will also be asked the Thinking 92-96
what they are connection between loans and investments and be shown how to do calculations
with loans manly Lead Questions will be used
9 This lesson is very short, it will explain what credit is and credit cards, they will also Developing FoM pg.
Exploring figure out how to solve questions with the use of credit cards using already know Thinking 100, 115-
 Credit formulas and modifications of formulas Since we are using prior knowledge a guiding 118
question can easily be used to get the students thinking in the right direction
Exit Slip
10 This lesson will ask the students to compare Buying, Renting and leasing to see that Developing FoM pg.
Buy, Rent, all three could be useful depending on the situation. It will also show students how to Thinking 130-133
Lease? calculate each and how to compare the three. Finally, it will tell you the difference
between the three manly Lead Questions will be used Exit Slip
11 This final unit project will once again ask the students to make a portfolio, this Developing Final
Final Unit portfolio will ask for more, asking for more timespan, credit, loans, renting leasing, Social Project
Project using all the values that. Another key aspect of the final project will be to show a Responsibility Handout
personal connection between the students and finance. This will not only allow for
new knowledge of life of students (there cultural background, hobbies, religion etc.) Developing
to be examined but also give the teacher the ability to respond in a constructive way identity and
to encourage positive cultural responsive thinking in school, as well as life in general. interdependen
Another aspect will be a self-assessment the students will give on their midterm and ce
final projects which will state how they think they did and provide evidence
supporting this.
12 Here I will assign 3 chapters from the book for students to do to refresh their Developing FoM p.g
Unit Review knowledge and ask any questions. There will be a lot of 1 on 1 teaching getting Literacies 43-45,69-
ready for the unit test. 72,134,14
Developing 0-141
Thinking

13 The Students will complete the Foundations 30 Unit 1 Test Developing Foundation
Unit Exam Thinking s 30 Unit 1
Test

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study:
Is there alignment between outcomes, The outcomes are directly connected to the learning experience as this unit is
performance assessment and learning very much connected with real world activities. Using the assignment of exit
experiences? slips and assignments it is very easy to see how the students are progressing
and preforming within the class, creating a good lesson. It will also allow the
teacher to strengthen the cultural responsiveness of the class by using the
midterm and final projects that the students will be handing in.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional The important thing is time. For students that are struggling, lowing the work
practices, and/or the learning environment to meet load as well as raising the amount of time for assignments will give them more
the learning needs and diversities of all my time to understand to material being taught and not be overwhelmed with
students? information. Another thing would be to add groups into lessons to help
struggling students through student on student group work. Another aspect of
teaching mathematics to struggling students is multiple ways of presenting
material. Making sure lessons are presented at least two ways out of the 3
(visually, orally, and kinetically). This will hopefully increase understanding
within the classroom

For students who need a challenge:

In math, the part I love is adding extra Challenging questions that will keep
students interested through-out the whole lesson. This is the main thing I am
going to apply in my unit to challenge students.

Instructional Approaches:
Do I use a variety of teacher directed and student The inquiry based learning and group projects allow it to be students focused
centered instructional approaches? but at the same time have the teacher guide the students in the correct
directions. Having a mix of teacher and student based learning will create an
engaged classroom. It will also allow for a level of cultural understanding
between teacher and student that could not be completed in a classroom
without inquiry

Resource Based Learning:

Do the students have access to various resources For every lesson, they have the guidance of the FoM 12 textbook as well as
on an ongoing basis? extra handouts when the textbook is not used. They will also be given notes
and formula sheets to have a full understanding. For the midterm and final
projects the internet will be used to look up information on their scenario

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education: This is hit within the experience of the students as well as in the mid/end of unit
Have I nurtured and promoted diversity while assignments. The students will be asked to research FNM/I content within their
honoring each childs identity? assignments and include it in their portfolios as each portfolio will include a
character bias. This will add a math aspect to FNM/I content as well as connect
the students to the content in a cultural way.

From: Wiggins, Grant, and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-
313-8 (pbk)