Unit Plan Template1

Instructions
Schools do unit and lesson planning differently. Below is the template for how I want you to complete a unit plan for
this class, as some introductory practice. In your career you may use a different template or approach, depending on
the school and/or discipline. The Unit Plan contains several elements, the Overview, Lesson Plans, and the
Assessment. You will develop a sample Unit Plan that is grade-level and subject appropriate for the students you
intend to teach. The Unit Plan will include all relevant components necessary to effectively teach a unit of
instruction. When you do unit planning in your career, your unit plans will contain several days of full lesson plans
(with introductions, reflections, projects, and assessments). Well keep it simple, here, and just include three lesson
plans of varied types. Youll get the gist. This unit plan will be included as a subpage on your Teacher Website for this
class.
Criteria
Unit Overview

Exemplary

Proficient

Developing

Missing

(10 points)

(8 points)

(7 points)

(0 points)

(10 points)

All unit overview requirements

are included/answered clearly
and thoroughly

All unit overview requirements

are included/answered
satisfactorily

All unit overview requirements

are included/answered, but
some are unclear or
disconnected

2 or more unit overview

requirements are missing

Lessons Plans

(60 points)

(54 points)

(42 points)

(0 points)

Intro 20 points
Reflections 20
points
Project 20 points

All 3 lesson plans (Intro,

reflections, project) are written
clearly, demonstrate CCSS
teaching/learning, and are welldeveloped. A blended learning
approach is evident.

Lesson plans are written

satisfactorily and demonstrate
some connections to CCSS. A
blended learning approach is
satisfactorily represented.

Lesson plans are written

vaguely and are
underdeveloped; CCSS
connections are limited

1 or more lesson plans are

missing

Assessments

(10 points)

(8 points)

(7 points)

(0 points)

Formative 5 points
Summative 5

A formative and summative

assessment is included; clear

A formative and summative

assessment is included;

A formative and summative

assessment is included;

1 or more assessments are

(60 points)

points
(10 points)

and connected to the overall

unit plan

connections to the overall unit

plan are satisfactory

confusing and lack connections

to overall unit plan

missing

Big Idea
The Big Idea is the central concept, provides a real-world context (Addresses 21 st Century Themes)
Continues through to final authentic performance task (assessment)

Big Idea: Solve real-life and mathematical problems using numerical and algebraic
expressions and equations.

Essential/ Messy Question

Focuses big idea to what is relevant to the student. Provides provocative questions that foster inquiry,
understanding, and transfer of learning. (Connects Content Standards & Concepts to 21st Century Themes,
& Skills)

How can you use math in your daily life?

Can you use math while you shop at your local market?
Why do you need to learn math?

Overview
Teacher: Amani Mezher
Grade/Course: 7th grade math
Title of the Unit of Study: Expressions & Equations

What 21st Century

Themes will
students learn with
the Big Idea and
Essential Question?
Global Awareness
Financial, Economic,
Business, &
Entrepreneurial Literacy
Civic Literacy
Health Literacy
Environmental
Literacy

One Step Algebra Problems With Additions And Subtractions

The goal in any algebra problem is to move all the numbers to one side of the equal sign and have the
letter (variable) on the other side.
In this problem, the 5 and the x are on the same side. The 5 is added to x. To move it, do the opposite of
add. The opposite of add is subtract, so subtract 5 form both sides of the equation. Now the problem looks
like this:

5 + x = 14
-5
-5
X =9

To check your answer, put 9 in the place of x in the original problem. Does 5 + 9 = 14?
Yes, it does.
EXAMPLE:

y -16 = 27

Again, the 16 has to move. To move it to the other side of the equation,
We do the opposite of subtracts. We add 16 to both sides.

Y 16 = 27
+16 +16
Y = 43
Check by putting 43 in place of the y in the original problem.
Does 43 16 = 27? Yes.

TWO-STEP ALGEBRA PROBLEMS

In the following two-step algebra problems, additions or subtractions are preformed first and then
divisions or multiplications.
EXAMPLE:
Step 1:

Step 2:

-4x + 7 = 31
Subtract 7 from both sides.
-4x + 7 = 31
-7 -7
-4x = 24
Divide by -4
-4x = 24
4
4
X = -6

Common Core Standards Addressed

Concepts and Skills

CCSS Clusters | CA Content Standards to be integrated

How do the clusters of standards illuminate the concepts in the Big
Idea?

What concepts and skills must a student know/have in order to

master these standards and gain enduring understanding of the
Big Idea?
Consider order in which to scaffold concepts and skills within the
Unit.
generate

Use properties of operations to

equivalent
Solve real-life and mathematical problems using
numerical
and
algebraic
expressions
and
equations.

CCSS.Math.Content.7.EE.B.3
Solve multi-step real-life and mathematical problems
posed with positive and negative rational numbers in
any form (whole numbers, fractions, and decimals),
using tools strategically. Apply properties of operations
to calculate with numbers in any form; convert
between forms as appropriate; and assess the
reasonableness of answers using mental computation
and estimation strategies
CCSS.Math.Content.7.EE.B.4
Use variables to represent quantities in a real-world or
mathematical problem, and construct simple equations
and inequalities to solve problems by reasoning about
the quantities.
CCSS.Math.Content.7.EE.B.4.a
Solve word problems leading to equations of the form
px + q = r and p(x + q) = r, where p, q, and r are
specific rational numbers. Solve equations of these
forms fluently. Compare an algebraic solution to an
arithmetic solution, identifying the sequence of the

Flexibility and adaptability

Initiative and self direction
Productivity and accountability
Leadership and responsibility
Be familiar with division, multiplication, adding,
and subtracting

operations used in each approach

CCSS.Math.Content.7.EE.B.4.b
Solve word problems leading to inequalities of the form
px + q > r or px + q < r, where p, q, and r are specific
rational numbers. Graph the solution set of the
inequality and interpret it in the context of the
problem.
Use properties of operations to generate
equivalent expressions.
CCSS.Math.Content.7.EE.A.1
Apply properties of operations as strategies to add,
subtract, factor, and expand linear expressions with
rational coefficients.
CCSS.Math.Content.7.EE.A.2
Understand that rewriting an expression in different
forms in a problem context can shed light on the
problem and how the quantities in it are related. For
example, a + 0.05a = 1.05a means that "increase by
5%" is the same as "multiply by 1.05."

Learning Outcomes of the Unit:

Students will

End of Unit Assessment:

How will students demonstrate what they know?

Understand Reasoning about multiplication and

Students will be able to solve equations
division to solve ratio and problems about
in a formative assessment quiz
quantities
Using these operations to solve problems
Work as a group to review worksheets
Understand the use of variables in
mathematical expressions
Solve simple one and two step equations
Through what authentic performance tasks
(project) might student demonstrate what they
Use equations to describe relationships
have learned or can do, as a result of this Unit?
between quantities
Begin to develop their ability to think
Students are able to work on applying
statistically
math in their daily life
Summarize numerical data sets

How might we solicit student input and engage

students in co-designing their performance
task(s)-project?

Students can create their own

assessment questions

Units Instruction
Includes
Create assignments for real
audiences and with real
purpose
Focus on the learning
process, not just content
Lead high-level, text-based
discussions
Teach argument writing
which appeals to logic and
reason
Increase text complexity in
both literature and
informational text

Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collaboration as much as skills and content. Make sure to balance both teams and Independent work so
that you are demanding a 21st century collaborative environment while allowing time to meet students on an
individual basis.

Intro Lesson:

CCSS Habits of Mind

Purpose: Engage students, spark curiosity, hook and

necessitate

What teacher actions might encourage students

to engage in these Habits of Mind?

Lesson plan 1:

ELA Capacities

Solving one and two step equations

Lesson Plan 2:
simple equations and inequalities
Lesson Plan 3:
Use properties of operations to generate
equivalent expressions.

Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Student Reflection & Goal Setting:

Student reflection is an essential component. Throughout the Unit, Students reflect on their work and progress. Students set goals for further
learning. Goal setting is a great opportunity for students to personalize learning goals and provides teacher specific targets for differentiated
instruction.

3-5 Reflection Activities:

CCSS Habits of Mind

Sequence of Tasks, Problems, or Activities

Purpose: To develop specific concepts, designed to

What teacher actions might encourage students

to engage in these Habits of Mind?

scaffold, outcome is a delicate (fragile) understanding.

1. Students review lesson on the

board.
2. Students work on review
worksheet for 5 minutes
independently and then present
answers.
3. Starting new materials, gives
examples, and have students
write notes.
4. Work in groups and ask
questions.
5. Start working on homework then
finishes the rest of the problems
at home.

Craft Key Questions for each of lessons or set of lessons

Key Question(s) requires students to address a
variety of smaller, more targeted Key Questions to
scaffold learning and finding answer to the Essential
Question.
Key Questions provides the vehicle for addressing
specific content standards and demonstration of
student performance.

How can you solve an equation using

division?
Can you show the difference between
one step and two step equation?
What is the question you need to ask
yourself when you see a one step
equation?
How do you check your answer?

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Co-Design Authentic Performance Task(s ):

Teacher embraces real-world connections and possibilities for differentiated student summative products by providing opportunity for student
voice and choice in their end product. Students write their Essential Question to guide learning outcomes for their end of Unit performance
task (Project).
Craft a project that will support your intended outcome.

How can you use math in your daily life?

Give some examples on how you use math at the market, while cooking, managing your bank account, to measure
furniture, or buying appliances for your home.
Brain

Activation:
Ask questions
Brainstorm main ideas
Clarify and correct misconceptions

Students will solve real-life problems, and have a peer evaluation and discussion.

Assessment
Solving Linear Inequalities (A)
Solve each inequality for the given variables
1. 4 4 + z
2. 7 q + 9
3. 1 > a + 3
4. n + 3 > 6
5. 6 w + 2

Formative Assessment Lesson:

CCSS Habits of Mind

Through what authentic performance task(s) will

students demonstrate their skills and understandings?
How will this inform their future learning?

What teacher actions might encourage students

to engage in these Habits of Mind?

Engage in discussion blog to interact with peer

discussion

Comprehend and be able to solve problems

with confident

Take an online practice quiz to check their

understanding

Feedback to ensure the students learning

A Blog posts to help students share ideas and

learn from each other

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?

Level 1: Recall &

Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Simple Equations
Solve for each unknown.
1. (-1) = (-22) y
2. 14 w = 0
3. 14 = y + (-9)
4. 2 k = (-14)
5. (- 38) = ( - 16 ) + a
6. ( -31) = (-21) g

Summative Assessment:

CCSS Habits of Mind

How will students demonstrate what they know as a

result of this Unit?

What teacher actions might encourage students

to engage in these Habits of Mind?

Through what authentic performance tasks (project)

will student demonstrate what they have learned
(concepts, skills, understandings, Big Idea) and can
do?

Online quiz would take a place to

measure the students level of
understanding.
Students working as a group on a
project and share it with their peers
helps to insure their level of
understanding and achievement.
Project based assessment to help
students develop skills, such as
problem solving and collaboration.
E-Portfolio to help students set goal
and organize their work.

ELA Capacities
Demonstrate
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
digital media
strategically and Use
technology and capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the Big
Idea, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Two Step Equations:

Solve the problems below:
1.
2.
3.
4.
5.
6.

6x 4 = -34
5y 3 = 32
7 = 4 -2y
-3x + 4 = 16
8t=1
10p -6 = 36

Solve each expression using the correct order of operations:

1. (-2) + 9 x 10
2. (-5) (-3) x (-4)
3. (-7) -9 3
4. (-7) -3 + 4

Individual Student Reflection & Peer Reflection:

Students reflect on their end product: authentic performance tasks (project)

I like
I wonder
I now understand
In the future

I like the idea of working as a group and peer evaluation

I wonder if we take the quiz twice a week is going to improve our

achievement

I now understand how to solve one and two step equations

In the future I would like to try online classes

How will you and your students

reflect on and evaluate the
performance task (project)?
Class discussion Fishbowl
Student-facilitated formal debrief
Teacher-led formal debrief
Student-facilitated informal debrief
Individual evaluations
Group evaluations
Other:

1. Adapted from OCDE Integrated Planning Template at http://www.ocde.us/CommonCoreCA/Documents/Unit%20of%20study

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