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A debatable question allows the student to exercise what they’ve learned and engage in discussion that gets them talking and discussing about the material

It encourages students to defend and question what they have learned, which adds another layer of involvement!

An example is how reliable are predictions when using models?

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Conceptual questions require a basic completion of factual questions, and begin to test the understanding of processes and purpose behind the math

An example of a conceptual question is how can determining the slope be useful in linear functions?

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Factual questions provide a superficial and straightforward understanding of material

An example may include knowing what range means, or slope-intercept form

Yet, factual questions often work to support and encourage conceptual questions

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How do the three types of essential questions—factual, conceptual, and debatable—support student learning? 

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How do the three types of essential questions—factual, conceptual, and debatable—support student learning? 

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Each type of question targets different aspects and depths of learning

Overall, these types of questions help students "connect the factual support with the conceptual understandings"

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A last important component, which is a type of strand, is the “Concepts in Mathematical Processes”

This strand represents the “process generalizations specific to a unit”

An example of this strand can include algebraic reasoning

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Math unit webs also include knowledge strands, which “detail the concepts and content in the unit”

These strands can be thought of as what a student should gain or bolster knowledge in

An example of a knowledge strand is derivative, within the web of calculus

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One main component is a meso concept

A meso concept is a topic in math that is narrower than a macro, but broader than a micro

An example of a meso concept is the topic of functions

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What are the main components for a math unit web? 

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What are the main components for a math unit web? 

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How does unit planning empower teachers? 

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How does unit planning empower teachers? 

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Teachers do not have to follow a script or textbook

Instead, teachers use their creativity and innovation to guide and plan their lessons

In return, teachers take “control” of the “learning in lessons”

Teachers also have an input “into designing curriculum”

Lastly, the concept-based approaches within unit planning make teachers more “involved,” “enthusiastic,” and able to “focus on underlying concepts.”

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How do I plan units of work for a concept-based curriculum? 

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How do I plan units of work for a concept-based curriculum? 