Concept-Based Mathematics Chapter 4 by Jenna Mendez

Chapter 4: How Do I Plan Units of Work for a Concept-Based Curriculum?

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1. What are the main components for a math unit web?

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Central Idea: A broad, conceptual statement that represents the key of the unit.
Key Concepts: Smaller, related ideas that support the central idea.
Generalizations: Broader, abstract ideas that connect to the key concepts and central idea.
Mathematical Concepts and Skills: Specific math concepts, skills, and processes that students will learn and apply.

a. Unit Web

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It is an essential tool when planning concept-based units of work.

Outlines the core topics and concepts, that offer an overview of the unit's depth, breadth, and overall structure.

b. Unit Planning

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Collaboration is essential, as it supports the collective experience and expertise of your team while fostering engagement, enthusiasm, and ownership among team members.

2. How does Unit Planning Empower Teachers?

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Unit Planning empowers teachers by giving them autonomy and creativity over their lesson design.

c. Useful Resource

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d. Visual

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i. Creating a Unit Web

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When designing a mathematics unit, it is essential to incorporate a "Concepts in Mathematical Processes" strand highlighting the unit-specific generalizations.

The surrounding strands on the unit web represent the broader knowledge generalizations that connect to the unit.

ii. Generalizations

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Generalizations link big ideas to learning goals.

They might include patterns, relationships, and transformations in "functions".

Generalizations help students understand, apply knowledge, and connect ideas.

i. Three Stages of Backward Design.

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Identify your results:

Define what students should know, understand, and be able to do by the end of the unit.

Determine acceptable evidence:

Decide how you will assess student learning and what evidence demonstrates achievement of the desired results.

Plan learning experiences and instruction:

Design the lessons, activities, and instructional strategies that will help students achieve the desired results.

ii. Checklist

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iii. Guided Questions

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Guided Questions are important when it comes to unit planning.

Three types of guided questions: factual, conceptual, and provocative/debatable. These help students connect factual support to conceptual understandings.

Each unit should have a mixture of these guided questions.

a. Regaining Autonomy and Creativity

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Unit planning lets teachers design lessons their way. This helps teachers create engaging learning experiences for their students. Teachers can also rediscover their passion for teaching.

b. Focusing on Deeper Learning

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Unit Planning helps teachers focus on big ideas and concepts. This encourages critical thinking and connection-making. Students learn more deeply and develop a stronger understanding from unit planning.

i. Applying the Essential Elements

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These Models enable teachers to incorporate key principles into their unit planning.

c. Useful Resource

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d. Visual

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3. KUDs

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What we want students to know, understand, and do identifies the essential leaning elements when designing a unit plan.

a. The Big Ideas

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We use KUDs for unit plnning because it focuses instruction on essential concepts, provide clarity on what students should learn, and guide the design of lessons and assessments.

b. Useful Resource

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c. Visual

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i. Extra Resource

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