Understanding by Design Unit: Conversions

1 / 26

# Understanding by Design Unit: Conversions - PowerPoint PPT Presentation

Understanding by Design Unit: Conversions. Jody Benton. STAGE ONE: Identify Desired Results. Established Goals. M8.B.1.1 .1 Convert among measurements ( milli , centi , kilo using meter, liter, and gram).

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

## PowerPoint Slideshow about 'Understanding by Design Unit: Conversions' - kamala

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

### Understanding by Design Unit: Conversions

Jody Benton

Established Goals
• M8.B.1.1 .1 Convert among measurements (milli, centi, kilo using meter, liter, and gram).
• M8.B.1.1.2 Convert customary measurements up to 2 units above or below the given unit (e.g., inches to yards, pints to gallons)
• M8.B.1.1.3 Convert time up to 2 units above or below the given unit (e.g., seconds to hours)
• M8.B.1.1.4 Convert from Fahrenheit to Celsius or Celsius to Fahrenheit.
Essential Questions
• What is conversion? (purpose value)
• How can we apply conversion to real life situations? (context of use)
• Why is conversion necessary? (skill)
Understandings

Students will understand that:

• Utilizing conversion formulas is necessary in real life situations.
• Conversions are used in a variety of contexts.
What key knowledge and skills will students acquire as a result of this unit?

Students will know:

• The vocabulary accompanied with this measurement section.
• The basic time conversions (e.g., how many seconds are in a minute.)
• How to set up their conversions using fractions.
What key knowledge and skills will students acquire as a result of this unit?

Students will be able to:

• Convert among measurements using meter, liter, and gram.
• Convert customary measurements.
• Convert time.
• Use given table of equivalency in order to convert measurements.
• Use given Celsius/Fahrenheit formula to convert temperature.
• Determine the best system and unit of measurement for a given situation.
What evidence will show that students understand?

• Determine how many seconds, minutes, hours, and days are left in their Tussey Mountain school career.
• Team Work: students are grouped where they must help each other in order to solve the conversions. They must correct each other when they find errors and then explain the mistakes/corrections to their group member(s).
• Measurement Project (Rubric)
What other evidence needs to be collected in light of Stage One Desired Results?
• Quiz to review perimeter, area, and volume.
• Homework.
• Observations.
• Teacher questioning.
• Examining student work.
Student Self-Assessment & Reflection:
• Participation- students coming to the board and doing problems and then explaining their process.
• Short reflection essay on measurement project.
• Bellringers (at the beginning of every class)
• Students will complete measurements utilizing temperature conversions, metric system, and customary measurements.

What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?

• 4 items should be measured and converted using the metric system
• 5 items should be measured and converted using customary measurements
• 1 item (the daily temperature) should be measured and converted
Through what authentic performance task will students demonstrate understanding?
• Students will complete a measurement project. They will be required to measure 10 different items. They will choose their own items. Once measured, they will be required to convert their measurements to another unit that is at least two units above or below the starting unit. Of the 10 different items, 4 should be in meters, 5 should be in customary measurements, and 1 should be a temperature conversion. They will also need to find the perimeter and area of at least one object that they measure. They will need to find the volume of another item that they measure. They will complete a self-reflection when finished. They will also be given another person’s project where they will check their conversions.
What student products and performances will provide evidence of desired understandings?
• Measurements with correct conversions.
• Neatness and clarity.
• ALL WORK IS SHOWN!
• Correction of another student’s project.
• Rubric

What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings?

1. How much time do you think is left in your Tussey Mountain school career? How would you go about figuring this out? H

2. Introduce Essential Questions: What is conversion? (Purpose Value) How can we apply conversion to real life situations? (Context of Use) Why is conversion necessary? (Skill) Also, discuss culminating performance task: Measurement Project (This will be individual). Explain to students that, as usual, they will be doing a lot of team work to achieve common goals. W

Continued...
• 3. Note: key vocabulary terms are introduced as needed by the various learning activities and performance tasks. Throughout unit, students will explore the things in life that we can measure and then convert if needed. They will do this independently as well as in teams. They will also need to decide what is the best system and unit of measurement to use. For example: Would the classroom be best measured in feet or inches? E
• 4. Introduce the different systems of measurement that we will be using: customary, metric, time, temperature. Discuss when and why to use each. E
• 5. Give example situations and ask students to respond with the system and unit they would choose and why? R
Continued...

6. Note: students will have bellringers each day. They will be asked questions where they will actually have to solve a math problem, such as a conversion. They will also be asked questions that ask them to apply conversion to real life, such as which unit they would choose. Each day that conversions are practiced, students will have the opportunity to come to the board and complete problems and explain their process. Students will also be given homework on a daily basis which will allow practice and reflection of learned concepts. The teacher will go over the homework the next day- focusing on problems that may have been troublesome. R, E-2

7. Introduce customary conversions given on formula sheet. The teacher will model how to convert using the “fraction method.” This is where students convert using steps and cross out cancelled units as they go along. E

Continued...

8. Students will be put into small teams (anywhere from 2-4) where they will have to solve customary conversions. They will be responsible for checking each other’s work and making corrections in order for EVERYONE to understand the concepts. (Teams are of mixed abilities and members are subject to change from day to day.) R, E-2, T

9. Introduce metric conversions given on formula sheet. Show students how to convert using the “fraction method” as well as by just simply moving the decimal. E

10. Students will team up once again for the same purposes. R, E-2, T

Continued...

11. Introduce time and temperature conversions given on formula sheet. Students will use “fraction method” to solve for time conversions. Students will simply plug in and solve for temperature conversions. E

12. Students will be put into teams again. This time, they will develop their own problems. For example, they may choose 58 degrees Celsius. The question would then be to convert this to Fahrenheit. With time, they may choose 24 days. The question then might be to convert to hours or minutes. They will develop questions together and then will switch questions with another group. Once each group has completed another group’s questions, they will switch back and the original group will check the answers. Any incorrect responses should be fixed by the team who answered the questions. R, E-2, T

13. Students will be asked to measure select items from the room. They will be told which unit to measure each item in. Then, they will be required to convert their measurements to different units. They will complete this task in pairs. E-2, T

Continued...

14. Students will take a review quiz on basic perimeter, area, and volume. This is to prep them for their culminating project. The teacher will go over the quiz with the class and re-teach if necessary. R

15. The teacher will introduce the Measurement Project. The teacher will go over the expectations and the rubric. Students will complete measurements and conversions in class but may also work at home if needed. E-2, T

16. Students will check another student’s project using the rubric. The students will then have the opportunity to make corrections on their own projects. Finally, students will write a reflection on their own project. E-2, T

Continued...

17. Conclude the unit by addressing the essential questions and any final questions. Students will now answer the original hook question, only with specifics: How many seconds, minutes, hours, and days are left in their Tussey Mountain school career? (Students will use the “fraction method” they have learned in order to solve. We will take a poll of answers on the board and then check to see which answers are correct. E-2