Professional Documents
Culture Documents
Timeline: 23 days
Stage 1 Desired Results
Focus Standards:
Math:
3.NF.1 Understand a fraction as the quantity formed by 1 part when a whole is partitioned into b equal
parts; understand a fraction as a/b as the quantity formed by a parts of size 1/b
3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their
size
4.NF.1 Explain why fraction a/b is equivalent to a fraction (n x a/n x b) by using visual fraction
models
4.NF.6 Use decimal notation for fractions with denominators 10 or 100
5.NBT.1 Understand how the value of a digit in one place compares to the value in the place to its right
or left
5.NBT.3 Read and write decimals to the thousandths. Compare decimals to the thousandths.
Science:
PS2.A-B.3-5 The effect of unbalanced forces on an object results in a change of motion. Patterns of
motion can be used to predict future motion. Some forces act through contact, some forces act even when
the objects are not in contact. The gravitational force of Earth acting on an object near Earths surface
pulls that object towards the planets center.
PS3.A-B.3-5 Moving objects contain energy. The faster the object moves, the more energy it has.
Energy can be moved from place to place by moving objects, or through sound, light, or electrical
currents. Energy can be converted from one form to another.
Transfer Goal(s):
Math Practice 6: Attend to precision.
Science and Engineering Practice 6: Constructing explanations and designing solutions
Big Ideas:
(Based on the STANDARDS, what do we REALLY want students to get out of this unit?)
Essential Questions:
(What overarching questions will guide all of your work in this unit?)
Learning Goals:
Expert
Application of
Science Content
Application of
Mathematical
Strategies
Reasoning and
Proof
Communication of
Conclusions
Practitioner
Apprentice
Some awareness of
unbalanced forces and
energy transference are
evident. Models may be
lacking needed
information. Minimal/
sporadic support may have
been provided.
Mostly appropriate
mathematical strategies
were used. Strategies may
have reasoning or process
errors. Minimal/ sporadic
support may have been
provided.
Novice
Minimal awareness of
unbalanced forces and
energy transference are
evident. Models are
incomplete or not present.
Consistent support had to
be provided.
Applicable mathematical
strategies were attempted.
Explanations lack a depth
of understanding. Errors
are evident and frequent.
Consistent support had to
be provided.
Math/Science Resources:
Key Vocabulary:
force, motion, acceleration, balanced, unbalanced, mass, energy, energy transfer