Understanding By Design Unit Template

Title of Unit Reasoning Grade Level 20

3 weeks
Subject Inductive and Deductive Reasoning Time Frame Class is for 2 hours in the afternoon after lunch
every other day. Total of 8 days of lessons

Developed By Cole Fry

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?
Lifelong Learners: Throughout this unit, students will be given the opportunities to apply mathematics and their knowledge of mathematics to everyday
situations. Through the lessons, students will be taught skills and strategies to solve problems, combat problems, and create and solve puzzles that will
help them become successful in their use of mathematics in their everyday life. This unit will help students build an understanding of mathematics as
something that is more than mere equations but allow them to see math as a tool that can assist them in their everyday life. Students will reach the
outcomes of this unit through logical thinking, number sense, spatial sense, and understanding of mathematics as a human endeavor. This unit will allow
students to discover the outcome rather than the teacher instructing it to them.

Sense of Self, Community, and Place: One of the most important parts to a student’s math education is to allow them to interact with each other,
their environment, and be able to explore mathematical content in its everyday situations. This unit will allow the students the chance to analyse
mathematics together through different environments; such as the classroom, the outdoors, and stressful environments. This will allow students to
experience mathematics in its different forms (i.e. equations, problems, life situations etc.). By allowing the students to experience these different
environments, they will also learn how they as individuals and as a group can identify problems and work together towards a solution. Working together in
these different environments will also help the students build a sense of self as they contribute towards the solutions to the presented problems. They will
be able to contribute to their, and their peer’s, understanding and social well-being through a sense of accomplishment, confidence, and relevance.
Students will be encouraged to present different perspectives on problems and asked for new ways of thinking about things to encourage their individual
growth in mathematics and allow them to make the connections to the curricular outcomes for themselves. This will form a deeper understanding of
mathematics for the students as they look at mathematics in a different way. This will also allow the students to develop respect and feel respected by
their peers when presenting different ways of view a problem. By allowing the students the opportunity to learn outside of a classroom, they will be able
to learn about their communities and neighbourhoods, as well as make a personal connection to the mathematics through their explorations of different
environments.

Engaged Citizens: The field of mathematics allows for students to student what is happening beyond their classroom, their community, and their
country. Since mathematics requires students to “leave their emotions at the door”, they can engage in material and content to understand what is
happening and what can be done. This unit will allow students to explore their own communities and identify problems that can be analyzed
mathematically. This will allow students to get connected with their communities and to become better informed, and in turn, develop and create opinions
and possibilities as to how to fix problems or improve them. With these ideas and opinions being formed, students will be able to make decisions
regarding the roles they can take on within their community.
Cross curricular Competencies
How will this unit promote the CCC?

Developing Thinking:
This unit will allow the students that opportunity to challenge themselves as they attempt to solve puzzles and problems. Through this use of inquiry,
students will be given a better understanding of inductive and deductive reasoning. By allowing students the opportunity to experience mathematics in a
variety of different contexts (everyday life settings, problems, etc.) the student will be able to develop their reasoning skills as they must answer questions
about how they would address these problems. This unit will allow for the incorporation of independent and group work, as well as interactive
components, discussion and problem solving that will all contribute to the students understanding.

Developing Identity and Interdependence:

Students will be given the opportunity to take their education into their own hands as they work towards solving a variety of different problems that will
be presented to them. By letting the students work independently and in groups, students will be able to develop a sense of independence, as well as be
able to find their place in a group working together towards finding a solution. This will give the students an opportunity to take an active role in their
education and will create a positive learning environment that will foster their education.

Developing Literacies:
This unit will help increase the students understanding of math as a different form of literacy and of the language of mathematics. Students will be able to
engage in different areas of mathematics and learn new concepts that will contribute to their understanding of what math is and how it impacts our world
and in what ways. It will allow students to develop strategies to explore new concepts, the importance of proper terminology in mathematics, as well as
how math can take on multiple forms (visual, symbolic, oral, written, etc.). This unit will help students become more flexible in terms of how they can
demonstrate and express themselves in mathematics.

Developing Social Responsibility:

Through the opportunities to share and express themselves in group-based learning, student will be able to develop their social responsibility. They will
improve their cooperation skills, be able to have logical debates, and resolve conflicts between themselves. They will also be given the chance to interact
with their environment in different ways and be able to feel empowered to help other in developing their understanding of mathematics. By encouraging
each other to succeed, the students will be able to see that education is not dependent on the teacher, but each other as well. Mathematics is a subject
dependent of social interaction to construct new ideas and the presentation of different perspectives and approaches to various problems.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

FM 20.2 Demonstrate understanding of inductive and deductive reasoning including:

 analyzing conjectures
 analyzing spatial puzzles and games
 providing conjectures
 solving problems.

Enduring Understandings Essential Questions

What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-
students to understand & be able to use several years from now) ended questions that stimulate thought and inquiry linked to the content
What misunderstandings are predictable?
Students will understand that...
Mathematics is more than just formulas and equations but makes up a large
part of our everyday lives.
Using inductive and deductive reasoning, a solution to a problem can be
devised.
Related misconceptions…
Math is strictly formulas, and that it cannot be anything other than a
headache.
You are either understand math or you do not understand it and you if you
do not understand math, then you cannot learn it.
Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-requisite
knowledge that students will need for this unit.
Students will know...
How to solve problems relating to inductive and deductive reasoning skills.
How to identify problems in their everyday lives and how to determine a
solution.
How to work together to come up with new and different ways of
understanding mathematics.
Stage 2 – Assessment Evidence
of the enduring understanding)
Content specific….
How would you go about identifying math problems in your everyday life?
How could you find a solution to these problems?
Is mathematics relevant in our everyday lives?
FNMI, multicultural, cross-curricular…
Is math used in other cultures and in what ways?
How can use mathematics to identify similarities between the Indigenous
people and ourselves?
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.
Students will be able to…
Work in a cooperative environment to be able to both identify and solve
problems
Deduce a solution to logic-based problems through pattern and rule
recognition, inductive and deductive reasoning, as well as through
cooperation.
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
“story” form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal Students will meet the outcome of this unit by demonstrating their understanding of inductive and deductive
What should students accomplish by reasoning through the final assessment. They will demonstrate this understanding through all the desired areas
completing this task? outlined by the curriculum.
R – Role The students will be contributing to their final assessment by presenting questions/problems from their trip to
What role (perspective) will your students Wanuskewin, so they have some contribution to their final assessment.
be taking? The product of this assessment will be a demonstration of their understanding of inductive and deductive
A – Audience reasoning.
Who is the relevant audience?
Students will be marked based on each question for the following criteria:
S – Situation
Correct answer /1
The context or challenge provided to the
student. Demonstration of logic used (showing one’s work) /2
P – Product, Performance Supporting evidence for final answer /1
What product/performance will the
student
create?
S – Standards & Criteria for Success Attach rubric to Unit Plan
Create the rubric for the Performance Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.

This unit will focus on the students taking their learning into their own
hands, so a large portion of their assessments will be self-assessments. In
addition, worksheets of students understanding pertaining to each lesson
will be taken in as a form of formative assessment as well as summative.
Students answers to various problems and games will be recorded to be
used as a form of assessment. Their performance in the escape room will
also be used as a form of formative assessment.
Throughout the unit, students will be completing several self and peer-
assessment sheets that will be taken in. In each lesson, the students will be
asked to complete a self-assessment, and when group work is involved,
peer-assessments. Since this unit is mainly focused on getting the students
to explore math and understand it in their own way through inductive and
deductive reasoning, the students will be asked to reflect upon their
understanding during or after each lesson.
 Stage 3 – Learning Plan
What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?

The first lesson of the unit will allow the teacher to communicate what the students will be learning this year. They will be told that the outcome of this unit
is to “FM20.2 – Demonstrate an understanding of inductive and deductive reasoning including: analyzing conjectures, analyzing spatial puzzles and games,
providing conjectures, and solving problems”. The first activity will be to a worksheet with brain teasers to find out what they students already understand
about inductive and deductive reasoning. Through the interactive nature of the lessons, students will be able to interact with math that goes beyond just
formula, substitution, and answer but rather allows them to explore math in their own way. This will insure that the students are engaged and experiences
they have had in the past can be applied to the rest of their learning. Students may find some of the problems challenging and may need extra assistance.
The use of group work will encourage cooperative learning rather than a dependence on the teacher to help them understand the questions. Since math is
already a stressful subject for students, by getting the class out of the classroom and into their environment, it will help them keep engaged in their
understandings, but also provide different learning environments that will be more meaningful to them. By using the different environments, the students
learning will become more applicable to the everyday situations they will be faced with outside of school, regardless of career paths.

How will you engage students at the beginning of the unit? (motivational set)

Student engagement is one of the hardest aspects to combat in mathematics. This unit will be able to hold the student’s engagement by eliminating the
traditional means through which it has been taught (formula, substitution, and answer). This unit will allow students to take their learning into their own
hands as math should be taught, and through changing the environments, students will not be bored with the standard classroom setting. The use of the
two field trips will also present the students a unique learning opportunity and divert from the old, traditional style of teaching mathematics. These trips will
give the students a chance to experience math in an everyday setting and to explore the environment around them by looking at it through a different lens.
By changing the traditional standard way of teaching math, students will not dread coming to math class, and be more willing to learn the difficult content
that is presented to them.

What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 To start the unit off, the students will be given a worksheet with several different brain teaser puzzles Developing Work
Terminology on it. They will be given around 15-20 minutes to work on it and then share what they think the Thinking sheets
and outcomes answers to be. After this exercise, the students will be introduced to the unit and the main outcomes Developing Permission
of it. They will be told what will be expected of them, what the unit will look like in terms of Social forms
scheduling and be given the permission forms for the two field trips they will be taking in this unit. Responsibility Computer
For the second half of this class the students will be given a power point lecture of the various and
terminology and examples that they will be expected to learn and understand by the end of the unit. projector
 After the power point, students will relook at the brain teaser worksheet and find examples of the
terminology they just learned. They will be given a few minutes to look over their answers and see if
they want to change any of their answers and then do a self-assessment and mark which questions
they feel they got correct and which they got incorrect. After words, they will turn in their question
sheets and the questions will be taken up. These sheets will be used as an assessment of the
student’s prior knowledge and only the student’s demonstration of rational and understanding will be
looked at for a mark value.
2 Students will walk into the classroom and notice that the desks will have been rearranged into a Developing Desks
Pattern visual pattern. The first task of the students will be to find the point of origin of the pattern, find the Thinking organized
Recognition termination point of the pattern, and if the pattern was to continue, what would be the next portion Developing into a
of the pattern. (all terms will have been taught in the power point from last class) Once the students Literacies pattern
have completed the analysis of the desk pattern, (max of 20 mins. If they have not solved it within Paper and
the time, guide them to the answer by making guiding statements. If they solve it in less time, they pens/pencil
can have more time in the next section of the lesson) they will be sent out into the hallway in groups s
of 3-4 students with a piece of paper and pen/pencils to identify any patterns they find throughout Student’s
the school. They will have until the next bell to locate patterns, take pictures of them and analyze phones
them in a similar way to the desk pattern (defining the origin, termination if applicable, and how the Projector
pattern will continue). In the second part of the class, the students will present the patterns that they
found and explain to the class where they think the definitions apply to the pattern. This will talk
about 20-30 minutes for each group to present their findings from around the school. Once all the
groups are done presenting, a mini lecture will tell the students how this studying of pattern
recognition plays into inductive and deductive reasoning, as well as how being able to recognize
patterns will help them comprehend the future units of mathematics and help solve problems that will
come later in life. For the remainder of class, students will play Kahoot! on the brain teasers and
pattern recognition games to test their skills. Students will be instructed to use their real names as
their game id so that the answers to the questions can be used as an assessment of the learning.
(If students do not have a phone cable of playing the game, they can use one of the school’s I-pads,
laptops or tablets to partake)
3 The beginning of this class will be the teacher presenting a number sequence to the class and told Developing Solution
Rule that this sequence follows a rule that the teacher has created. The students will then get to try to Thinking, Worksheets
Recognition / figure out what the rule is by presenting the teacher with a three-number sequence and the students Developing ,
Puzzle Solving will be told if their presented sequence follows the rule or not. Students will be given 15 minutes to Identity and Chess
try and decode the rule as a class. Once the rule has been identified, they premise of how the brain Independenc board,
can fixate on what it thinks is the correct path, even if it is leading them down a wrong direction. e, Problem
Students will then develop their own number sequence rule and then present it to the class. Once the Developing sheets,
class has identified all the students number sequences, the class will continue. (30 mins). The second Literacy Self and
half of the class will be focused on puzzle and problem solving in order to prepare for the escape Peer-
room they will be doing the next class. The students will be broken up into groups of 3-4 and be Assessment
assigned a puzzle or problem. This portion of the class will function like a circuit, with the groups sheets
given about 7 minutes at each station to try and solve the puzzle and then write down the solution.
The stations will consist of chess puzzles, Sudoku puzzles, decoding puzzles, visual puzzles, etc. The
students will work together to try and find the solution using their inductive and deductive reasoning
skills. After each group has had a chance to solve each puzzle, they will hand in the worksheet with
their believed solution to the puzzle. After wards students will fill out a self-assessment and peer-
assessment based on: how well they worked with each other, was the group inclusive and open to
everyone’s ideas, how successful they felt they were in coming up with the solutions to the problems,
and overall time and group management. Once all the assessment forms are handed in, along with
 the group worksheets, the instructor will go through each puzzle and solve them with the student’s
assistance. To wrap up the lesson, the teacher will voice the connections between all the puzzles and
inductive and deductive reasoning. This is where the students will also be instructed as to how the
Escape Room Field trip will be run.
4 Students will be split up into groups and be placed in an escape room to practically apply their
Escape Room inductive and deductive reasoning skills.

5 Students will be given some text- based problems and be given the class to work through them as
Work Class practice for their final exam

6 Students will be taken to Wanuskewin to see how mathematics is incorporated in every day situations
Wanuskewin and to analyze the world through a mathematics perspective

7 Students will work through the problems they came up with at Wanuskewin and come up with
Debrief and solutions. Two of these questions will be on their exam so it will also serve as final exam input and
Problem preparation
Solving

8 Students will write the final assessment exam

Final Exam

Assess and Reflect (Stage 4)

Considerations Comments
Required Areas of Study: The main outcome for this unit is for the students to demonstrate their understanding of
Is there alignment between outcomes, performance inductive and deductive reasoning through a variety of different mediums. Each lesson will
assessment and learning experiences? focus on a different area of focus for their understanding that will directly correlate to the
curriculum’s outcome. The performance assessments and the students learning
experiences will help tie in the BAL’s and CCC’s to allow students a different and unique
learning experience that will not only help them reach the outcome of the unit, but also to
help them to enjoy mathematics as well.

Adaptive Dimension: For struggling students:

Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?
The objection of this unit is to allow students to take control of their own learning through
various puzzle and group activities. Students that have a lesser understanding of inductive
and deductive reasoning will be able to ask questions to their peers and to the teacher to
help them develop a better understanding of inductive and deductive reasoning. In terms
of the final assessment, if a student is not satisfied with their mark, they will be given the
opportunity to rewrite their exam and be given similar questions so that they will be able
 to relate the questions to the first exam (that will have been taken up) and make
connections to the new questions; which a demonstration of deductive reasoning is itself.

For students who need a challenge:

Students who need a challenge can be presented with more challenging questions that
require a deeper level of thinking to understand the situation and solve the problems. This
unit’s goal is to strengthen the student’s reasoning skill so if a student is already strong in
these areas, they will be able to handle these tougher questions.

Students with different needs:

Students that have special needs (i.e. EAL learners, disabilities, etc.) will still be able to
understand this unit and succeed. For the EAL learners, simpler examples can be used in
terms of keeping the use of language to a minimum but while still maintaining the
understanding at the same level. Students that need extra time and support will be able to
have the accommodations they need to succeed and will be given the same chances to
come up with and solve problems. The field trips will be made to accommodate all types of
learner and to make sure that every student is given the same opportunities to achieve the
outcome of this unit.

Instructional Approaches: In this unit, both the student and the teacher are given the opportunity to educate the
Do I use a variety of teacher directed and student students. The teacher will provide the initial groundwork for the students understanding,
centered instructional approaches? but then the student will be given the chance to work through problems to increase their
own understanding. Students will be allowed to teach each other and themselves
throughout the coarse of the unit, under the guidance of the teacher.

Resource Based Learning: Students will have access to several resources throughout this unit. They will have the
Do the students have access to various resources on an textbook that will have additional examples and strategies to address certain types of
ongoing basis? problems. They will have the teacher and their fellow students to ask questions to and to
come up with new ways of thinking and knowing. In addition, they will have access to the
internet if they need something explained in a different way or they need to look up a
definition to help them understand a puzzle or problem.

FNM/I Content and Perspectives/Gender This unit will promote diversity through the incorporation of different FNIM ways of
Equity/Multicultural Education: knowing and without reducing material to tokenism. The field trip to Wanuskewin will give
Have I nurtured and promoted diversity while honoring the students an opportunity to learn about Indigenous culture and how it incorporates
each child’s identity? mathematics. Also, by allowing the students to interact with their environment and not be
restricted to their desks, every student will be able to feel comfortable with their
educational environment.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)