Unit 9
Putting It All Together
Unit Narrative
In this optional unit, students use concepts and skills from previous units to solve problems. The first section explores a variety of different contexts, such as population density, Fermi problems, measurement error, and energy usage. The second section has five lessons about different systems of voting. In the last section, students build a trundle wheel and design a five-kilometer race course.
All related standards in this unit have been addressed in prior units. These sections provide an optional opportunity for students to go more deeply and make connections between domains.
Progression of Disciplinary Language
In this unit, teachers can anticipate students using language for mathematical purposes, such as critiquing, comparing, and justifying. Throughout the unit, students will benefit from routines designed to grow robust disciplinary language, both for their own sense-making and for building shared understanding with peers. Teachers can formatively assess how students are using language in these ways, particularly when students are using language to:
Critique
- Reasoning about Fermi problems (Lesson 1).
- Peer reasoning about percent error in length, area, and volume measurement (Lesson 7).
- Claims about percentages (Lesson 10).
- Reasoning about the fairness of voting systems (Lesson 13).
- Peer methods of measuring distance (Lesson 15).
Compare
- Sources of energy (Lessons 2 and 3).
- Rectangles and fractions (Lesson 5).
- Regions with different population densities (Lesson 8).
- Voting systems (Lesson 11).
- Advantages and disadvantages of different methods (Lesson 16).
Justify
- Reasoning about Fermi problems (Lesson 1).
- Reasoning about the fairness of voting systems (Lessons 11 and 13).
In addition, students are also expected to describe distributions of voters and methods for measuring distance, including how to build and use a trundle wheel. Students also have opportunities to interpret and represent characteristics of the world population and generalize about decomposition of area and numbers
The table shows lessons where new terminology is first introduced in this course, including when students are expected to understand the word or phrase receptively and when students are expected to produce the word or phrase in their own speaking or writing. Terms that appear bolded are in the Glossary. Teachers should continue to support students’ use of a new term in the lessons that follow where it was first introduced.
| lesson | new terminology | |
|---|---|---|
| receptive | productive | |
| Acc6.9.2 | kilowatt-hour(kWh) | |
| Acc6.9.5 | mixed number | |
| Acc6.9.7 | percent error | |
| Acc6.9.8 | population density | |
| Acc6.9.9 | in favor majority |
|
| Acc6.9.10 | plurality run off |
majority |
| Acc6.9.12 | in all fair |
|
| Acc6.9.15 | trundle wheel | |
| Acc6.9.17 | trundle wheel | |