KUD – Know, Understand, Do

Know
Facts, names, dates, places,
information, vocabulary

 The original inhabitants of the

Americas migrated from Asia into
North America over the Bering land
bridge
 Multiplication tables
 Ecosystem
 Elements of culture (customs,
values, shelter, geography)
Understand

Big ideas, generalizations,

principles, ideas that transfer
across situations (“Students
should understand that...”)

 Migration enables organisms to

meet basic needs
 Multiplication is repeated addition
 All parts of an ecosystem affect all
others parts.
 Culture shapes people and people
shape culture.
Do

Skills of the discipline, social

skills, production skills, processes
(usually verb phrases)

 Trace and explain the migratory

path of the original Americans
 Use multiplication to solve story
problems
 Work collaboratively in a group to
complete a assigned task
 Write a unified compare and
contrast paragraph
 Examine varied perspectives; draw
conclusions
KNOW
Facts, names, dates, places, information

• 4 quadrants in a coordinate plane

• Fibonacci
• 3.14
• Pythagorean Theorem
• The multiplication tables

Eg., telling time.

The Know = the numbers 1-12, hour hand and minute hand
The Understand = time helps us to organize our lives
The Do = count by 1, 5

UNDERSTAND
Essential truths that give meaning to the topic
Stated as a full sentence
Begin with, “I want students to understand THAT…” (not HOW… or
WHY… or WHAT)

• Multiplication is another way to do addition.

• There are a lot of ways to represent single number.
• There is more than one way to solve a problem.
• Make reasonable estimates.

The Understand statements CONNECT the parts of a subject to the student’s life and to
other subjects. They are purposeful and focus on the key ideas and making
connections while evaluating the relationships that exit within the understandings.

“Students will come to understand that…..” (See IL Learning Standards)

Be able to DO
Skills (basic skills, skills of the discipline, skills of independence, social
skills, skills of production)
Verbs or phrases (not the whole activity)

• Analyze
• Solve a problem to find perimeter
• Find the decimal of 3/8 by using equivalent fractions.
• Evaluate work according to specific criteria
• Use a bar graph to represent data appropriately

Know the endpoint and the objective (what is it that I want my students to learn?)
Match students’ needs to the task, outcome, or standard. Analyze the “task” – what we
want students to know, understand, be able to do.
Name_____________________________ School _____________________Date _________ Flexible Grouping (monthly differentiation seminar)

Study the following statements. Talk with your partner/s. Decide if the statement represents KNOW, UNDERSTAND, or DO of curriculum
planning. Use the letters K for Know, U for Understand, and D for Do.

1 The physical geography of a region directly impacts the development of the civilization that settles in that particular region.

2 Christopher Columbus discovered America in 1492.

3 Locate places on a map using a geographic grid including latitude and longitude.

4 Fair play is an essential part of all sports.

5 The United States is divided into specific regions, each of which has unique geographic features and natural resources.

6 Scientists record the results of their experiments in a careful and detailed manner.

7 Count to 100 in units of ten.

8 Analyze the causes of the America revolution.

9 Describe the rising action in a dramatic story.

10 Writers use a variety of literary elements to inform, persuade, describe, and entertain readers.

11 Write descriptive text that describes people, places, and events.

12 Good writers use the skills of logical organization and strong voice to convey a message to the reader.

13 You can find the decimal for 3/8 by using equivalent fractions.

14 Identify the differences between two-dimensional and three-dimensional shapes.

15 Collected data can be displayed using a variety of graphs.

 Students develop an understanding of ratios, proportions, and percents..

 Fibonacci discovered Lattice Multiplication.

 Locate points on a coordinate plane.

 Students create and use mathematical objects to make patterns.

 Students see the relationship between perimeter and area of shapes.

 Mathematicians record and display the findings of their data collection.

 Students will learn how to connect and apply division to everyday situations.

 Students will discover that an isosceles triangle has two equal sides.

 Computers use the binary system.

 Measure the interior angles of a triangle using a protractor.