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A unit plan integrates multiple standards informing a mathematical concept and is taught in multiple lessons over several days. The large-scale planning process outlines activities that complement one another to ensure a successful learning experience for all students.

When planning units, educators must begin with the standards, learning targets/objectives, and summative assessment. Keeping the end learning goals in mind allows educators to plan the lessons to ensure students stay focused on what is important. Alignment between standards, learning objectives, instruction, and assessment provides a clear direction for both teachers and students. When students understand the goal of the lesson and all instruction, activities, and assessment are aligned, they are more likely to master the skill or concept.

For this assignment, use the “3-Day Unit Plan Template” to create a 3-day instructional unit plan and summative assessments designed for the students outlined in the “Class Profile” in the K-8 grade level of your choice. Use your state’s mathematics standards to select 1-3 math standards from one domain (number and operations, algebra, geometry, measurement, or data analysis and probability) to represent and teach  in the unit. Complete the following when designing your unit:

· Clearly  integrate instruction and assessments so that standards, learning targets/objectives, learning activities, and assessments are all aligned

· Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem-solving skills  

· Create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom using effective verbal, nonverbal, and media communication techniques  

· While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

Benchmark – Mathematics Unit Plan

 

A unit plan integrates multiple standards informing a mathematical concept and is taught in multiple lessons over several days. The large-scale planning process outlines activities that complement one another to ensure a successful learning experience for all students.

When planning units, educators must begin with the standards, learning targets/objectives, and summative assessment. Keeping the end learning goals in mind allows educators to plan the lessons to ensure students stay focused on what is important. Alignment between standards, learning objectives, instruction, and assessment provides a clear direction for both teachers and students. When students understand the goal of the lesson and all instruction, activities, and assessment are aligned, they are more likely to master the skill or concept.

For this assignment, use the “3-Day Unit Plan Template” to create a 3-day instructional unit plan and summative assessments designed for the students outlined in the “Class Profile” in the K-8 grade level of your choice. Use your state’s mathematics standards to select 1-3 math standards from one domain (number and operations, algebra, geometry, measurement, or data analysis and probability) to represent and teach  in the unit. Complete the following when designing your unit:

· Clearly  integrate instruction and assessments so that standards, learning targets/objectives, learning activities, and assessments are all aligned

· Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem-solving skills  

· Create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom using effective verbal, nonverbal, and media communication techniques  

· While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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GCU College of

Education

LESSON

UNIT

PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level: 3rd

Unit/Subject: Math / Operations & Algebraic Thinking

Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping:

. 4students with IEPs (3 are 2 years below grade level, 1 is 1 year below grade level).

One students who is emotionally disabled and 1 year above grade level.

2 students that are 1 year below with no IEPs.

3 students 1 year above grade level

2 students that are 2 years above grade level.

4 ELL students.

All these students listed above need to be placed in groups that will best fit them and set them up for success.

Day 1

Day 2

Day 3

National/State

Learning Standards

List specific grade-level standards that are the focus of the lesson being presented.

CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

(Grade 3 " operations & algebraic thinking)

CCSS.MATH.CONTENT.3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. (Grade 3 " operations & algebraic thinking)

CCSS.MATH.CONTENT.3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

(Grade 3 " operations & algebraic thinking)

Specific Learning

Target(s)/Objectives

Based on state standards, identify what is intended to be measured in learning.

Academic Language General academic vocabulary and content-specific vocabulary included in the unit.

© 2021-2022. Grand Canyon University. All Rights Reserved.

Unit Resources, Materials, Equipment, and Technology

List all resources, materials, equipment, and technology to be used in the unit.

Depth of Knowledge

Lesson Questions

What questions can be posed throughout the lesson

to assess all levels of student understanding?

· Level 1: Recall

· Level 2: Skill/Concepts

· Level 3: Strategic Thinking

· Level 4: Extended Thinking

Section 2: Instructional Planning

Day 1

Day 2

Day 3

Anticipatory Set

How will students’ prior knowledge be activated as well as gain student interest in the upcoming content?

Presentation of Content

Multiple Means of

Representation

Describe how content will be presented in various ways to meet the needs of different learners.

Multiple Means of

Representation

Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

· Early finishers (those who finish early and may need additional sources/support)

Application of Content

Multiple Means of

Engagement

How will students explore, practice, and apply the content?

Multiple Means of

Engagement

Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

· Early finishers (those who finish early and may need additional sources/support)

Assessment of Content

Multiple Means of

Expression

Formative and summative assessments used to monitor student progress and modify instruction.

Multiple Means of

Expression

Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

· Early finishers (those who finish early and may need additional sources/support)

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how

the extension activity or homework assignment supports the learning targets/objectives.

© 2021-2022. Grand Canyon University. All Rights Reserved

© 2021-2022. Grand Canyon University. All Rights Reserved

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Rubic_Print_Format

Course Code Class Code
ELM-470 ELM-470-O500
Criteria Percentage Target (100.00%)
Criteria 100.0%
Lesson Titles, Summaries, Standards, and Objectives 10.0% Lesson titles and summaries are realistic and creative. Standards are expertly selected. Objectives are measurable and proficiently aligned to the standards, instruction, and assessments.
Multiple Means of Representation COE C 2.3[ACEI 2.3; InTASC 4(c), 5(d), 5(f), 5(g), 5(i); MC2] 20.0% Expertly explains standards-based math concepts and procedures, incorporating problem-solving, reasoning and proof, communication, connections, and representation. Describes ideal ways to differentiate for student needs outlined on the lesson plan template.
Multiple Means of Engagement COE C 3.3 [ACEI 3.3; InTASC 7(k), 8(e), 8(f), 8(l), 8(r); ISTE-E 5b, 5c, 6d; MC2] 20.0% Skillfully explains learning activities, including opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom, based on knowledge of effective verbal, nonverbal, and media communication techniques. Describes ideal ways to differentiate for student needs outlined on the lesson plan template.
Multiple Means of Expression 20.0% Substantially describes formative and summative assessments that the content, functions, and achievements of the performing and the visual arts as primary media for communication, inquiry, and engagement among elementary students. Describes ideal ways to differentiate for student needs outlined on the lesson plan template.
Resources, Materials, Equipment, and Technology COE C 3.5 [ACEI 3.5; InTASC 8(g), 8(i), 8(h), 8(m); ISTE-T 1b,1dISTE-E 3a, 5b, 5c ; MC1, MC2] 20.0% Resources selected create substantial opportunities for active inquiry, collaboration, and supportive interaction and re expertly chosen for the unit plan.
Organization 5.0% The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics (includes spelling, punctuation, grammar, language use) 5.0% Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
Total Weightage 100%