How would you explain the process of ‘taking away’?
Summary: In the space below, write a brief summary for the unit.Provide a concise overview of your unit explaining what is to be learned and how students will attain the learning goals.
(Why are you teaching this? Why is it needed? How will students benefit from this lesson? How can you justify the time spent?)
In this unit, I want my students to get a lot of practice with subtraction so they will build confidence galore! It’s crucial my students are fluent in subtraction or else they will not be able to move onto any other key elements in the mathematical world, which will then hurt them in every other aspect of the real world! Students will benefit greatly because the more they practice, the better they will get and they will need to be confident and fluent in subtraction. I will do my best to span out my time accordingly.
Data analysis: What data do you have showing the need for this unit/lesson(s)? How does the data indicate differences in learner needs? When will these differences be addressed (small group differentiation during core, Tier II-supplemental intervention, Tier III-intensive intervention)?
Data type: Mathematics
Analysis details: Subtraction
Assessment: (How will you know students have learned? It is important to think about your assessment before planning lesson(s). How will the student(s) demonstrate they have met the objective? Formative Assessment should be conducted regularly throughout the lesson(s). Pre-assessment may be conducted prior to lesson(s). Summative assessment will generally be at the end of a unit or series of lessons on similar learning goals. Assessment may be informal-teacher observation, checklist, journal entry, practice tasks. It may be formal-written task, performance task, paper/pencil or computer based quiz/test. You may come back and make adjustments to the assessments as you progress through planning or even after teaching the lesson to ensure objectives, instruction, and assessment are aligned and students are meeting the objectives.
Through what authentic performance tasks will students demonstrate the desired understandings?
By what criteria will performances of understanding be judged?
Performance tasks such as worksheets and keeping track of their work during the activities will take place heavily during this unit. I will judge them by observations, grades of worksheets, and constant formative assessments and a final summative one at the end of the unit.
Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?
How will student reflect upon and self-assess their learning?
1. End of unit test.
Materials and Resources: In the space below, brainstorm any materials you might need to complete the lesson in your classroom. This may include teacher and student books, guest speakers, technology, materials/supplies needed for demonstration and instruction or needed by students to complete tasks, etc. As you continue to work on your lessons, you will likely add to this list.
-Worksheets for unit to be handed out.
-Small, soft pretend baseballs.
-PowerPoint; Smart board
Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.