Southwestern College-Educator Preparation Program



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Know (nouns) Definition

List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.







  •      Subtraction: Mathematical term to take away, decrease, borrow, less.

  •      Difference: The result of the subtraction.

  •      Solution: Answer.

  •      Minus: To subtract.

  •      Take away: Subtract.

Be Able to Do (Verbs)

Level I

Level II

Level III

Level IV

Level V

List the verbs that are key learning targets, then determine the cognitive demand level (Bloom’s) with verbs in context by placing a checkmark in the appropriate square:

Knowledge/ Remembering

Memorize facts, definitions, & formulas

Comprehension/ Understanding

Perform Procedures

Application

Demonstrate understanding

Analysis

Conjecture, Generalize, Prove

Synthesis/Evaluate/ Create; Solve non-routine problems; make connections

  •      Understand how to subtract numbers.











  •      Remember strategies to subtract efficiently.











  •      Be able to show work.











  •      Prove answers afterwards as to how they got their answer.











  •      Be flexible with problem types.











This standard means a student will know and be able to do…(use your own student friendly words)

  •      Students will know and be able to subtract with numbers up to as high as 20.

Essential Questions: What big idea question(s) focus this unit? Think: broad overarching question that can bridge subject areas and units.-This unit won’t end the learning on this question.

  •      Why should we learn to subtract?

Unit Questions: Guiding, open-ended, unit-specific question(s) that help build understanding of the Essential Question.

  •      How could two subtraction problems be the same?

  •      Could two different subtraction problems have the same answer? If so, under what conditions?

  •      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.

Performance Task(s):



  • 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.



Other Evidence:

  • 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?


Formative-

1. Journals.

2. Worksheets.

3. Observations.

Summative-

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.
-Baseball bats.
-Small, soft pretend baseballs.
-Cupcake pan.
-Notecards.
-Journals.
-Paper; pencils.
-PowerPoint; Smart board



Unit Outline-Lesson Segments: Provide a brief description of each session in the unit sequence.

Session




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