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.
(The state standards we have to use is Alabama)
This benchmark assignment assesses the following programmatic competencies:
BS Elementary Education
2.3 Design and implement instruction on the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability, incorporating problem-solving, reasoning and proof, communication, connections, and representation. [ACEI 2.3; InTASC 4(c), 5(d), 5(f), 5(g), 5(i); GCU Mission Critical 2]
3.3 Use a variety of teaching strategies and technologies that encourage elementary students’ development of critical thinking and problem-solving. [ACEI 3.3; InTASC 7(k), 8(e), 8(f), 8(l), 8(r); ISTE-T 1b, 2a, 3a; GCU Mission Critical 2
3.5 Create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom, based on knowledge of effective verbal, nonverbal, and media communication techniques. [ACEI 3.5; InTASC 8(g), 8(i), 8(h), 8(m); ISTE-T 1b,1d; GCU Mission Critical 1 and 2]
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