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# Unit Plan

Unit Plan for Math Instruction

by

Tweet## MICHELLE COWMAN

on 10 May 2011#### Transcript of Unit Plan

Resource Room movement

based 10 minutes

a day Lab consists of short directions that students use to figure out the material

Students can also listen to directions using a tape-recorded Resource Room

Middle Elementary:

3rd Grade

Rational Numbers

Fractions Unit Plan practice math facts, work on individual material for mastery direct instruction and strategy instruction of begining fractions Students will explore equivilency using fractions Day 1 The resource room is set up so the students can be successful in their independent studies. There are five stations set-up in the room, including the instructional station. Each group has a college mascot as their own team mascot and indicator for what station they will be starting at. There are four groups of no more than 3 students in each group. The groups are broken down by ability level. The class time is 45 minutes long. math computation, virtual manipulatives through games and activitie. Develop understanding of fractions as numbers. Standard 1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Exploring fractions Communicate Students find 3 other students to share their findings. Assessment Technology Share iPod app's data (fractions and representations of orange, yellow, red rods) or data students collected. Students will demonstrate one half and one third of a whole using manipulatives. What do you notice about the orange, yellow, and red rods? How many orange rods does it take to measure:

the table top

a student desk

a book

Students record in iPod app or paper/pencil How many yellow rods does it take to measure the same items? Record your findings. How many red rods does it take to measure the same items? Record your findings. Measure other objects using orange, red, and yellow rods. Record your findings. Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements work on individual material for mastery Communicate Technology through games and activities. direct instruction of begining fractions Assessment math computation, Students will explore basic fractions Students will discover basic fractions using manipulatives Day 2 Exploring fractions work on fact fluency work on individual material for mastery practice math facts, math computation,

virtual manipulatives, through games and activities New concepts using a combination of strategy instruction and direct instruction depending on the student's needs Using the knowledge from Day 1 (ie., 2 yellow rods in one orange rods) students:

discover how many of each colored rods can be added together to complete a whole of another color rod

record on paper or ipod

write or draw picture representations Students explore basic fractions and fraction concepts on website: coolmath4kids.com

Students have option of extending into guided discovery or reviewing remedial skills Prompt:

You are building a wall for your garden out of colored logs. You want the wall to be 4 logs high using 4 different colors. Each row is the same total length. What amount of each colored logs do you use? Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Students pair up with another group

Students explain their "walls" using manipulatives Technology Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Students will explore separating whole into parts Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. CBM Weekly Assessment

Student timed and regulated Assessment Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Day 3 Strategy Instruction and Direct instruction taught together for separating whole into parts. Work on fact fluency

File games and movement activities Students use colored m&m's or skittles to divide into parts

students divide whole into parts and share with their group members

students record data on ipod or record sheet Prompt:

You have 20 m&m's. You want to share with your 3 friends. What are the different ways to divide your m&m's between the four of you?

Record your findings. Prompt:

What are the different ways that you can separate your m&m's? Remember to record your findings. Groups write at least 3 ways that they separated their m&m's. Student groups explain to the class their findings. Students will separate whole manipulatives into parts. work on individual material for mastery Separating Whole Numbers

into Fractions Communicate Students explore separting whole parts into basic fractions on website: coolmath4kids.com

Students have option of extending guided practice or reviewing remedial skills practice math facts, math computation,

virtual manipulatives, through games and activities Students will explore separating whole into parts. Students will separate whole manipulatives into parts. Day 4 work on individual material for mastery work on fact fluency

file games and movement activities Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Strategy Instruction and Direct instruction taught together for separating whole into parts. Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Separating Whole Numbers

into Fractions Communicate Students use different shaped manipulatives to separate into parts

students divide whole into parts

explore different shapes part to whole ratios

students record data on ipod or record sheet or draw/cut out colored paper to record data practice math facts, math computation,

virtual manipulatives, through games and activities

Students use virtual manipulatives to explore and practice fractions. work on fact fluency Match up the Cuisinaire Rods to the Fractions on the Fraction Strip work on individual material for mastery Prompt:

We use fractions every day. How do we use fractions? Where do we see them at? Technology Day 5 Assessment Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Students will explore fractions by creating their own paper pizzas. Prompt:

You are making a pizza for you and your friends. There is not enough of one topping for a whole pizza, but you have lots of toppings to use. Using the pizza pan, draw a pizza that you could share between you are your friends. Make sure each separate part is defined and labeled so your friend's slices don't get mixed up! Creating Pizzas Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Communicate work on fact fluency

file games and movement activities Short informal assessment over basic fractions. Students continue to take the assessent until mastery is gained. Technology Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Assessment Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Explain on a separate piece of paper what 1/2, 1/3, 1/4 means. This will go in your "Fractions Book". Students will separate their pizza and label the parts. Students work on "Fraction Book" cover.

The cover must explain in words and pictures what the book is about.

There must be an author listed on the front.

Students may use available supplies to creatively and informationally create their cover. Students explore to find answers and add to their fraction book. Students explain their book covers to at least 3 other students. Short informal assessment over basic fractions. Students continue to take during Personal Goal Time until mastery is achived. The class creates their group pizzas. Teacher prompts students with questions about the importance of fractions while pizza bakes. (Based on stduent exploration on Day 5.) Students record (write/draw) in the "Fraction Book". Students eat and enjoy! record data using apps

listen to directions

draw information

voice record data direct instruction

strategy instruction

remedial instruction

difficult concepts Practice individual skills

Project creation Teacher Instruction (student administered) CBM Assessment

on Wednesdays movement Math Facts Math Lab Short directions to help students figure out process/product individually

Directions can be listened to on a tape recorder Uses an inquiry-based approach

Choice as group or individual Personal Goals students work at their own pace

finish projects, tests, etc

complete until mastery is gained fun repetitive

activities 10 minutes

per day practie math fluency individualized by each student Differentiated learning

Inquiry-based exploration using innovative software and websites. Directions read to student

Motivating and fun Technology Practice in math fluency and remedial tasks How many rods of each color did it take to measure the table top, desk top, and book?. Teacher informally assesses student's results of Math Lab. Teacher informally assesses student's results of Math Lab. The class creates group pizzas. Teacher prompts students with questions as he/she separates the pizza into slices. Students discuss separting fractions and when/where we use fractions (exploration at Technology Station on Day 5). Students record (write/draw) in the "Fraction Book". work on individual material for mastery Students continue to work on "Fraction Book" cover (if necessary) or other individual material.

The cover must explain in words and pictures what the book is about.

There must be an author listed on the front.

Students may use available supplies to creatively and informationally create their cover. Designing a Group Pizza Prompt:

Your group baking a pizza for lunch. How would your group bake a pizza that has the toppings everyone wants? How many slices does each member get? How many toppings of the whole does each member put on their part of the pizza? Make sure to use fractions to label.These toppings are available:

tomoatoes

mushrooms

pineapple

peppers

pepperoni

sliced cheese Now make it to bake! Students are graded on mastery level performance. The "Fraction Book" is looked at for explainations, drawing, data and informally assessed for mastery. Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Assessment Students turn in finished "Fractions Book".

Covers must explain in words and pictures what the book is about. Communicate Technology Students will explore fractions by creating their group pizzas. Day 6 Students will work together to diagram a shared pizza and then use that in a real world situation (making pizza for a group of friends.) Students make their own group pizzas. Teacher bakes them in kitchen/staff ovens. Class discusses the importance of fractions. Where do we find them? When can we use them? (Students have background knowledge based on the exploration on Day 5). ISP6013 Individualized Instructional Strategies: Mathematics

Michelle Cowman Unit Plan

Full transcriptbased 10 minutes

a day Lab consists of short directions that students use to figure out the material

Students can also listen to directions using a tape-recorded Resource Room

Middle Elementary:

3rd Grade

Rational Numbers

Fractions Unit Plan practice math facts, work on individual material for mastery direct instruction and strategy instruction of begining fractions Students will explore equivilency using fractions Day 1 The resource room is set up so the students can be successful in their independent studies. There are five stations set-up in the room, including the instructional station. Each group has a college mascot as their own team mascot and indicator for what station they will be starting at. There are four groups of no more than 3 students in each group. The groups are broken down by ability level. The class time is 45 minutes long. math computation, virtual manipulatives through games and activitie. Develop understanding of fractions as numbers. Standard 1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Exploring fractions Communicate Students find 3 other students to share their findings. Assessment Technology Share iPod app's data (fractions and representations of orange, yellow, red rods) or data students collected. Students will demonstrate one half and one third of a whole using manipulatives. What do you notice about the orange, yellow, and red rods? How many orange rods does it take to measure:

the table top

a student desk

a book

Students record in iPod app or paper/pencil How many yellow rods does it take to measure the same items? Record your findings. How many red rods does it take to measure the same items? Record your findings. Measure other objects using orange, red, and yellow rods. Record your findings. Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements work on individual material for mastery Communicate Technology through games and activities. direct instruction of begining fractions Assessment math computation, Students will explore basic fractions Students will discover basic fractions using manipulatives Day 2 Exploring fractions work on fact fluency work on individual material for mastery practice math facts, math computation,

virtual manipulatives, through games and activities New concepts using a combination of strategy instruction and direct instruction depending on the student's needs Using the knowledge from Day 1 (ie., 2 yellow rods in one orange rods) students:

discover how many of each colored rods can be added together to complete a whole of another color rod

record on paper or ipod

write or draw picture representations Students explore basic fractions and fraction concepts on website: coolmath4kids.com

Students have option of extending into guided discovery or reviewing remedial skills Prompt:

You are building a wall for your garden out of colored logs. You want the wall to be 4 logs high using 4 different colors. Each row is the same total length. What amount of each colored logs do you use? Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Students pair up with another group

Students explain their "walls" using manipulatives Technology Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Students will explore separating whole into parts Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. CBM Weekly Assessment

Student timed and regulated Assessment Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Day 3 Strategy Instruction and Direct instruction taught together for separating whole into parts. Work on fact fluency

File games and movement activities Students use colored m&m's or skittles to divide into parts

students divide whole into parts and share with their group members

students record data on ipod or record sheet Prompt:

You have 20 m&m's. You want to share with your 3 friends. What are the different ways to divide your m&m's between the four of you?

Record your findings. Prompt:

What are the different ways that you can separate your m&m's? Remember to record your findings. Groups write at least 3 ways that they separated their m&m's. Student groups explain to the class their findings. Students will separate whole manipulatives into parts. work on individual material for mastery Separating Whole Numbers

into Fractions Communicate Students explore separting whole parts into basic fractions on website: coolmath4kids.com

Students have option of extending guided practice or reviewing remedial skills practice math facts, math computation,

virtual manipulatives, through games and activities Students will explore separating whole into parts. Students will separate whole manipulatives into parts. Day 4 work on individual material for mastery work on fact fluency

file games and movement activities Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Strategy Instruction and Direct instruction taught together for separating whole into parts. Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Separating Whole Numbers

into Fractions Communicate Students use different shaped manipulatives to separate into parts

students divide whole into parts

explore different shapes part to whole ratios

students record data on ipod or record sheet or draw/cut out colored paper to record data practice math facts, math computation,

virtual manipulatives, through games and activities

Students use virtual manipulatives to explore and practice fractions. work on fact fluency Match up the Cuisinaire Rods to the Fractions on the Fraction Strip work on individual material for mastery Prompt:

We use fractions every day. How do we use fractions? Where do we see them at? Technology Day 5 Assessment Students have options of using:

pencil grips

ipod with directions recorded

ipod app records measurements Students will explore fractions by creating their own paper pizzas. Prompt:

You are making a pizza for you and your friends. There is not enough of one topping for a whole pizza, but you have lots of toppings to use. Using the pizza pan, draw a pizza that you could share between you are your friends. Make sure each separate part is defined and labeled so your friend's slices don't get mixed up! Creating Pizzas Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Communicate work on fact fluency

file games and movement activities Short informal assessment over basic fractions. Students continue to take the assessent until mastery is gained. Technology Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Assessment Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Explain on a separate piece of paper what 1/2, 1/3, 1/4 means. This will go in your "Fractions Book". Students will separate their pizza and label the parts. Students work on "Fraction Book" cover.

The cover must explain in words and pictures what the book is about.

There must be an author listed on the front.

Students may use available supplies to creatively and informationally create their cover. Students explore to find answers and add to their fraction book. Students explain their book covers to at least 3 other students. Short informal assessment over basic fractions. Students continue to take during Personal Goal Time until mastery is achived. The class creates their group pizzas. Teacher prompts students with questions about the importance of fractions while pizza bakes. (Based on stduent exploration on Day 5.) Students record (write/draw) in the "Fraction Book". Students eat and enjoy! record data using apps

listen to directions

draw information

voice record data direct instruction

strategy instruction

remedial instruction

difficult concepts Practice individual skills

Project creation Teacher Instruction (student administered) CBM Assessment

on Wednesdays movement Math Facts Math Lab Short directions to help students figure out process/product individually

Directions can be listened to on a tape recorder Uses an inquiry-based approach

Choice as group or individual Personal Goals students work at their own pace

finish projects, tests, etc

complete until mastery is gained fun repetitive

activities 10 minutes

per day practie math fluency individualized by each student Differentiated learning

Inquiry-based exploration using innovative software and websites. Directions read to student

Motivating and fun Technology Practice in math fluency and remedial tasks How many rods of each color did it take to measure the table top, desk top, and book?. Teacher informally assesses student's results of Math Lab. Teacher informally assesses student's results of Math Lab. The class creates group pizzas. Teacher prompts students with questions as he/she separates the pizza into slices. Students discuss separting fractions and when/where we use fractions (exploration at Technology Station on Day 5). Students record (write/draw) in the "Fraction Book". work on individual material for mastery Students continue to work on "Fraction Book" cover (if necessary) or other individual material.

The cover must explain in words and pictures what the book is about.

There must be an author listed on the front.

Students may use available supplies to creatively and informationally create their cover. Designing a Group Pizza Prompt:

Your group baking a pizza for lunch. How would your group bake a pizza that has the toppings everyone wants? How many slices does each member get? How many toppings of the whole does each member put on their part of the pizza? Make sure to use fractions to label.These toppings are available:

tomoatoes

mushrooms

pineapple

peppers

pepperoni

sliced cheese Now make it to bake! Students are graded on mastery level performance. The "Fraction Book" is looked at for explainations, drawing, data and informally assessed for mastery. Students gather information each day at the Math Lab. Students put body of work into a "Fractions Book" at the end of the unit. Assessment Students turn in finished "Fractions Book".

Covers must explain in words and pictures what the book is about. Communicate Technology Students will explore fractions by creating their group pizzas. Day 6 Students will work together to diagram a shared pizza and then use that in a real world situation (making pizza for a group of friends.) Students make their own group pizzas. Teacher bakes them in kitchen/staff ovens. Class discusses the importance of fractions. Where do we find them? When can we use them? (Students have background knowledge based on the exploration on Day 5). ISP6013 Individualized Instructional Strategies: Mathematics

Michelle Cowman Unit Plan