Getting started

Unit Scope and Sequence
	Lesson Topic	Sequence of Lesson: Instructional and Engagement Strategies	Measurement of Learning	Adaptations: Determined by the Student Factors
Day 1
Day 2
Day 3
Day 4
Day 5

Instructions: Enter applicable points earned for each Unit Topic in the Score column on the far right. Then follow steps below for calculating total score.

Unit Topic	% Value	Not Met	Partially Met	Met	Score
% Scaling		0%	75%	100%	(enter)
Lesson and Unit Structure	25%	The lessons within the unit are not logically organized (e.g., sequenced). (0 points)	The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goal. (9.375 points)	All lessons within the unit are organized logically and appear to be useful in moving students toward achieving the learning goal. (12.5 points)
Use of a Variety of Instruction, Activities, Assignments and Resources	25%	Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets). (0 points)	Some variety in instruction, activities, assignments, or resources but with limited contribution to learning. (9.375 points)	Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning. (12.5 points)
Use of Contextual Information and Data	20%	Instruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear productive and appropriate for each student. (0 points)	Some instruction has been designed with reference to contextual factors and pre-assessment data. Some activities and assignments appear productive and appropriate for each student. (7.5 points)	Most instruction has been designed with reference to contextual factors and pre-assessment data. Most activities and assignments appear productive and appropriate for each student. (10 points)
Adaptations Based on the Individual Needs of Students	20%	Teacher does not adapt lessons to meet the individual needs of students or these adaptations are inappropriate. (0 points)	Teacher makes adaptations to lessons that are appropriate to meet the individual needs of some students. (7.5points)	Teacher makes adaptations to lessons that are appropriate to meet the individual needs of most students. (10 points)
Mechanics	10%	Frequent errors in spelling, grammar, and punctuation. (0 points)	Occasional errors in spelling, grammar, and punctuation (3.75 points).	Nearly error-free. Reflects thorough proofreading for grammar and spelling. (5 points)

Lesson week was for math 3rd grade.

Using the Unit of Instruction being developed since Topic 1, complete the Unit Scope and Sequence section of the TWS.

Your unit will encompass a 5-day period.

APA format is not required, but solid academic writing is expected.

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

Monday

TSWBAT-Add whole numbers fluently to 1,000 using knowledge of place value and properties of operation. 3. NSBT.2

M-Binder, white board, math journal

MP- 1,2,4,5,6

A-TO, OQ

HW-Worksheet, multiplication log

TN-Introduce expanded form using flipchart. Students will use whiteboard to create/do expanded form addition problems. Put chart in math journal to use as reference/study guide. Give examples of math problems for the students to determine if correct in expanded form as well as adding.

Tuesday

TSWBAT-Add whole numbers fluently to 1,000 using knowledge of place value and properties of operation. 3. NSBT2

M-math book 87-90, flipchart, math binder/journal

MP- 1,2,4,5,6

A-TO, OQ

HW- pg. 91-92; multiplication log

TN- Review expanded form with addition with the class. Students will put a chart in math binder to demonstrate expanded form. Begin estimating with emphasis on the word “about” and highest shared place value.

Wednesday

TSWBAT-Add whole numbers fluently to 1,000 using knowledge of place value and properties of operation. 3. NSBT2

M-math book pg. 99-102; math binder/journal

MP- 1,2,4,5,6

A-TO, OQ

HW- pg. 103-104; multiplication log

TN-review word problems along with expanded form of addition. The students will play an expanded card game. They will work in small groups and match expanded form with standard forms with addition. Adding 3 digits and regrouping.

Thursday

TSWBAT-Add whole numbers fluently to 1,000 using knowledge of place value and properties of operation. 3. NSBT2

M- Math book, math binder/journal

MP- 1,2,4,5,6

A-TO, OQ, WA (addition sheet)

HW- pg. 111-112; multiplication log

TN- Review expanded form with addition with the class. Then student will complete an independent assignment. Go over word problems and 4 digits along with regrouping. Remind students of multiplication test,

Friday

TSWBAT-Add whole numbers fluently to 1,000 using knowledge of place value and properties of operation. 3. NSBT2

M- white board, math binder

MP- 1,2,4,5,6

A-TO, OQ, WA (Quiz)

TN- Review word problems, expanded form with addition, estimating, and 3 and 4 digits using addition. Do problems on white board with a partner and see who can stump the other partner by doing a word problem, expanded form. Students will then complete teacher created quiz.

Daily Activities

Math Process Standards

1. Make sense of problems and persevere in solving them.

2. Reason both contextually and abstractly.

3. Use critical thinking skills to justify mathematical reasoning and critique the reasoning of others.

4. Connect mathematical ideas and real-world situations through modeling.

5. Use a variety of mathematical tools effectively and strategically.

6. Communicate mathematically and approach mathematical situations with precision.

7. Identify and utilize structure and patterns.

Multiplication Focus:

10s facts

Continued focus:

5s & 2s facts

-Review the concept of multiplication and the multiplication timed-test that they will be taking,

-Introduce the class to the wrap-ups and the minute drills.

Math Activities:

Multiplication: Flash Masters, flash cards, or wrap-ups. Fantastic Five, Daily Math Review

When Students finish their independent work they may select an activity from the Math Center while the other students work and the teacher works with other students