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Unit Scope and Sequence

Lesson Topic

Sequence of Lesson: Instructional and Engagement Strategies

Measurement of Learning

Adaptations: Determined by the Student Factors

Day 1

Add whole numbers fluently to 1,000 using knowledge of place value and properties of operation

· 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 and go over examples.

· Correctly solves simple math problems that involve addition and expanded form

· Successfully create expanded form of addition on the white board.

· Review with TO/OQ (Teacher Observation/

Oral Question)

· -use video clips of the tutorials for the extra learning for students.

· Use visual and auditory examples to make the point stick for everyone

· Print out material related to the lesson to put in math journal

· Review more problems of the material taught during class

Day 2

Add whole numbers fluently to 1,000 using knowledge of place value and properties of operation

· -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.

· Check over homework

· -Form an expanded equation on the binder successfully

· Correct estimation of highest and lowest shared place value

· Review with TO/OQ (Teacher Observation/

Oral Question)

· Use uncluttered charts in math binder to avoid too much visual information.

· Review more homework problems

· Review more problems of the material taught during class and review over homework

Day 3

Add whole numbers fluently to 1,000 using knowledge of place value and properties of operation

· -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.

· Check over homework

· -Correctly add 3 digits and regroup them.

· -Correctly match expanded form with standard forms with addition.

· Review with TO/OQ (Teacher Observation/

Oral Question)

· Use manipulatives and technology such as tape recorders to aid the blind students.

· Review more problems of the material taught during class and review over homework

Day 4

Add whole numbers fluently to 1,000 using knowledge of place value and properties of operation

· -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

· Check over homework

· independent assignment

· Achieve on the individual test/assignment

· Review with TO/OQ (Teacher Observation/

Oral Question)

· Use real-life situations that make problems functional and applicable to everyday life ad which they can relate to.

· Provide supervised practice to prevent students from practicing misconceptions especially during group work.

· Review more problems of the material taught during class and review over homework

Day 5

Add whole numbers fluently to 1,000 using knowledge of place value and properties of operation

· 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.

· Check over homework

· Create a 2 times fact on a 4x8 card for display

· Correctly do problems on white board with a partner regardless of time taken in expanded form

· Complete simple multiplication quiz of two digit numbers. Achieve more than 80% in the final quiz created by the teacher

· Quiz on material for the week

· Review with TO/OQ (Teacher Observation/

Oral Question)

· Do math problems on graph paper to keep the numbers in line

· Review more problems of the material taught during class and review over homework

Instructional Decision-Making

In one paragraph, describe a student’s learning or response that caused you to rethink your plans.

In one paragraph, describe what you did next, including why you thought this would improve student progress, and what effect, if any, it had on the student(s).

Unit Topic

% Value

Not Met

Partially Met

Met

% Scaling

0%

75%

100%

Sound Professional Practice

30%

Many instructional decisions are inappropriate and not pedagogically sound.

(0 points)

Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound.

(11.25 points)

Most instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning).

(15 points)

Modifications Based on Analysis of Student Learning

30%

Teacher treats class as “one plan fits all” with no modifications. (0 points)

Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice, or contextual factors.

(11.25 points)

Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors. Explanation of why the modifications would improve student progress is included. (15 points)

Congruence Between Modifications and Learning Goal

30%

Modifications in instruction lack congruence with the learning goal. (0 points)

Modifications in instruction are somewhat congruent with the learning goal. (11.25 points)

Modifications in instruction are congruent with the learning goal.

(15 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)