Download Unit of Instruction Outline

A
Unit of Instruction
Use this template to identify and develop the topic and focus of your final project. Complete this
information as an overview. You will develop at least three individual lesson plans to address individual
components of your Unit of Instruction and identify instructional message projects that address each of
those lessons. This template is the overview of the entire Unit of Instruction.
1. Unit Goals (long range—how does this unit fit with year-long goals?)
Students will be able to comprehend what the story is asking by identifying who or what the
problem is about, what the essential information is, and what is the problem is asking. Students will
be able to use more than one strategy to solve a mathematical word problems (story problems)
involving addition and subtraction. They will write the solution to the problem incorporating the
question, solution, and unit.
2. Specific ways to relate goal(s) to curriculum (team/department, system and state frameworks)
Math Goals
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Represent and solve problems involving addition and subtraction. (CCSS: 2.OA)
Use addition and subtraction within 100 to solve one- and two-step word problems
involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions. 3 e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem. (CCSS: 2.OA.1)
create visual models to explain addition and subtraction
21st Century Skills
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create mathematical models of real-world phenomena
students offer ideas, strategies, solutions, justifications, and proofs for others to
evaluate
Mathematics is a discipline grounded in critical thinking and reasoning. Doing
mathematics involves recognizing problematic aspects of situations, devising and
carrying out strategies, evaluating the reasonableness of solutions, and justifying
methods, strategies, and solutions
Reading, Writing, Communication
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Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification. (CCSS: SL.2.6)
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. (CCSS: L.2.1)
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing. (CCSS: L.2.2)
3. Characteristics of the students for whom this unit is intended (needs in the cognitive, affective,
physical, and social areas)
This unit is intended for a heterogeneous group of second grade students. The group of students
will include a range of reading and mathematical ability. Readability of the problems will be
addressed and well as the difficulty of the problems.
4. Student’s Present Level of Performance and Knowledge (Do the students have the adequate
knowledge to complete the unit successfully? What prerequisite skills must the students have to
complete the unit content? Include technology skills.
Students will need a basic understanding of addition and subtraction. An understanding of the
following vocabulary words/phrases is needed: Number Model/Number Equation, Solution,
Symbol, Strategy, Base Ten, and Numberline. The students will need basic computer skills such as:
mouse skills, basic typing skills, knowledge of the location of the +, -, and = sign on the keyboard, use
of the back button, and knowing how to switch or exit tabs.
5. Classroom Layout and grouping of students (Where will the learning take place? How will the room
be organized? How will students be grouped (whole group, individuals, pairs, small groups, etc.)
The learning will take place in the classroom or the computer lab. No special arrangement is
necessary. Student desks are usually arranged in groups and this will facilitate whole group, small
group, or individual work. The students will be working in small groups at some point in this unit.
Having the desks arranged in groups is helpful but not necessary. They could work on the floor with
clipboards to write on. In the computer lab there are enough computers for individual use.
6. Introductory procedures (How will you introduce the unit and the goals?)
 Read the story of Rumplestiltskin. Or you can show a video of the story at
http://www.youtube.com/watch?v=NvRLx5O8ZpM. Discuss the elements of the story:
characters, setting, problem, solution. Thinking about these parts helps people understand the
story.
 Connect understanding of a story to understanding of a story problem.
 Also use the story to create story problems. Example: The first time she guessed five names, the
second day she guessed six names. How many names did she guess the first two days?
7. Materials and media (any resource, persons or materials: be as specific as possible. Identify
resource, its availability, how it is to be used and why.)
There are no specific materials that are needed for this unit. Students could use white boards and
dry erase markers. They will need access to a computer for access to web pages. The book or story
of Rumplestiltskin to be used during the introduction of the lesson. Smartboard. Two Smartboard
lessons on smartexchange. One will be used as a source for story problems, the other is a resource
for strategies. Worksheets and final test.
8. Visuals Identify at least eight static visual graphics that you will be creating and use, their purpose,
and design.
 Comprehension visual showing WHO and WHAT a story problem is about and what you are
trying to find out (what is the problem).
 Five Strategies Charts
1. Drawing a simple picture to solve a problem
2. Using an open numberline
3. Drawing numbers in base ten pictures
4. Using boxes and question marks to solve the problem
5. Picking out word clues that tell you to + or –
 Chart illustrating a number model
 Chart of examples of a written answer and what it must include.
9. Assessment and evaluation of learner understanding (Identify the methods the teacher will use to
identify student learning levels and needs. Describe when these will be used during the unit)
 Informal observations will be made to monitor understanding during class discussions.
 Students will be working in groups to use different strategies to solve problems and write the
number model showing their solution.
 Summative test at the end of the unit.
10. Relate assessment instruments to the outcomes stated in the goals.
 The informal observations relate to all the stated goals.
 Small group activity will address the being able to use different strategies and writing number
equations to show their thoughts numerically.
 The unit test will cover all aspects and each goal will be graded individually, not just grading the
final answer.
* Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html