Design Project Materials and Unit Plan

Overview EME6939

JESSICA DELGADO

UNIT GOALS AND OBJECTIVES

Looking at the data derived from the math baseline assessment, it was clear that there was a gap residing in

numerical place value. Students were not performing at the desired level of performance. It was also evident through class interaction, that there is a need for improvement in this area. It was obvious that identification of each digit’s

place, identifying the value of each digit, and writing numbers in different ways were the weak spots. Based on

our needs assessment instrument, the math baseline assessment, less than half (41%) of the students ‘passed.’ Passing is considered a 60% or higher. 98% of students

should at least be passing which would show that they at least had exposure. The learning environment consists of eight second grade classrooms made up of nine teachers

and 170 students. One of the classes is a co-teaching environment (me and another teacher). There is also 1

‘inclusion’ class, 3 gifted classes, and 1 ESOL class. The co-teaching class has 35 students between two teachers. Each

of the other classes has an average of 18 students.

NEEDS ASSESSMENT

Second graders in general, are at the point of their education that they think school is still fun. They have not reached the point where

they become discouraged and lose motivation in school due to massive amounts of pressure and stress. They have a good attitude in the classroom and, for the most part, are eager to participate. These

students are fortunate in the sense that they come from good families and they have a very positive school and community environment. I

feel that they are able, they just need the right tools to catch and hold their attention. With a method/style that is new and exciting, I hope that this eager and energetic group will accomplish the goals set for them. Luckily, the school and our classroom are up-to-date with its

technology and resources. With Smartboards in every classroom and a plethora of mathematics manipulatives, we are able to provide

engaging and meaningful lessons. The classroom promotes a positive, safe, and challenging learning environment for each and every

student. Lessons include whole group, individual, and small group settings

CONTEXT

95% of all second grade students will pass place value assessments

with 80% accuracy while demonstrating an understanding of all-encompassing skills.

GOALS STATEMENT

At the end of each instructional task, the learner will be able to demonstrate these skills: Given multi-digit numbers, second grade students will use place value to

describe the values of all digits in numbers. Given multi-digit numbers, second grade students will use place value and

expanded form to describe all numbers. Given multi-digit numbers, second grade students will apply place-value

concepts to write numbers in four different ways. Given multi-digit numbers, second grade students will apply place-value

concepts to find equivalent representation of each number. Given multi-digit numbers, second grade students will accurately classify

numbers as even or odd. Starting at any given number, second grade students will skip count with

multiples in order to extend number patters. Given a world problem, second grade students will accurately solve problems

involving number patterns. Given a number table, second grade students will extend numeric patterns up

to 10 places. Given a number table, second grade students will describe, predict, and

extend a variety of number patterns up to 10 places.

OBJECTIVES

In order for students to succeed, there are certain skills needed for each step of the instructional process. The most important skill that all students will need to know is number sense: understanding the

value of a given number, number order, and their relationships. This skill crucially contributes to mastering each of the goals set for the

students to accomplish. Additionally, students will also need to know basic addition in order to write multi-digit numbers in different ways. Another skill that is needed would be basic computer knowledge. In

order for the students to complete some of the activities and assessments that will help them master each of the goals, they will

need to know basic computer knowledge. Students will use different materials such as their student text books, ThinkCentral.com, manipulatives, and different assessments to complete different

activities such as performance evaluations, math problems, and math related games. This will help in accomplishing the objectives.

TASK ANALYSIS TIED TO THE GOALS

SUMMARY OF STRATEGIES, MATERIALS,

IMPLEMENTATION

The following strategies will contribute to enabling each student to master each objective:

-Base ten blocks-Explicit instruction-Online recourses (intervention games)-Active learning-Collaborative/Cooperative leaning-Critical Thinking-Humor

When working with such young children, it is important to set up expectations and a routine that they can conform to in order to have structure and make lessons go a little bit more smoothly. At the same time, in order to stay exciting and engaging, things need to be shaken up from time to time. Each lesson will consist of whole group, small group, and independent work time. Each lesson will begin in a whole group setting to introduce the concept and understand the objective. For this portion of the lesson, math text books, a computer, smartboard, Thinkcentral.com, and tangible manipulatives would be used. After, students will break off into assigned small groups. For lessons/objectives 1,2, 7, 8, and 9, the class will be broken up into guided learning groups with one of the teachers since these concepts are a little harder to grasp. This will allow for a more personal and individual explanation for each of the concepts. On the days of the remaining lessons/objectives (3,4,5,6), the students will work in a different small group and work collaboratively to help each other grasp the concept. For small groups, the materials used would be math text books, dry erase boards, manipulatives, base ten blocks, computers, and ThinkCentral.com. Following group work the students would be given some independent work time to complete some practice problems. Students would use their math workbooks and/or worksheet pages. Each lesson would conclude by coming back together to answer any questions that may have come up.

STRATEGIES FOR OBJECTIVES

.

INSTRUCTIONAL MATERIALSThinkCentral.com

MATERIALS

.

INSTRUCTIONAL MATERIALSGoMath! Student Text Book

MATERIALS

.

INSTRUCTIONAL MATERIALSBase ten blocks/Dry Erase Boards

OnesTens

Dry Erase Board

MATERIALS.

MATERIALSPre Test

MATERIALS CONTINUED.

MATERIALSPost Test

.

MATERIALSSmall Group Evaluation

For each skill/objective, students will have practice problems to complete in whole group, small group, and independent settings. For

each skill/objective, the students will also have the opportunity to discuss the math with their peers and practice using manipulatives.

The workbook and website have various examples and explanations to help students master each and every objective set for the students to

learn. When students are in whole group, they will receive verbal feedback to the answers they are giving as well as visual feedback when I write correct answers on the smartboard. In small group

settings, the students will have verbal feedback from either the teacher or their fellow peers. In their independent work setting, students will receive feedback in the form of a grade or when the work is checked

together as a class. In most settings, the students are receiving instantaneous feedback which correlates well with understanding and

retention of each concept.

IMPLEMENTATION OF OBJECTIVES

CONSIDERATIONS FOR PLANNING IMPLEMENTATION

OF INSTRUCTION.

http://timeline.thinkport.org/mytimeline.aspx?Code=&ProjectName=I.S.&RTL=Retrieve+Timeline

(The project name is ‘I.S.’ just in case it asks you for that information)

I created my timeline using the ‘Simple to Complex’ Learner-Centered sequence. It begins with the prerequisite

strategies/objectives and builds up to the more complex ones. I chose this one because it works best with math as math concepts constantly build on the previous concept.

INSTRUCTIONAL SEQUENCE

Baseline Assessment Pre-Assessment Lesson/Objective 1 Guided small group/Individual small group Individual computer time Lesson/Objective 2 Guided small group/Individual small group Individual computer time Lesson/Objective 3 Guided small group/Individual small group Individual computer time Lesson/Objective 4 Guided small group/Individual small group Individual computer time

UNIT OUTLINE

Lesson/Objective 5 Guided small group/Individual small group Lesson/Objective 6 Guided small group/Individual small group Small group evaluation Lesson/Objective 7 Guided small group/Individual small group Small group evaluation Lesson/Objective 8 Guided small group/Individual small group One-to-one formative evaluation Lesson/Objective 9 Guided small group/Individual small group One-to-one formative evaluation Post-Assessment

The Math Baseline Assessment was a good indicator in revealing the need for a unit on place value. The pre-

assessment allowed me to see the individual concepts and objectives each student would need help with and where I

should target. Both small groups were very beneficial to the learning process for each objective. I could tell that the small groups reinforced the whole group learning and

played a crucial role in the success of my students. The one-to-one evaluations helped me take a closer look at the

objectives/concepts that each student needed to focus on as well. Each of the assessments, learning settings, and

materials brought me and my students closer to our goals. I was pleased to see that the course of action that I took

brought success for each of my students considering that almost all of my students mastered almost all of the

objectives.

LEARNING ASSESSMENT EXPERIENCE

This design unit follows a ‘Social Learning’ theoretical framework. Working in multiple settings assists students in following a Social Learning framework. People learn from

others and being put in these different settings allows students to observe actions and behaviors to imitate and learn

by proxy. This form of modeling helps each student in the learning process to imitate the behavior and perform the behavior that is learned. Students will see the behavior in whole group, guided small group, and independent small

groups and be able to produce the behavior accurately once they need to perform it in a one-to-one or independent setting.

THEORETICAL FRAMEWORK

Adams, Dixon, Larson, Leiva, McLeod. (2011). Go Math! Florida. Houghton Mifflin Harcourt School Publishers. Retrieved from http://www-k6.thinkcentral.com/content/hsp/math/hspmath/fl/gr2/se_9780547273594_/launch.html

Morrison, Ross, Kemp & Kalman. (2010). Designing Effective Instruction, 6th ed.Wiley.

Sweller, Van Merrienboer ,& Paas. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3). Retrieved from https://files.nyu.edu/jpd247/public/2251/readings/sweller_cog_arch.pdf

REFERENCES