Benchmark – Mathematics and Literacy Integrated Unit
Benchmark – Mathematics and Literacy Integrated Unit
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For this benchmark, you will choose one of the three lesson plans you created in this course to build a weeklong unit plan. Use the “Math Unit Plan” to prepare your weeklong math unit plan. Utilize any feedback from your instructor modify and adjust instruction to meet the diverse needs of students. Benchmark – Mathematics and Literacy Integrated Unit
For the unit plan, include the following components: lesson title, math standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments.
As you are creating your unit plan, focus on integrating the following elements:
- Major math concepts including number and operations, algebra, geometry, measurement, data analysis, problem solving, reason, communication, connections, and representation.
- A variety of teaching strategies, media, resources, and technology that encourage development in critical thinking and problem solving across content areas, with a focus on literacy.
- Effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction.
- Differentiate instruction based on the diverse needs of students in the “Class Profile.”
Part 2: Rationale
In 250-500 words, provide a rationale that explains your reasoning behind your chosen instructional strategies. How do the formative assessments provide opportunities to modify instruction that promotes continuous intellectual, social, emotional, and physical development? Explain the value of utilizing knowledge from professionals in other content areas to enhance instruction and learning experiences for students.
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide,
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Clinical Field Experience C: Math Mini-Lesson Plan
Part 1: Math Mini-Lesson Plan
| Math standard: Exhibit increasing ability to count in sequence to 10 and beyond. Grade level:Pre KBrief description of the unit the class is currently learning: The class is currently learning how to count by using math work sheets with visual learning aids. |
| 1-2 learning objectives: Students will be able to identify and write numbers one to twenty. |
| Instructional strategy: The instructor will start by drawing a large circle on the board and then place 10 magnetic shapes to the right side of the circle. The next step is to explain to the students that the circle is empty. Without anything being there, it represents the number zero. Which zero represents nothing at all. To represent actual numbers, a single magnetic shape will go into the circle to represent one. The number 1 will be written above the circle. The students will repeat the number back to the instructor. The same steps will be followed for the remaing numbers 2-20. |
| Description of math learning activity that is directly related to the data received from the pre-assessment (100-150 words): I will give all students worksheets from the number and prior knowledge assessment I previously created. They will still include the objects and animals as visual examples as provided on the assessment. They will complete them at their own pace. Since the assessment gave me an idea on the struggling and above grade level students, I will make arrangements for each group of students. The struggling students will complete a tracing sheeting on the number 1 during independent working time for extra practice. The above grade students will complete the entire set of ten worksheets I have put together for the “know your numbers 1-20”. |
| Formative assessment: I will conduct mini-conferences with the students one-on-one at my desk. I will also provide them each a random amount of objects and ask them to use their index finger to count the items aloud to me. |
Part 3: Reflection
I feel like this mini-lesson planning was a great learning experience for me by far! My mentor allowed me to model my teaching strategy with the board and the magnets to represent numbers. I was a little nervous at first, because I have never tried to teach math to a small group of students before but it became fun. The students seemed to be attentive and enjoyed the concept of using magnets to represent numbers. The mentor also allowed me to use my pre-assessment data and lesson plan to see how the students perform. The students worked at their own pace, and if they had any trouble, I was more than glad to assist them at their desk or at my mentors.
After completing the “Math Mini-Lesson Plan,” share it with your mentor teacher for feedback. Provided permission, teach the mini-lesson plan to the small group of selected students. During your lesson, ensure you are answering questions from your students, asking questions that support critical thinking and problem solving, and observing the understanding from each student (this might require formative assessments before, during, and after the lesson to determine understanding). Most of the students were on the right track with their numbers, but a couple of them would get order of sequence mixed up.I do feel like there was student growth going in from this lesson, the students seemed more confident at the end of class. Using pre-assessment data for lesson planning creates a base for what expectations that need to be met and can help narrow down learning barriers. Pre-assessments also provide data to the instructor to make special assignments for above level and below grade level students. In my future teachings, all of my students data will be highly confidential and respected. The assessment data will only be used for comparisons and no ones name will be shown on any example that I may provide. This lesson is both beneficial for short-term and long-term learning. The short-term learning is great for students at the beginning stages of numbers, but they will benefit from the lesson long-term by always remembering the lesson and having prior knowledge of learning to count.