Unit Designer: Victoria Lasalandra Content Area(s) Mathematics "etting: "elf#Contained

Unit Title Timeframe 1 da!s

Grade Level 7

$eso%rce

&ncl%sive 'ther: ((((((((((((((((((( PART I: BACKGROUND

Unit overvie): *ethel Middle school is a +%,lic school serving -./ st%dents grades -#.0 712 of the schools +o+%lation is )hite3 142 5is+anic3 72 Asian3 and 42 *lac60 1.2 of the schools +o+%lation is eligi,le for free and or red%ced l%nch +rogram0 The st%dent teacher ratio of this school is 1 to 1/0 The classroom in )hich this %nit is to ,e ta%ght in an academic s%++ort classroom )here each st%dent )ill ,e given individ%ali7ed instr%ction0 There are a total of three st%dents )ho )ill ,e involved in this %nit0 The three st%dents involved in this %nit all have &89:s and are given services in all their academic classes0 The gro%+ of st%dents that this %nit has ,een created for are c%rrentl! +erforming at t)o or more grade levels ,elo) average in the area of mathematics0 $ationale: These st%dents )ere chosen to have this e;tended %nit in mathematics d%e to their c%rrent +erformance levels in their small gro%+ mathematics class ta%ght ,! a s+ecial ed%cator0 These st%dents have ,een +laced in this small gro%+ mathematic class setting ,eca%se the! are significantl! ,elo) grade level in the area of mathematics0 The %nit content )as chosen to serve as a ,ridge for st%dents to learn the ,asic voca,%lar! that connects to the fo%r o+erations in order to +ro+erl! solve real life mathematical )ord +ro,lems0 This s6ill is im+ortant for all st%dents to learn and %nderstand in real life sit%ations0 This %nit ho+es to ,ridge the achievement ga+ the st%dents have in the area of mathematics0 This %nit fits the develo+mental needs and characteristics of the st%dents d%e to the instr%ctional level of the %nit and content area0 These three st%dents have ,een identified as having "+ecific learning disa,ilities the! +artici+ate in small gro%+ math0 This %nit is in addition to their math instr%ction0 The three st%dents involved in this %nit re<%ire re+etition of drill and +ractice in order to s%ccessf%ll! %nderstand the 6e! conce+ts of teachers: instr%ction thro%gho%t the %nit0 All st%dents involved in this %nit have &89 goals and o,=ectives s+ecific to solving and %nderstanding single and m%lti ste+ )ord +ro,lems0 10 >hat s+ecific accommodations are +%t in +lace# 8;tra time tests3 )ritten )or63 chec6 )or6 in +rogress3 orall! read test3 e;tra drill +ractice3 highlight 6e! )ords3 revie) directions3 )ritten directions3 vis%al s%++orts3 clear )or6 area3 c%e e;+ected ,ehavior3 modeling of e;+ected ,ehavior ,! ad%lts3 +ositive reinforcement3 and directions re+eated as needed0 L# Alternative te;t3 alternative )or6 sheets3 shortened te;t3 e;tra res+onse time3 oral vis%al reminders +rovided )hen needed0 40 This %nit:s content )ill ,e ma++ed o%t in accordance to the follo)ing st%dent:s goals and o,=ectives0 *eca%se ever! st%dent is %ni<%e and learns at their o)n +ace the %nit:s lessons )ill ,e differentiated ,! the +ace and learning st!le of each individ%al st%dent0 "t%dent L )ill have the follo)ing differentiating +ractice availa,le if needed: alternative te;t3 )or6 sheets3 and home)or6 assignments0

To+ic: This %nit gives foc%s to Mathematic voca,%lar! to ,e a,le to solve real life )ord +ro,lems0 This %nit gives foc%s to the st%dents a++l!ing and %nderstanding the voca,%lar! in order to %nderstand )hich mathematical o+eration is needed for each +ro,lem0 'nce the st%dents gain an %nderstanding of )hat mathematical o+eration is necessar! the! )ill ,e instr%cted to %se a calc%lator as an assistive technological device in order to com+%te the ans)er
Saint Joseph College Teacher Licensure Program Student Teaching Unit Format 1

to the real life )ord +ro,lems0 8nd%ring Understandings 10 >ord +ro,lems can ,e solved ,! %sing s+ecific strategies to clarif! the mathematical e<%ation needed0 40 Mathematical o+erations can ,e solved thro%gh the assistive technolog! of a calc%lator0 /0 M%lti ste+ )ord +ro,lems can ,e ,ro6en do)n into single ste+s for clear %nderstanding0 8ssential ?%estions 10 5o) can & fig%re o%t the mathematical e<%ation needed to solve a )ord +ro,lem@ 40 5o) can & %se a calc%lator to solve mathematical e<%ations derived from )ord +ro,lems@ /0 5o) can & ,rea6 do)n m%lti ste+ )ord +ro,lem@

Content "tandards: >hat Connectic%t Arame)or6 standards are assessed in the %nit@ 5o) do the! lin6 to the 8U and 8?@
70B"0A04# A++l! and e;tend +revio%s %nderstandings of o+erations )ith fractions to add3 s%,tract3 m%lti+l!3 and divide rational n%m,ers0 "olve real#)orld and mathematical +ro,lems involving the fo%r o+erations )ith rational n%m,ers0 This %nit serves as a +rere<%isite for this standard0 "t%dents m%st %nderstand )hen it is a++ro+riate to %se mathematical o+erations )ith )hole n%m,ers )hen solving real life )ord +ro,lems ,efore the! can %se mathematical o+erations )ith fractions0 This %nit standards connects to the 8U and the 8?

&89 Goals and ',=ectives: >hat &89 Goal(s) and $elated ',=ectives(s) does this %nit address@
All three st%dents of this %nit have the common goal of demonstrating im+rovement in mathematical conce+ts3 reasoning and com+%tation necessar! to develo+ +ro,lem#solving s6ills and to %tili7e mathematics to address ever!da! +ro,lems0 Common o,=ective ,et)een t)o o%t of three st%dents (C and M): )ill correctl! and inde+endentl! solve m%lti#ste+ )ord +ro,lems3 identif!ing 6e! )ords3 e;traneo%s information (if a++lica,le) and the correct o+erations as meas%red in C o%t of D o++ort%nities A common o,=ective ,et)een t)o o%t of the three st%dents (L and M): )hen given / digit s%,traction +ro,lems )hich re<%ire regro%+ing3 )ill ma6e acc%rate com+%tations )ith . 2 acc%rac! and meas%red ,! class )or6 and assessment0 (differentiation) L# acc%ratel! m%lti+l! t)o digit ,! t)o digit m%lti+lication +ro,lems and chec6 his acc%rac! %sing a calc%lator on CED attem+ts as meas%red ,! class )or6 and assessment(differentiation) L: Given an o+en ended real life )ord +ro,lems )ill create a vis%al aid )ith limited assistance in order to solve the real life +ro,lem in 4 o%t of / sit%ations0 (differentiation)

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

&ntegrated Connections: This %nit is integrated )ith the content the st%dents are learning in their small gro%+ s+eciali7ed instr%ction mathematics class in addition to lang%age arts voca,%lar!3 and reading s6ills0 This %nit is integrated )ith the st%dent:s goals and o,=ectives in the area of mathematics in the a,ilit! to solve single and m%lti ste+ )ord +ro,lems0 This %nit )ill %se mathematical )ord +ro,lems that )ill connect to real life scenarios0

>hat is the most im+ortant Content Fno)ledge that st%dents )ill learn in this %nit@ 5o) )ill !o% +re#assess 6no)ledge@ The most im+ortant content 6no)ledge that st%dents )ill learn in this %nit is ho) to determine )hich o+eration is necessar! to solve single and m%lti ste+ real life )ord +ro,lems0 & )ill +re#assess 6no)ledge of this content ,! administering a +re#assessment that meas%res the st%dent:s c%rrent +erformance in their a,ilit! to determine )hich o+eration is needed in single and m%ltiste+ )ord +ro,lems ,ased on the voca,%lar! involved in the )ord +ro,lems0 The +re#assessment )ill also meas%re the st%dent:s c%rrent +erformance a,ilit! to com+%te o+erations of single3 do%,le and tri+le digits to test )hether a calc%lator is a necessar! assistive technological device0 The +re#assessment )as com+osed ,ased on the st%dent:s c%rrent &89 goals and o,=ectives0 The +re#assessment gives val%a,le information to constr%ct the %nit to ,%ild on these st%dents +resent levels of +erformance in ho+es to ,ridge ga+s and have st%dents +erform closer to grade level norms0

>hat are the most im+ortant s6ills that st%dents )ill learn in this %nit@ 5o) )ill !o% +re#assess s6ills@ The most im+ortant s6ill that st%dents )ill learn is to determine )hich mathematical voca,%lar! connects to )hich o+eration3 ho) to +ic6 o%t and foc%s on im+ortant n%m,ers in a )ord +ro,lem3 and ho) to eliminate e;traneo%s information )ithin real life )ord +ro,lems0 These s6ills )ill ,e +re#assessed d%ring the +re#%nit assessment0 The +re#%nit assessment )ill as6 st%dents ho) to +ic6 o%t im+ortant and e;traneo%s information0 The +re#%nit assessment )ill also test the st%dent:s a,ilit! to +erform o+erations %sing single3 do%,le3 and tri+le digits )itho%t the %se of a calc%lator0 The st%dent:s +erformance on the +re#%nit assessment has determined the %nits ,%ild and str%ct%re0

PART II: ASSESSMENT

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format 3

8nd#of#%nit s%mmative +erformance tas6(s) "t%dents )ill ta6e an end of %nit s%mmative +erformance assessment0 This assessment )ill meas%re the s6ills of sorting mathematical voca,%lar! to the a++ro+riate mathematical o+eration3 the a,ilit! to identif! 6e! voca,%lar!3 im+ortant n%m,ers and eliminate e;traneo%s information among single ste+ and m%lti ste+ mathematical )ord +ro,lems0 This assessment )ill also meas%re the st%dents: a,ilit! to +ro+erl! %se the assistive technological device of a calc%lator )hen solving real life mathematical )ord +ro,lems0

This tas6 )ill assess all 8U and 8? +rovided )ithin the %nit0 *! the end of this %nit st%dents )ill have the 6no)ledge to %nderstand ho) )ord +ro,lems
can ,e solved ,! %sing s+ecific strategies to clarif! the mathematical e<%ation needed0 D%ring the assessment st%dents )ill ,e as6ed to demonstrate their 6no)ledge of strategies0 These strategies incl%de identif!ing mathematical voca,%lar! and determining the o+eration the term ,elongs to3 identif!ing im+ortant n%m,ers3 and identif!ing and crossing o%t e;traneo%s information0 "t%dents )ill also learn that mathematical o+erations can ,e solved thro%gh the assistive technological device of a calc%lator0 "t%dents )ill also ,e assessed in their a,ilit! to ,rea6 do)n m%lti# ste+ )ord +ro,lems into single ste+s for clear %nderstanding The +erformance assessment tas6 lin6s to the %nit standards ,eca%se the st%dents )ill need to meet the +rere<%isite re<%irement of demonstrating 6no)ledge of mathematical voca,%lar! and o+erational a++lication s6ills to contin%e )or6ing )ith irrational n%m,ers in the grade level content area0 5o) does the +erformance assessment tas6 lin6 to the &89 Goal(s) and ',=ective(s) addressed ,! the %nit@ This +erformance assessment tas6 lin6s to the &89 goals and o,=ectives of the st%dents ,! targeting the overall goal demonstrating im+rovement in mathematical conce+ts3 reasoning and com+%tation necessar! to develo+ +ro,lem#solving s6ills and to %tili7e mathematics to address ever!da! +ro,lems0 The %nit also targets o,=ectives s%ch as having the a,ilit! to correctl! and inde+endentl! solve m%lti#ste+ )ord +ro,lems3 identif!ing 6e! )ords3 e;traneo%s information (if a++lica,le) and the correct o+erations as meas%red in C o%t of D o++ort%nities0 A common o,=ective ,et)een t)o o%t of the three st%dents (L and M): )hen given / digit s%,traction +ro,lems )hich re<%ire regro%+ing3 )ill ma6e acc%rate com+%tations )ith . 2 acc%rac! and meas%red ,! class )or6 and assessment0 The +erformance tas6 )ill incl%de mathematical +ro,lems that target these +artic%lar goals and o,=ectives0 Differentiation )ill ,e +%t in +lace to adhere to individ%ali7ed goals and o,=ectives

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

Define Criteria Criteria 1

"t%dents )ill +ro+erl! sort mathematical voca,%lar! )ords to their a++ro+riate mathematical o+eration section %sing a color coded organi7ational chart0

Disting%ished (C)
"t%dents )ill ,e a,le to correctl! sort ten or more )ords in their correct o+eration inde+endentl!0

9roficient (/)
"t%dents )ill ,e a,le to correct sort . or more )ords in their correct o+eration inde+endentl!0

9racticing (4)
"t%dents )ill ,e a,le to correctl! sort D or more )ords in their correct o+eration inde+endentl!0

*eginning (1)
"t%dents )ill ,e a,le to correctl! sort / or more )ords in the correct o+eration inde+endentl!0

Criteria 4
"t%dents )ill correctl! identif! and highlight mathematical 6e! )ords according to the color coded s!stem0 "t%dents )ill identif! )hich o+eration is needed ,ased on the 6e! )ords in real life )ord +ro,lems0

"t%dents )ill correctl! identif! and highlight all 6e! )ords and identif! the o+eration f%nction that accom+anies the )ord )hen solving five o%t of five real life )ord +ro,lems0

"t%dents )ill correctl! identif! and highlight all 6e! )ords and identif! the o+eration f%nction that accom+anies the )ord )hen solving fo%r o%t of five real life )ord +ro,lems0

"t%dents )ill correctl! identif! and highlight all 6e! )ords and identif! the o+eration f%nction that accom+anies the )ord )hen solving three o%t of five real life )ord +ro,lems0

"t%dents )ill correctl! identif! and highlight all 6e! )ords and identif! the o+eration f%nction that accom+anies the )ord )hen solving t)o or less +ro,lems o%t of five real life )ord +ro,lems0

Criteria /
"t%dents )ill correctl! ,o; in the im+ortant n%m,ers )hen solving a real life )ord +ro,lem0

"t%dents )ill correctl! identif! and ,o; in all im+ortant n%m,ers )hen solving five o%t of five real life )ord +ro,lems0

"t%dents )ill correctl! identif! and ,o; in all im+ortant n%m,ers )hen solving fo%r o%t of five real life )ord +ro,lems0

"t%dents )ill correctl! identif! and ,o; in all im+ortant n%m,ers )hen solving three o%t of five real life )ord +ro,lems0

"t%dents )ill correctl! identif! and ,o; in all im+ortant n%m,ers )hen solving t)o or less +ro,lems o%t of five real life )ord +ro,lems0

Criteria C
"t%dents )ill correctl! identif! e;traneo%s detail )hen solving real life )ord +ro,lems0

"t%dents )ill correctl! identif! all e;traneo%s detail )hen solving five o%t of five real life )ord +ro,lems0

"t%dents )ill correctl! identif! all e;traneo%s detail )hen solving fo%r o%t of five real life )ord +ro,lems

"t%dents )ill correctl! identif! all e;traneo%s detail )hen solving three o%t of five real life )ord +ro,lems

"t%dents )ill correctl! identif! all e;traneo%s detail )hen solving t)o or less )ord +ro,lems o%t of five real life )ord +ro,lems

The st%dent sho)s 1 2 The st%dent sho)s 1 2 The st%dent sho)s 1 2 acc%rac! )hile acc%rac! )hile )or6ing )ith acc%rac! )hile )or6ing )ith a Saint Joseph College Teacher Licensure Program Student Teaching Unit Format )or6ing )ith a calc%lator in three o%t of "t%dents )ill a calc%lator in five o%t of five calc%lator in fo%r o%t of five five attem+ts0 s%ccessf%ll! o+erate a attem+ts0 attem+ts0 calc%lator0

Criteria D

The st%dent sho)s 1 2 )hile )or6ing )ith a calc%lator in t)o or 5 less o%t of five attem+ts0

PART III: UNIT LESSON MAP &dentif! the essential <%estion3 main o,=ective3 6e! learning activitiesEstrategies3 and assessment for each lesson0 Day 1 Day% Day ' Day (
EQ 10 5o) can & fig%re o%t the mathematical e<%ation needed to solve a )ord +ro,lem@ Main objecti e: "t%dents )ill ,e introd%ced to a variet! of mathematical voca,%lar! terms and ,e as6ed sort them ,ased on their color coded mathematical o+eration0 "t%dents )ill %se these 6e! )ords to identif! )hich o+eration is needed to solve single ste+ )ord +ro,lems0 "t%dents )ill also ,e as6ed to demonstrate their a,ilit! to %se the three im+ortant ste+s )hen solving a )ord +ro,lem0 Key !ea"nin# acti itie$: "t%dents )ill sort mathematical terms to their a++ro+riate color coded o+eration0 "t%dents )ill ,e introd%ced to three im+ortant ste+s to follo) )hen solving single ste+ )ord +ro,lems0 10 Determine e;traneo%s information0 &dentif! im+ortant n%m,ers 5ighlight 6e! voca,%lar!0 EQ 1& 5o) can & fig%re o%t the mathematical e<%ation needed to solve a )ord +ro,lem@ Main objecti e: "t%dents )ill ,e introd%ced to a variet! of mathematical voca,%lar! terms and ,e as6ed sort them ,ased on their color coded mathematical o+eration0 "t%dents )ill %se these 6e! )ords to identif! )hich o+eration is needed to solve single ste+ )ord +ro,lems0 "t%dents )ill also ,e as6ed to demonstrate their a,ilit! to %se the three im+ortant ste+s )hen solving a )ord +ro,lem0 Key !ea"nin# acti itie$: "t%dents )ill sort mathematical terms to their a++ro+riate color coded o+eration0 "t%dents )ill ,e re# introd%ced to three im+ortant ste+s to follo) )hen solving )ord +ro,lems0 10 Determine e;traneo%s information0 &dentif! im+ortant n%m,ers 5ighlight 6e! voca,%lar!0 EQ 10 5o) can & fig%re o%t the mathematical e<%ation needed to solve a )ord +ro,lem@ Main objecti e: "t%dents )ill identif! 6e! voca,%lar! )ords3 e;traneo%s detail and im+ortant n%m,ers )hen solving single ste+ real life )ord +ro,lems0 "t%dents )ill %se these 6e! )ords to identif! )hich o+eration is needed to solve single ste+ )ord +ro,lems0 "t%dents )ill also ,e as6ed to demonstrate their a,ilit! to %se the three im+ortant ste+s )hen solving a )ord +ro,lem0 Key !ea"nin# acti itie$ "t%dents )ill sort mathematical terms to their a++ro+riate color coded o+eration0 "t%dents )ill ,e re# introd%ced to three im+ortant ste+s to follo) )hen solving )ord +ro,lems0 10 Determine e;traneo%s information0 &dentif! im+ortant n%m,ers 5ighlight 6e! voca,%lar!0 EQ 1& 5o) can & fig%re o%t the mathematical e<%ation needed to solve a )ord +ro,lem@ Main objecti e: "t%dents )ill identif! 6e! voca,%lar! )ords3 e;traneo%s detail and im+ortant n%m,ers )hen solving single ste+ real life )ord +ro,lems0 "t%dents )ill also ,e as6ed to demonstrate their a,ilit! to %se the three im+ortant ste+s )hen solving a )ord +ro,lem0 Key !ea"nin# acti itie$: "t%dents )ill sort mathematical terms to their a++ro+riate color coded o+eration0 "t%dents )ill ,e re# introd%ced to three im+ortant ste+s to follo) )hen solving )ord +ro,lems0 10 Determine e;traneo%s information0 &dentif! im+ortant n%m,ers 5ighlight 6e! voca,%lar!0

Day ) Mi* Unit

EQ 1& 5o) can & fig%re o%t the mathematical e<%ation needed to solve a )ord +ro,lem@ EQ %& 5o) can & %se a calc%lator to solve mathematical e<%ations derived from )ord +ro,lems@ Main objecti e: "t%dents )ill demonstrate their 6no)ledge of mathematical voca,%lar! and +ro,lem solving s6ills to identif! e;traneo%s detail3 im+ortant n%m,ers3 and 6e! voca,%lar!0 "t%dents )ill demonstrate their 6no)ledge ,! determining the correct o+eration each mathematical voca,%lar! )ord re+resents in a real life )ord +ro,lem0 Key !ea"nin# acti itie$: $evie) and Assessment0

40 /0

40 /0

40 /0

40

/0

"t%dents )ill follo) these ste+s and )or6 on single ste+ )ord

"t%dents )ill follo) these ste+s and )or6 on single ste+ )ord

"t%dents )ill follo) these ste+s and )or6 on single ste+ )ord +ro,lems on the "mart ,oard0 'ne st%dent )ill )or6 on the +ro,lem )hile the other t)o )or6 on the same +ro,lem at their des6 in their

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

"t%dents )ill follo) these ste+s and )or6 on single ste+ )ord +ro,lems on the "mart ,oard0 'ne st%dent )ill )or6 on the +ro,lem )hile the other t)o )or6 on the same +ro,lem at their des6 in their teacher +rovided +ac6et0 'nce all three st%dents finish the +ro,lem the teacher )ill as6 )hether an! st%dent received a different ans)er then the st%dent )ho did their )or6 at the "mart ,oard0 This +attern )ill contin%e %ntil each of the three st%dents has had the o++ort%nit! to )or6 on a +ro,lem on the "mart ,oard0 After ever! st%dent has had this o++ort%nit! the teacher )ill as6 st%dents to t%rn to the +age in their +ac6ets )here the! )ill ,e as6ed to solve t)o single ste+ )ord +ro,lems inde+endentl! %sing the teacher made )ord sort chart and teacher made directions chart0 &n addition to follo)ing the three instr%ctional ste+s on the teacher made chart the st%dents )ill ,e as6ed to determine )hich o+eration is ,eing %sed and to sho) their )or6 in the ,o; +rovided0 'nce st%dents have finished ,oth <%estions the! )ill ,e as6ed to ans)er the lesson closing critical thin6ing <%estion

+ro,lems on the "mart ,oard0 'ne st%dent )ill )or6 on the +ro,lem )hile the other t)o )or6 on the same +ro,lem at their des6 in their teacher +rovided +ac6et0 'nce all three st%dents finish the +ro,lem the teacher )ill as6 )hether an! st%dent received a different ans)er then the st%dent )ho did their )or6 at the "mart ,oard0 This +attern )ill contin%e %ntil each of the three st%dents has had the o++ort%nit! to )or6 on a +ro,lem on the "mart ,oard0 After ever! st%dent has had this o++ort%nit! the teacher )ill as6 st%dents to t%rn to the +age in their +ac6ets )here the! )ill ,e as6ed to solve t)o single ste+ )ord +ro,lems inde+endentl! %sing the teacher made )ord sort chart and teacher made directions chart0 &n addition to follo)ing the three instr%ctional ste+s on the teacher made chart the st%dents )ill ,e as6ed to determine )hich o+eration is ,eing %sed and to sho) their )or6 in the ,o; +rovided0 'nce st%dents have finished ,oth <%estions the! )ill ,e as6ed to ans)er the lesson closing critical thin6ing <%estion inde+endentl!0 >ords that )ill ,e introd%ced at categori7ed are:

+ro,lems on the "mart ,oard0 'ne st%dent )ill )or6 on the +ro,lem )hile the other t)o )or6 on the same +ro,lem at their des6 in their teacher +rovided +ac6et0 'nce all three st%dents finish the +ro,lem the teacher )ill as6 )hether an! st%dent received a different ans)er then the st%dent )ho did their )or6 at the "mart ,oard0 This +attern )ill contin%e %ntil each of the three st%dents has had the o++ort%nit! to )or6 on a +ro,lem on the "mart ,oard0 After ever! st%dent has had this o++ort%nit! the teacher )ill as6 st%dents to t%rn to the +age in their +ac6ets )here the! )ill ,e as6ed to solve t)o single ste+ )ord +ro,lems inde+endentl! %sing the teacher made )ord sort chart and teacher made directions chart0 &n addition to follo)ing the three instr%ctional ste+s on the teacher made chart the st%dents )ill ,e as6ed to determine )hich o+eration is ,eing %sed and to sho) their )or6 in the ,o; +rovided0 'nce st%dents have finished ,oth <%estions the! )ill ,e as6ed to ans)er the lesson closing critical thin6ing <%estion inde+endentl!0 >ords that )ill ,e %sed in toda!:s lesson are:

teacher +rovided +ac6et0 'nce all three st%dents finish the +ro,lem the teacher )ill as6 )hether an! st%dent received a different ans)er then the st%dent )ho did their )or6 at the "mart ,oard0 This +attern )ill contin%e %ntil each of the three st%dents has had the o++ort%nit! to )or6 on a +ro,lem on the "mart ,oard0 After ever! st%dent has had this o++ort%nit! the teacher )ill as6 st%dents to t%rn to the +age in their +ac6ets )here the! )ill ,e as6ed to solve t)o single ste+ )ord +ro,lems inde+endentl! %sing the teacher made )ord sort chart and teacher made directions chart0 &n addition to follo)ing the three instr%ctional ste+s on the teacher made chart the st%dents )ill ,e as6ed to determine )hich o+eration is ,eing %sed and to sho) their )or6 in the ,o; +rovided0 'nce st%dents have finished ,oth <%estions the! )ill ,e as6ed to ans)er the lesson closing critical thin6ing <%estion inde+endentl!0 >ords that )ill ,e %sed in toda!:s lesson are: 10 Times 40 9rod%ct

The teacher )ill revie) ho) to determine e;traneo%s information )hen solving a )ord +ro,lem0 The teacher )ill sho) e;am+les )ith and )itho%t e;traneo%s information to sho) the difference ,et)een )hat information is im+ortant and )hat information is not needed0 The teacher )ill also revie) ho) to highlight 6e! voca,%lar!0 The teacher )ill as6 st%dents to fli+ ,ac6 to the front +age of their assessment to determine )hich colors to %se )hen highlighting 6e! voca,%lar! )ithin their )ord +ro,lems0 The teacher )ill revie) ho) to %se a calc%lator as an assistive technological device )hen com+%ting mathematic e<%ations0 The teacher )ill model ho) to %se these strategies in one or more +ro,lems ,efore distri,%ting the

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

inde+endentl!0 >ords that )ill ,e introd%ced and categori7ed d%ring the lesson are: 10 40 /0 C0 D0 -0 70 .0 10 $e+eated m%lti+lied ,! 5alf Distri,%te e<%al gro%+ +l%s3 Together &ncrease 5o) man! left

10 40 /0 C0 D0 -0 70 .0 10

T)ice M%lti+lied ,! 9rod%ct ?%otient Divisor "e+arate increased ,!3 s%m com,ined

10 $e+eated 40 9rod%ct /0 "hare C0 8<%al gro%+ D0 C%t %+ -0 Altogether 70 9l%s .0 Com,ined 10 "%m 1 0 Ta6e a)a! 110 Difference 140 $emoved A$$e$$+ent The teacher )ill distri,%te a ,lan6 co+! of the color coded organi7ational chart and )ord ,an6 of 6e! mathematical voca,%lar! terms for st%dents to sort in addition to t)o single ste+ )ord +ro,lems in )hich the directions to follo) the three ste+s )ill ,e +resent0 "t%dents )ill ,e as6ed to )or6 on this as a home)or6 assignment that )ill reinforce the lesson0 After this )or6 has ,een corrected the teacher )ill correct it )ith comments and as6 st%dents to

/0 Distri,%te C0 8<%al gro%+ D0 5alf -0 ?%otient 70 9l%s .0 "%m 10 &ncrease 1 0 Left over 110 "till need 140 Difference A$$e$$+ent The teacher )ill distri,%te a ,lan6 co+! of the color coded organi7ational chart and )ord ,an6 of 6e! mathematical voca,%lar! terms for st%dents to sort in addition to t)o single ste+ )ord +ro,lems in )hich the directions to follo) the three ste+s )ill ,e +resent0 "t%dents )ill ,e as6ed to )or6 on this as a home)or6 assignment that )ill reinforce the lesson0 After this )or6 has ,een corrected the teacher )ill correct it )ith comments and as6 st%dents to revie) their )or6 and have it signed ,! a +arent or g%ardian the follo)ing da!0 This is %sed as a st%dent self monitoring and +arent

assessment0 Mi*,Unit a$$e$$+ent: "t%dents )ill ,e given the color coded organi7ational chart that has ,een %sed in +revio%s lessons in addition to a )ord ,an6 of 14 mathematical voca,%lar! terms and )ill ,e told that the! are to sort three voca,%lar! )ords +er o+erational ,o;0 "t%dents )ill also ,e given five single ste+ real life )ord +ro,lems to solve0 &n these +ro,lems st%dents )ill ,e as6ed to identif! the 6e! voca,%lar! )ords %sing the a++ro+riate color in the color coded s!stem0 "t%dents )ill ,e as6ed to fli+ to the front +age of their assessment to see )hich )ords )ere sorted into )hich o+erational ,o; to determine )hich color each o+eration re+resents0 The! )ill also ,e as6ed to identif! im+ortant n%m,ers and e;traneo%s detail )ithin the )ord +ro,lem0 "t%dents )ill ,e given a calc%lator to %se d%ring
"

1 0 "till need 110 Decrease 140 Difference A$$e$$+ent The teacher )ill distri,%te a ,lan6 co+! of the color coded organi7ational chart and )ord ,an6 of 6e! mathematical voca,%lar! terms for st%dents to sort in addition to t)o single ste+ )ord +ro,lems in )hich the directions to follo) the three ste+s )ill ,e +resent0 "t%dents )ill ,e as6ed to )or6 on this as a home)or6 assignment that )ill reinforce the lesson0 After this )or6 has ,een corrected the teacher )ill correct it )ith comments and as6 st%dents to

1 0 5o) man! more 110 Ta6e a)a!

140 Ded%ct
A$$e$$+ent The teacher )ill distri,%te a ,lan6 co+! of the color coded organi7ational chart and )ord ,an6 of 6e! mathematical voca,%lar! terms for st%dents to sort in addition to t)o single ste+ )ord +ro,lems in )hich the directions to follo) the three ste+s )ill ,e +resent0 "t%dents )ill ,e as6ed to )or6 on this as a home)or6 assignment that )ill reinforce the lesson0 After this )or6 has

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

,een corrected the teacher )ill correct it )ith comments and as6 st%dents to revie) their )or6 and have it signed ,! a +arent or g%ardian the follo)ing da!0 This is %sed as a st%dent self monitoring and +arent comm%nication strateg!0

revie) their )or6 and have it signed ,! a +arent or g%ardian the follo)ing da!0 This is %sed as a st%dent self monitoring and +arent comm%nication strateg!

revie) their )or6 and have it signed ,! a +arent or g%ardian the follo)ing da!0 This is %sed as a st%dent self monitoring and +arent comm%nication strateg!

comm%nication strateg!

the assessment0 Mathematical voca,%lar! )ords for m%lti+lication are: times3 re+eated and +roc%t3 for division incl%de: share3 <%otient3 e<%al gro%+3 Addition )ords )ill incl%de: s%m3 increase and together0 The s%,traction )ords )ill incl%de: Ta6e a)a!3 still need and ded%ct0 The teacher created three ste+ chart )ill ,e availa,le for st%dents to %se d%ring the assessment0

Day EQ 1& 5o) can & fig%re o%t the mathematical e<%ation needed to solve a )ord +ro,lem@ EQ %& 5o) can & %se a calc%lator to solve mathematical e<%ations derived from )ord +ro,lems@ EQ '0 5o) can & ,rea6 a do)n m%lti ste+ )ord +ro,lem@ Main objecti e: "t%dents )ill identif! 6e! voca,%lar! )ords3

Day .
EQ 1& 5o) can & fig%re o%t the mathematical e<%ation needed to solve a )ord +ro,lem@ EQ %& 5o) can & %se a calc%lator to solve mathematical e<%ations derived from )ord +ro,lems@ EQ '0 5o) can & ,rea6 a do)n m%lti ste+ )ord +ro,lem@ Main objecti e: "t%dents )ill identif! 6e! voca,%lar! )ords3 e;traneo%s detail and im+ortant

Day /
EQ 1& 5o) can & fig%re o%t the mathematical e<%ation needed to solve a )ord +ro,lem@ EQ %& 5o) can & %se a calc%lator to solve mathematical e<%ations derived from )ord +ro,lems@ EQ '0 5o) can & ,rea6 a do)n m%lti ste+ )ord +ro,lem@ Main objecti e: "t%dents )ill identif! 6e! voca,%lar! )ords3

Day 0
EQ 1& 5o) can & fig%re o%t the mathematical e<%ation needed to solve a )ord +ro,lem@ EQ %& 5o) can & %se a calc%lator to solve mathematical e<%ations derived from )ord +ro,lems@ EQ '0 5o) can & ,rea6 a do)n m%lti ste+ )ord +ro,lem@ Main objecti e: "t%dents )ill revie) content material for end of %nit assessment0 "t%dents )ill also

Day 11 C!o$2"e
EQ 1& 5o) can & fig%re o%t the mathematical e<%ation needed to solve a )ord +ro,lem@ EQ %& 5o) can & %se a calc%lator to solve mathematical e<%ations derived from )ord +ro,lems@ EQ '0 5o) can & ,rea6 a do)n m%lti ste+ )ord
#

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

e;traneo%s detail and im+ortant n%m,ers )hen solving single and m%lti#ste+ real life )ord +ro,lems0 "t%dents )ill also ,e as6ed to demonstrate their a,ilit! to %se the three im+ortant ste+s )hen solving a )ord +ro,lem0 Key !ea"nin# acti itie$: "t%dents )ill sort mathematical terms to their a++ro+riate color coded o+eration0 "t%dents )ill ,e introd%ced to three im+ortant ste+s to follo) )hen solving single ste+ and m%lti ste+ )ord +ro,lems0 10 Determine e;traneo%s information0 &dentif! im+ortant n%m,ers 5ighlight 6e! voca,%lar!

n%m,ers )hen solving single and m%lti#ste+ ste+ real life )ord +ro,lems0 "t%dents )ill also ,e as6ed to demonstrate their a,ilit! to %se the three im+ortant ste+s )hen solving a )ord +ro,lem0 Key !ea"nin# acti itie$: "t%dents )ill sort mathematical terms to their a++ro+riate color coded o+eration0 "t%dents )ill ,e introd%ced to three im+ortant ste+s to follo) )hen solving single ste+ and m%lti ste+ )ord +ro,lems0 10 Determine e;traneo%s information0 &dentif! im+ortant n%m,ers 5ighlight 6e! voca,%lar!

e;traneo%s detail and im+ortant n%m,ers )hen solving single and m%lti ste+ real life )ord +ro,lems0 "t%dents )ill also ,e as6ed to demonstrate their a,ilit! to %se the three im+ortant ste+s )hen solving a )ord +ro,lem0 Key !ea"nin# acti itie$: "t%dents )ill sort mathematical terms to their a++ro+riate color coded o+eration0 "t%dents )ill ,e introd%ced to three im+ortant ste+s to follo) )hen solving single ste+ and m%lti ste+ )ord +ro,lems0 10 Determine e;traneo%s information0 &dentif! im+ortant n%m,ers 5ighlight 6e! voca,%lar!

,e as6ed to demonstrate their a,ilit! to %se the three im+ortant ste+s )hen solving a )ord +ro,lem0 Key !ea"nin# acti itie$: "t%dents )ill sort mathematical terms to their a++ro+riate color coded o+eration0 "t%dents )ill ,e introd%ced to three im+ortant ste+s to follo) )hen solving single ste+ and m%lti ste+ )ord +ro,lems0 10 Determine e;traneo%s information0 &dentif! im+ortant n%m,ers 5ighlight 6e! voca,%lar!

+ro,lem@ Main objecti e: "t%dents )ill %se their 6no)ledge of mathematical voca,%lar! and +ro,lem solving s6ills to identif! e;traneo%s detail3 im+ortant n%m,ers3 and 6e! voca,%lar! )hen solving single and m%ltiste+ )ord +ro,lems0 "t%dents )ill demonstrate their 6no)ledge ,! determining the correct o+eration each mathematical voca,%lar! )ord re+resents in a real life )ord +ro,lem0 Key !ea"nin# acti itie$: The teacher )ill <%ic6l! revie) the assessment0 After the revie) the teacher )ill distri,%te the s%mmative %nit assessment The teacher )ill revie) ho) to determine e;traneo%s information )hen solving a )ord +ro,lem0 The teacher
1$

40 /0

40 /0

40

40 /0

/0

The teacher )ill introd%ce a m%ltiste+ )ord +ro,lem and model to st%dents ho) to ,rea6 do)n the +ro,lem into t)o or more se+arate ste+s0 "t%dents )ill follo) the three im+ortant ste+s )ith the hel+ of a calc%lator as the! )or6 on single and m%lti ste+ )ord +ro,lems on the "mart ,oard0 'ne st%dent )ill )or6 on a +ro,lem on the "mart ,oard

The teacher )ill introd%ce a m%ltiste+ )ord +ro,lem and model to st%dents ho) to ,rea6 do)n the +ro,lem into t)o or more se+arate ste+s0 "t%dents )ill follo) the three im+ortant ste+s )ith the hel+ of a calc%lator as the! )or6 on single and m%lti ste+ )ord +ro,lems on the "mart ,oard0 'ne st%dent )ill )or6 on a +ro,lem on the "mart ,oard )hile the other t)o )or6 on that same +ro,lem at their des6 in their teacher +rovided +ac6et0 'nce all three st%dents

The teacher )ill introd%ce a m%ltiste+ )ord +ro,lem and model to st%dents ho) to ,rea6 do)n the +ro,lem into t)o or more se+arate ste+s0 "t%dents )ill follo) the three im+ortant ste+s )ith the hel+ of a calc%lator as the! )or6 on single and m%lti ste+ )ord +ro,lems on the "mart ,oard0 'ne st%dent )ill )or6 on a +ro,lem on the "mart ,oard )hile the other t)o )or6 on that same +ro,lem at their des6 in their teacher +rovided +ac6et0 'nce all three st%dents finish the +ro,lem the teacher )ill as6 )hether an! st%dent received a different ans)er then the st%dent

The teacher )ill introd%ce a m%ltiste+ )ord +ro,lem and model to st%dents ho) to ,rea6 do)n the +ro,lem into t)o or more se+arate ste+s0 "t%dents )ill follo) the three im+ortant ste+s )ith the hel+ of a calc%lator as the! )or6 on single and m%lti ste+ )ord +ro,lems on the "mart ,oard0 'ne st%dent )ill )or6 on a +ro,lem on the "mart ,oard )hile the other t)o )or6 on that

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

)hile the other t)o )or6 on that same +ro,lem at their des6 in their teacher +rovided +ac6et0 'nce all three st%dents finish the +ro,lem the teacher )ill as6 )hether an! st%dent received a different ans)er then the st%dent )ho did their )or6 at the "mart ,oard0 This +attern )ill contin%e %ntil each of the three st%dents has had the o++ort%nit! to )or6 on a +ro,lem on the "mart ,oard0 After ever! st%dent has had this o++ort%nit! the teacher )ill as6 st%dents to t%rn to the +age in their +ac6ets )here the! )ill ,e as6ed to solve one )ord +ro,lem (assortment of single and m%ltiste+) inde+endentl! %sing the teacher made )ord sort chart and teacher made directions chart0 &n addition to follo)ing the three instr%ctional ste+s on the teacher made chart the st%dents )ill ,e as6ed to determine )hich o+eration is ,eing %sed and to sho) their )or6 in the ,o; +rovided0 'nce st%dents have finished the <%estion the! )ill ,e as6ed to ans)er the lesson closing critical thin6ing <%estion inde+endentl!0 >ords that )ill ,e %sed in toda!:s lesson are:

finish the +ro,lem the teacher )ill as6 )hether an! st%dent received a different ans)er then the st%dent )ho did their )or6 at the "mart ,oard0 This +attern )ill contin%e %ntil each of the three st%dents has had the o++ort%nit! to )or6 on a +ro,lem on the "mart ,oard0 After ever! st%dent has had this o++ort%nit! the teacher )ill as6 st%dents to t%rn to the +age in their +ac6ets )here the! )ill ,e as6ed to solve one )ord +ro,lem (assortment of single and m%ltiste+) inde+endentl! %sing the teacher made )ord sort chart and teacher made directions chart0 &n addition to follo)ing the three instr%ctional ste+s on the teacher made chart the st%dents )ill ,e as6ed to determine )hich o+eration is ,eing %sed and to sho) their )or6 in the ,o; +rovided0 'nce st%dents have finished the <%estion the! )ill ,e as6ed to ans)er the lesson closing critical thin6ing <%estion inde+endentl!0 >ords that )ill ,e %sed in toda!:s lesson are: 10 Times 40 Aactor

same +ro,lem at their des6 in their teacher +rovided +ac6et0 'nce all three st%dents finish the +ro,lem the teacher )ill as6 )hether an! st%dent received a different ans)er then the st%dent )ho did their )or6 at the "mart ,oard0 This +attern )ill contin%e %ntil each of the three st%dents has had the o++ort%nit! to )or6 on a +ro,lem on the "mart ,oard0 After ever! st%dent has had this o++ort%nit! the teacher )ill as6 st%dents to t%rn to the +age in their +ac6ets )here the! )ill ,e as6ed to solve one )ord +ro,lem (assortment of single and m%ltiste+) inde+endentl! %sing the teacher made )ord sort chart and teacher made directions chart0 &n addition to follo)ing the three instr%ctional ste+s on the teacher made chart the st%dents )ill ,e as6ed to determine )hich o+eration is ,eing %sed and to sho) their )or6 in the ,o; +rovided0 'nce st%dents have finished the <%estion the! )ill ,e as6ed to ans)er the lesson closing critical thin6ing <%estion inde+endentl!0 >ords that )ill ,e %sed in toda!:s lesson are: 10 Times

)ho did their )or6 at the "mart ,oard0 This +attern )ill contin%e %ntil each of the three st%dents has had the o++ort%nit! to )or6 on a +ro,lem on the "mart ,oard0 After ever! st%dent has had this o++ort%nit! the teacher )ill as6 st%dents to t%rn to the +age in their +ac6ets )here the! )ill ,e as6ed to solve t)o )ord +ro,lems (assortment of single and m%ltiste+) inde+endentl! %sing the teacher made )ord sort chart and teacher made directions chart0 &n addition to follo)ing the three instr%ctional ste+s on the teacher made chart the st%dents )ill ,e as6ed to determine )hich o+eration is ,eing %sed and to sho) their )or6 in the ,o; +rovided0 'nce st%dents have finished ,oth <%estions the! )ill ,e as6ed to ans)er the lesson closing critical thin6ing <%estion inde+endentl!0 A$$e$$+ent: >ords that )ill ,e %sed in toda!:s lesson are: 10 40 /0 C0 $e+eated3 9rod%ct3 Aactor ?%otient

)ill sho) e;am+les )ith and )itho%t e;traneo%s information to sho) the difference ,et)een )hat information is im+ortant and )hat information is not needed0 The teacher )ill also revie) ho) to highlight 6e! voca,%lar!0 The teacher )ill as6 st%dents to fli+ ,ac6 to the front +age of their assessment to determine )hich colors to %se )hen highlighting 6e! voca,%lar! )ithin their )ord +ro,lems0 The teacher )ill revie) and model ho) to ,rea6 %+ a m%lti ste+ )ord +ro,lem A$$e$$+ent: "%mmative end of %nit assessment0 "t%dents )ill ,e as6ed to sort mathematical voca,%lar! in their a++ro+riate ,o;0 Mathematical voca,%lar! )ords for m%lti+lication are: re+eated3 +rod%ct3 and factor3 for division incl%de: <%otient3 e<%al
11

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

10 Times 40 $e+eat /0 Aactor C0 9rod%ct D0 8<%al gro%+ -0 5alf 70 "%m .0 Com,ined 10 $emain 1 0 Ta6e a)a! 110 Difference 140 5o) man! more0 A$$e$$+ent The teacher )ill distri,%te a ,lan6 co+! of the color coded organi7ational chart and )ord ,an6 of 6e! mathematical voca,%lar! terms for st%dents to sort in addition to t)o (one single ste+ and one m%ltiste+) )ord +ro,lems in )hich the directions to follo) the three ste+s )ill ,e +resent0 "t%dents )ill ,e as6ed to )or6 on this as a home)or6 assignment that )ill reinforce the lesson0 After this )or6 has ,een corrected the teacher )ill correct it )ith

/0 ?%otient C0 5alf D0 Divisor -0 "%m 70 &ncrease ,! .0 Together 10 Decrease 1 0 Ta6e a)a! 110 Difference 140 Ded%ct

40 /0 C0 D0 -0 70 .0 10

Aactor ?%otient 8<%al gro%+ C%t %+ Together "%m Com,ined $emove

D0 -0 70 .0 10

8<%al gro%+ Distri,%te Com,ined &ncrease Together

1 0 Difference 110 $emain 140 Ded%ct0 A$$e$$+ent The teacher )ill distri,%te a st%d! g%ide for the s%mmative %nit assessment0 This st%d! g%ide )ill incl%de a ,lan6 co+! of the color coded organi7ational chart and )ord ,an6 of 6e! mathematical voca,%lar! terms for st%dents to sort in addition to five (com,ination of single and m%ltiste+) )ord +ro,lems in )hich the directions to follo) the three ste+s )ill ,e +resent0 The ans)er 6e! to ,oth the color coded organi7ational chart and the ans)ers and e;+lanation as to ho) each of the five )ord +ro,lem )ere solved )ill ,e +rovided in the ,ac6 of the st%d! g%ide for st%dents revie)0 "t%dents )ill ,e as6ed to )or6 on this as a home)or6 assignment that )ill

gro%+ and distri,%te0 Addition )ords )ill incl%de: com,ined3 increase and together The s%,traction )ords )ill incl%de: difference3 remain and ded%ct0 "t%dents )ill ,e as6ed to solve a total of five real life )ord +ro,lems (assortment of single and m%lti ste+)0 "t%dents )ill ,e +rovided the assistive technological device of a calc%lator d%ring this assessment0 The teacher created three ste+ chart )ill ,e availa,le for all st%dent %se d%ring this assessment0 Meta,co#nition an* Re3!ection

1 0 Ta6e a)a! 110 Difference 140 "till need A$$e$$+ent The teacher )ill distri,%te a ,lan6 co+! of the color coded organi7ational chart and )ord ,an6 of 6e! mathematical voca,%lar! terms for st%dents to sort in addition to three (4 m%ltiste+ 1 single ste+) )ord +ro,lems in )hich the directions to follo) the three ste+s )ill ,e +resent0 "t%dents )ill ,e as6ed to )or6 on this as a home)or6 assignment that )ill reinforce the lesson0 After this )or6 has ,een corrected the teacher )ill correct it )ith comments and as6 st%dents to revie) their )or6 and have it signed ,! a +arent or

A$$e$$+ent
The teacher )ill distri,%te a ,lan6 co+! of the color coded organi7ational chart and )ord ,an6 of 6e! mathematical voca,%lar! terms for st%dents to sort in addition to t)o (one single ste+ one m%ltiste+) )ord +ro,lems in )hich the directions to follo) the three ste+s )ill ,e +resent0 "t%dents )ill ,e as6ed to )or6 on this as a home)or6 assignment that )ill reinforce the lesson0 After this )or6 has ,een corrected the teacher )ill correct it )ith comments and as6 st%dents to revie) their )or6 and have it signed ,! a +arent or g%ardian the follo)ing da!0 This is %sed as a st%dent self monitoring and +arent

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

12

comments and as6 st%dents to revie) their )or6 and have it signed ,! a +arent or g%ardian the follo)ing da!0 &n addition to the home)or6 +ac6et the st%dents )ill ,e as6ed to revie) and have signed their mid assessment ,! a +arent or g%ardian0 This is %sed as a st%dent self monitoring and +arent comm%nication strateg!0

comm%nication strateg!0

g%ardian the follo)ing da!0 This is %sed as a st%dent self monitoring and +arent comm%nication strateg!0

reinforce the lesson0

PART I4: MATERIALS 5OR USE 6IT7 STUDENTS

9rint
Teacher created st%dent +ac6et0 9ac6et incl%des all )ord +ro,lems for st%dent revie) on "mart ,oard3 inde+endent )ord +ro,lems3 and lesson closing critical thin6ing <%estions0 Teacher created home)or6 assignments0 5ome)or6 assignments )ill incl%de an identical ,lan6 )ord sorting chart )ith )ord ,an6 for st%dents to sort voca,%lar! )ords to their a++ro+riate color coded o+eration0 5ome)or6 assignments )ill also as6 st%dents to solve t)o )ord +ro,lems inde+endentl! )hile referring to the three ste+s0 "t%dents )ill have s+ace to sho) their )or6 )hile )or6ing on the )ord +ro,lem and a m%lti+le choice section )here the! )ill ,e as6ed to identif! )hich o+eration )as %sed )hen solving the +ro,lem0 All directions )ill ,e )ritten in the home)or6 +ac6et for st%dent and +arent revie)0 "MA$T *oard +ro=ections of interactive sorting of mathematical voca,%lar! to the fo%r color coded o+erations0 All directions )ill ,e read alo%d0 All )ord +ro,lems )ill ,e +ro=ected and dissected %sing the "MA$T ,oard0 All +ro,lems )ill ,e read alo%d0 Teacher created vis%al chart of voca,%lar! )ords sorted in their a++ro+riate o+eration0 Teacher created three ste+ +oster vis%al for st%dents to follo) )hen solving single and m%ltiste+ )ord +ro,lems0 10 Determine e;traneo%s information0

A%dio#Vis%al

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

13

40 /0

&dentif! im+ortant n%m,ers 5ighlight 6e! voca,%lar!

Technolog! G 8<%i+ment3 +eri+herals G "oft)are

"MA$T *oard3 "MA$T note,oo63 "MA$T tools3 C colored highlighters (+%r+le3 ,l%e3 +in6 and green)0

&nternet U$Ls 9eo+le "%++lies Aor identified needs

BEA "t%dent teacher0 Ao%r colored highlighters3 +encil3 calc%lator3 "mart ,oard and "mart note,oo63 BEA

PART 4: RESOURCES AND RE5ERENCES: A!! +ate"ia!$ 8e"e teac9e" c"eate*&

Saint Joseph College Teacher Licensure Program Student Teaching Unit Format

14