Brian Lyda EDUC 461 TWS 3 Short Range Learning Objectives/Standards for Unit

TWS Standard The teacher candidate sets significant, challenging, varied and appropriate learning objectives that are develop entally and age appropriate based on conte!t"al factors# Task The teacher candidate provides an overvie$ of the "nit of st"dy and lists the short range learning objectives for a one%three $ee& "nit of st"dy 'length is based on ajor ( see yo"r "niversity s"pervisor for length re)"ire ent*# This "nit of st"dy sho"ld fit $ithin the conte!t of the long range plan s"b itted in part +# Prompt ,rovide a brief overvie$ of or rationale for this "nit of instr"ction incl"ding so e of the instr"ctional strategies yo" $ill "se, ho$ yo" $ill assess, and $hat acco odations or adaptations yo" $ill provide# List yo"r objectives for this one%three $ee& instr"ctional "nit in the logical se)"ence in $hich yo" $ill teach the # Cite the discipline specific national standard and the specific state standard $ith each objective#
Note: Common Core and/or South Carolina Curriculum Standards or indicators can be written as objectives.

Using the Conte!t"al -actors and the infor ation gained, tell $hy yo" believe this "nit and these objectives are develop entally and age appropriate and significant.challenging for this gro"p of learners#

Brian Lyda EDUC 461 Overview instr"ctional strategies yo" $ill "se, ho$ yo" $ill assess, and $hat acco adaptations yo" $ill provide#

odations or

Instructional Strategies: -or this "ltiplication "nit, / $ill "se a variety of instr"ctional strategies# By necessity, so e of the "nit $ill be presented in so e for of direct instr"ction# / $ill often odel strategies in action for the st"dents $hile / 0thin& alo"d1# This for of instr"ction $ill generally follo$ the grad"al release of responsibility odel# 2nother teacher%led strategy that $ill be "sed involves s all gro"p instr"ction# This is $hen / $ill be $or&ing $ith a gro"p of no ore than si! '6* st"dents at a ti e on a specific s&ill# 3o eti es these gro"ps $ill be heterogeneo"s, and instr"ction $ill be ore assess ent based, $hile other ti es the gro"ps $ill be ho ogeneo"s, and instr"ction $ill be need based# The "nit $ill also involve instr"ctional strategies that are ore st"dent%centered# 4ne s"ch strategy is that of class disc"ssion# 4ftenti es / $ill present a real $orld proble thro"gh story telling# 5e $ill then have a class disc"ssion in $hich st"dents e!plore the proble $hile e!plaining their thin&ing# / $ill also "se a fe$ read alo"ds to elicit class disc"ssion of ath proble s to solve# 4ther st"dent%centered strategies incl"de s all gro"p stations# 5ithin each gro"p, there is a st"dent designated as the leader# This st"dent1s job is to e!plain and lead the ga e or activity at each station# 3t"dents are held acco"ntable by having ite s to co plete and t"rn in after stations are co plete# 2nother st"dent% centered strategy that / $ill "se is $hat / call 0be the teacher1# / allo$ the st"dents to co e to the board to solve a proble that the class has $or&ed on independently# They cannot si ply solve it and ret"rn to their seat# They "st 0thin& alo"d1 and lead any disc"ssion that ay arise abo"t the )"estion# They act is if they $ere the teacher# The st"dents really enjoy this strategy# Assessments: 2ll assess ents for this "nit $ill be varied and appropriate# The lesson $ill begin $ith a pre%assess ent as to provide ore infor ation on specific areas of need# -or ative assess ents $ill incl"de s"ch things as class disc"ssion and s all gro"p disc"ssion# These types of assess ents really help one "nderstand the thin&ing of a st"dent ore so than so ething $ritten on a piece of paper6 ho$ever, those paper assess ents are essential and val"able as $ell# -or that reason, st"dents $ill also have assess ents involving co pleting $or&sheets independently# 2t the end of the "nit, st"dents $ill have a s" ative $ritten assess ent covering the entire "nit# 4ther assess ents $ill incl"de st"dent $or& fro s all gro"p stations, a vis"al art piece created thro"gh the "se of "ltiplication, and ti ed "ltiplication fact sheets# Accommodations/Adaptations: 4ne acco odation that / a re)"ired to provide per st"dents1 /E,s is oral ad inistration of tests not assessing reading abilities# / $ill be re)"ired to provide this to three '7* st"dents $ithin the class# These st"dents $ill be p"lled to the bac& table d"ring the pre%assess ent and post%assess ent, and / $ill read all directions and )"estions alo"d# -or d"ring assess ents, / $ill read ite s alo"d $hen as&ed to do so by the st"dents, "nless / $ill be grading the activity# 8ro"ps $ill often adapt thro"gho"t the "nit based "pon res"lts of for ative assess ents# 3t"dents $ill be gro"ped ho ogeneo"sly, so these gro"ps $ill obvio"sly adapt based on the s&ill or strategy being practiced and the st"dents that str"ggle $ith said

Brian Lyda EDUC 461

s&ill# 4ther acco odations ay incl"de providing lesson e!tensions to st"dents that are not f"lly challenged by the "nit# There are so e st"dents $ithin this class that $ill re)"ire e!tra $or& beyond the "nit of st"dy to tr"ly be challenged# / $ill provide this in s all gro"p settings as $ell as for early finisher scenarios#

Unit Objectives and Standards 1. Lesson 1: When given a multiplication sentence or a picture students will be able to use e!ual groups to solve the multiplication sentence with 1""# accurac$. Math CCSS 3.OA.1: Interpret products of whole numbers, e.g., nterpret ! " # as the total number of ob$ects n ! groups of # ob$ects each. %LA CCSS 3.SL.1: %ngage effect &el' n a range of collaborat &e d scuss ons (one)on) one, n groups, and teacher)led* w th d &erse partners on grade 3 top cs and te+ts, bu ld ng on others, deas and e+press ng the r own clearl'. %. Lesson -: Students will relate multiplication and division b$ using repeated addition to solve multiplication problems with 1""# accurac$. Math CCSS 3.OA.1: Interpret products of whole numbers, e.g., nterpret ! " # as the total number of ob$ects n ! groups of # ob$ects each. %LA CCSS 3.SL.1: %ngage effect &el' n a range of collaborat &e d scuss ons (one)on) one, n groups, and teacher)led* w th d &erse partners on grade 3 top cs and te+ts, bu ld ng on others, deas and e+press ng the r own clearl'. &. Lesson -: Students will be able to use arra$s to solve and model multiplication problems with 1""# accurac$. Math CCSS: 3.OA.3: .se mult pl cat on and d & s on w th n 1// to sol&e word problems n s tuat ons n&ol& ng e0ual groups, arra's, and measurement 0uant t es, e.g., b' us ng draw ngs and e0uat ons w th a s'mbol for the un1nown numbers to represent the problem. %LA CCSS 3.SL.1: %ngage effect &el' n a range of collaborat &e d scuss ons (one)on) one, n groups, and teacher)led* w th d &erse partners on grade 3 top cs and te+ts, bu ld ng on others, deas and e+press ng the r own clearl'. '. Lesson 3: Students will be able to use their (nowledge o) e!ual groups repeated addition and arra$s to solve multiplication word problems with *"# accurac$. Math CCSS 3.OA.1: Interpret products of whole numbers, e.g., nterpret ! " # as the total number of ob$ects n ! groups of # ob$ects each. Math CCSS: 3.OA.3: .se mult pl cat on and d & s on w th n 1// to sol&e word problems n s tuat ons n&ol& ng e0ual groups, arra's, and measurement 0uant t es, e.g., b' us ng draw ngs and e0uat ons w th a s'mbol for the un1nown numbers to represent the problem.

Brian Lyda EDUC 461

%LA CCSS 3.SL.1: %ngage effect &el' n a range of collaborat &e d scuss ons (one)on) one, n groups, and teacher)led* w th d &erse partners on grade 3 top cs and te+ts, bu ld ng on others, deas and e+press ng the r own clearl'.

+. Lesson 2: Students will be able to solve multiplication problems b$ using one or more o) the methods previousl$ learned including e!ual groups, arra$s, and repeated addition with *"# accurac$. Math CCSS 3.OA.1: Interpret products of whole numbers, e.g., nterpret ! " # as the total number of ob$ects n ! groups of # ob$ects each. Math CCSS: 3.OA.3: .se mult pl cat on and d & s on w th n 1// to sol&e word problems n s tuat ons n&ol& ng e0ual groups, arra's, and measurement 0uant t es, e.g., b' us ng draw ngs and e0uat ons w th a s'mbol for the un1nown numbers to represent the problem. %LA CCSS 3.SL.1: %ngage effect &el' n a range of collaborat &e d scuss ons (one)on) one, n groups, and teacher)led* w th d &erse partners on grade 3 top cs and te+ts, bu ld ng on others, deas and e+press ng the r own clearl'. -. Lesson !: Students will use multiplication to )ind the total number o) combinations that can be made when given two groups o) objects with *"# accurac$. Math CCSS: 3.OA.3: .se mult pl cat on and d & s on w th n 1// to sol&e word problems n s tuat ons n&ol& ng e0ual groups, arra's, and measurement 0uant t es, e.g., b' us ng draw ngs and e0uat ons w th a s'mbol for the un1nown numbers to represent the problem. %LA CCSS 3.SL.1: %ngage effect &el' n a range of collaborat &e d scuss ons (one)on) one, n groups, and teacher)led* w th d &erse partners on grade 3 top cs and te+ts, bu ld ng on others, deas and e+press ng the r own clearl'. .. Lesson 3: 1""# o) students will be able to solve various multiplication problems using an$ o) the previousl$ learned strategies including e!ual groups, arra$s, repeated addition, and combinations. Math CCSS 3.OA.1: Interpret products of whole numbers, e.g., nterpret ! " # as the total number of ob$ects n ! groups of # ob$ects each. Math CCSS: 3.OA.3: .se mult pl cat on and d & s on w th n 1// to sol&e word problems n s tuat ons n&ol& ng e0ual groups, arra's, and measurement 0uant t es, e.g., b' us ng draw ngs and e0uat ons w th a s'mbol for the un1nown numbers to represent the problem. !eve"opmenta" #ppropriateness Using the Conte!t"al -actors and the infor ation gained, tell $hy yo" believe this "nit and these objectives are develop entally and age appropriate and significant.challenging for this gro"p of learners# Based on st"dent interest s"rveys and e!perience $ithin this classroo , / &no$ any of these st"dents enjoy and are s&illed in ath# / feel all of these "nit objectives are challenging, yet they are all

Brian Lyda EDUC 461

appropriate for this class# / thin& going directly into different "ltiplication strategies $ill be appropriate beca"se this class learns at a "ch faster pace than that of the average third grade class# -ro previo"s lessons, / &no$ that they can beco e bored if not challenged# 2s for as being age appropriate, these st"dents are re)"ired to &no$ ho$ to "ltiply, and these partic"lar st"dents have consistently de onstrated the s&ill set and intellect"al abilities to do so at a steady and challenging pace# 2s&ing that 199: or ;9: of st"dents achieve each objective is also not as&ing too "ch# / &no$ $hat these st"dents are capable of, and they "st be held to a high standard# / also thin& it is develop entally appropriate to incl"de all of the different strategies for "ltiplication entioned in the "nit objectives# Based on class disc"ssions in $hich st"dents e!plain their thin&ing, / &no$ these st"dents have very different tho"ght processes $hen it co es to solving ath proble s# /t is of co"rse appropriate to provide as any different strategies and points%of%vie$ as possible# <ost often, st"dents hone in on one partic"lar strategy that they prefer# The "se of read alo"ds and real $orld proble s $ithin the "nit also adds to the challenge for this gro"p of st"dents# They nor ally aster the proced"ral portion of the ath strategies )"ic&ly, so it is appropriate to ove to higher level thin&ing in $hich the st"dents "st apply $hat they have learned# They "st p"ll fro all of their previo"s &no$ledge and "nderstand $hat )"estion is being as&ed and $hat path to the ans$er is best# 4verall, / believe this "nit provides j"st the right a o"nt of diffic"lty to p"sh each and every st"dent $ithin the class, and it $ill have the learning in their respective =one of ,ro!i al Develop ent#