Unit Plan

ELED 533 UNIT PLANNING PROJECT FORMAT
JMU Elementary Education Program

A. Measurement
B. UNIT STANDARDS - VA SOLs and/or CCSS
Include standards for both mathematical content and processes/practices.
Math 5.8
c.) identify equivalent measurements within the metric system
d.) estimate an appropriate unit of measure for a given situation involving measurement using U.S. Customary and
metric units
Science 5.1
b.) estimates are made and accurate measurements of length, mass, volume and temperature are made in metric
units using proper tools
c.) estimates are made and accurate measurements of elapsed time are made using proper tools
d.) hypotheses are formed from testable questions
e.) independent and dependent variables are identified
f.) constants in an experimental situation are identified
g.) data are collected, recorded, analyzed, and communicated using proper graphical representations and metric
measurements
h.) predictions are made using patterns from data collected, and simple graphical data are generated
i.) inferences are made and conclusions are drawn
j.) models are constructed to clarify explanations, demonstrate relationships, and solve needs; and
k.) current applications are used to reinforce science concepts
Technology C/T 3-5.10
Communicate effectively with others (e.g., peers, teachers, experts) in collaborative learning situations
A.) Use technology tools for individual and collaborative writing, communication, and publishing activities.
a. Produce documents and presentation that demonstrate the ability to edit, reformat, and integrate various
tools and media
C.) Assume different roles (e.g., leader/follower, orator/listener) on teams in various situations
a. Recognize that different people on a team bring different technical skills, and understand how that can
influence team responsibilities.
b. Demonstrate the ability to share technology tools as needed.
C/T 3-5.11
Apply knowledge and skills to generate innovative ideas, products, processes, and solutions.
A.) Organize and display knowledge and understanding in ways that others can view, use, and assess.
B.) Use technology tools to share original work.

a. Use presentation tools to organize and present stories, poems, songs, and other original work.
Process Standards
Problem-Solving
Students will apply mathematical concepts and skills and the relationships among them to solve problem
situations of varying complexities.
Students also will recognize and create problems from real-life data
and situations within and outside mathematics and then apply appropriate
strategies to find acceptable
solutions. To accomplish this goal, students will need to develop a repertoire of skills and strategies for
solving a
variety of problem types. A major goal of the mathematics program is to help students become
competent mathematical problem solvers.
Reasoning & Proof
Students will recognize reasoning and proof as fundamental aspects of mathematics. Students will learn and
apply inductive and deductive reasoning skills to make, test, and evaluate mathematical statements and to
justify steps in mathematical procedures. Students will use logical reasoning to analyze an argument and to
determine whether conclusions are valid. In addition, students will learn to apply proportional and spatial
reasoning and to reason from a variety of representations such as graphs, tables, and charts.
Communication
Students will use the language of mathematics, including specialized vocabulary and symbols, to express
mathematical ideas precisely. Representing, discussing, reading, writing, and listening to mathematics will
help students to clarify their thinking and deepen their understanding of the mathematics being studied.
Representation
Students will represent and describe mathematical ideas, generalizations, and relationships with a variety of
methods. Students will understand that representations of mathematical ideas are an essential part of
learning, doing, and communicating mathematics. Students should move easily among different
representations graphical, numerical, algebraic, verbal, and physical and recognize that representation is
both a process and a product.
Connections
Students will relate concepts and procedures from different topics in mathematics to one another and see
mathematics as an integrated field of study. Through the application of content and process skills, students
will make connections between different areas of mathematics and between mathematics and other
disciplines, especially science. Science and mathematics teachers and curriculum writers are encouraged to
develop mathematics and science curricula that reinforce each other.
C. UNIT LEARNING OBJECTIVES

Understand what are the broad
generalizations/concepts the students
should begin to develop?
U1 The students will understand that
communication is very important to
relay accurate information.
they have individual and team
responsibilities.
we are constantly using measurement
and working to solve problems in life
where we have to use hypothesize and
look at the constants.
U4 The students will know that
different people on a team bring
different technical skills.
the concepts learned in different
classes can be integrated together
and used to help with other content
areas.
U6 The students will understand and
recognize reasoning and proof as
fundamental aspects of mathematics.
representations of mathematical ideas
are an essential part of learning,
Know what are the tools,

vocabulary, symbols, etc. the
students will gain through this lesson?
Do what are the specific thinking

behaviors/procedures students will be
able to do through this lesson?
K1 The students will know the

following measurement vocabulary:
length, mass, volume, temperature
(for both metric and U.S. Customary),
elapsed time
Metric
Length: meter, millimeter, centimeter
Volume: Liters, milliliters
Mass: grams, kilograms
Temperature: degrees Celsius
U.S. Customary:
Length: inch, foot, yard, mile
Weight: ounce, pound, ton
Capacity (Volume): fluid ounce, pint,
quart, gallon
Temperature: degrees Fahrenheit
Time: second, minute, hour, day,
week, month, year
D1 The students will be able to define

the following terms and tell how and
when they would be used: length,
mass, volume, temperature, elapsed
time, hypothesis, scientific
experiment, independent variable,
dependent variable, constants.
Metric Tools:
Ruler, meter stick, measuring cup,
balance scale, spring scales
D5 The students will complete a

scientific experiment.
U.S. Customary
Linear Measure:
1 ft. = 12 in.
1 yd. = 3 ft. = 36 in.
1 mi. = 5,280 ft.
1 mi. = 1, 760 yd.
Weight:
1 lb. = 16 oz.
D2 The students will be able to

communicate effectively with the
teacher and other classmates.
D3 The students will know how to
play different roles, work in teams
and work individually.
D4 The students will draw a
hypothesis.
D6 The students will collect data,

record data, analyze data and
communicate the information using
the proper representations and
metric/standard measurements.
D7 The students will create a
presentation once the experiment is
complete to present the data to the
doing, and communicating

mathematics.
U8 The students understand that
structure and the use of systems of
measurement; they understand how
these systems have come about and
see these systems as a human
construction.
1 ton = 2,000 lb.
class.
Metric
Linear Measure:
1 cm = 10 mm (millimeters)
1 m = 1,000 mm
1 m = 100 cm
1km = 1,000 m
Mass:
1 cg (centigram) = 10 mg
(milligrams)
1 g = 1,000 mg
1g = 100 cg
D8 The students will analyze the data

that they collected and see if their
hypothesis was correct.
K2- The students will know the

following science vocabulary:
hypothesis, scientific experiment,
independent variable, dependent
variable, constants
Hypothesis: an idea of explanation
that you then test through study and
experimentation; outside science, it
can be a theory or guess
Scientific experiment: a test under
controlled conditions that is made to
demonstrate a known truth, to
examine the validity a hypothesis, or
to determine the efficacy of
something previously untried; the
process of conducting a test
1.
Independent variable: a
variable (often denoted by x ) whose
variation does not depend on that of
another.
D9 The students will apply inductive

and deductive reasoning skill to
make, test, and evaluate
mathematical statements and to
justify steps in mathematical
procedures.
D10 The students will use logical
reasoning to analyze an argument
and to determine whether conclusions
are valid.
D11 The students will apply
proportional and spatial reasoning
and to reason from a variety of
representations such as graphs,
tables, and charts.
D12 The students will use the
language of mathematics, including
specialized vocabulary and symbols,
to express mathematical ideas
precisely.
D13 The students will relate concepts
and procedures from different topics
in mathematics and other content
areas to one another and see
mathematics as an integrated field of
study.
D14 The students will make
1.
Dependent variable: a
variable (often denoted by y ) whose

value depends on that of another.
Constants: a quantity or
parameter that does not change
K3 The students will know effective

communication skills. Effective
communication skills include:
nonverbal communication, attentive
listening, managing stress in the
moment, the ability to communicate
assertively and the capacity to
recognize and understand your own
emotions and those of the people you
are communicating with. Effective
communication helps you deepen
your connections to others and
improve teamwork, decision-making,
and problem solving. It enables you to
communicate even negative or
difficult messages without creating
conflict or destroying trust. (Is it
possible that this could also be a big
idea??)
K4 The students will know what a
hypothesis is.
Hyotheseis: a proposition, of set of
propositions, set forth as an
explanation for the occurrence of
some specified group of phenomena,
either asserted merely as a
provisional conjecture to guide
connections between different areas

of mathematics and between
mathematics and other disciplines,
especially science.
D15 The students develop number
sense and use numbers and number
relationships in problem-solving
situations and communicate the
reasoning used in solving these
problems.
D16 The students understand how to
use a variety of tools and techniques
to measure, apply the result in
problem-solving situations, and
communicate the reasoning used in
solving these problems.
investigation (working hypothesis) or

accepted as highly probable in the
light of established facts.
Name: ______________________________
Date: __________________________
Measurement and Technology Pre-Assessment
Directions: Please answer the following questions to the best of your knowledge and understanding. For questions 1 & 2
complete the individual graffiti.
1.) What units are part of the metric system?
Metric
System
2.) How is the U.S. Customary system organized?
U.S.
Customary
3.) List everything you know about team and individual responsibilities.
4.) List everything that you know about using technology for presentations.
5.) What are the parts of a scientific experiment?
Scientific
Experiment
6.) What concepts from different classes can be taught together in either class period? (for example, measurement can
be taught in both science and math)
7.) What ideas from science using team work can be incorporated into math?
8.) In what ways can technology be incorporated into math?
Name: ______________________________
Date: __________________________
Measurement and Technology Post-Assessment
Directions: Please answer the following questions to the best of your knowledge and understanding. For questions 1 & 2
complete the individual graffiti.
1.) What units are part of the metric system?
Metric
System
2.) How is the U.S. Customary system organized?
U.S.
Customary
3.) List everything you know about team and individual responsibilities.
4.) List everything that you know about using technology for presentations.
5.) What are the parts of a scientific experiment?
Scientific
Experiment
6.) What concepts from different classes can be taught together in either class period? (for example, measurement can
be taught in both science and math)
7.) What ideas from science using team work can be incorporated into math?
8.) In what ways can technology be incorporated into math?
Anticipation Strategies and Mistakes

The students will provide me with several different pieces of information regarding the metric system and also include
some of the U.S. Customary units because they confuse the two different units of measure.
The students will be able to give me some individual and team responsibilities but will have more individual than team
because they are not sure what they would include as team responsibilities.
The students may have used technology for presentations but they may not remember much and may only list a few
items and they may be pieces of technology that was used such as power point.
The students may know what a scientific experiment and a hypothesis are but may not be able to provide much
information on these topics.
The students may list the information, write out sentences, make a web or even draw pictures to answer the questions. I
think it will depend on the students and how they feel that they can most accurately provide the requested information.
4
Pre-Assessment
Rubric
Excellent: Full
Name:
Accomplishment
3
Proficient:
Substantial
Accomplishment
The student
demonstrates full
understanding of
measurement
and is able to
correctly identify
6 or more
concepts/units
for each
question. May
have minor
errors.
The student
Measurement
could
work to full
accomplishment
with minimal
feedback. Errors
are minor so I am
confident that
understanding is
adequate to
accomplish the
objective.
Date:
Four
2
Marginal: Partial
Accomplishment
1
Unsatisfactory:
Little
Accomplishment
The student is
able to complete
part of the
Point
Rubricbut
assessment
there is lack of
evidence of
knowledge of the
measurement
system. Further
teaching is
needed. Multiple
errors or no
response.
The student
attempted the
assessment but
was unable to
complete due to
lack of
knowledge of the
measurement
system. Further
teaching is
required.
Multiple errors or
no response.
4
Connections Made: Full
Understanding
The student is able to make
connections between different
content areas.
2
Some Connections Made:
Partial Understanding
some connections between
different contentareas.
0
No Connections Made: No
Understanding
The student is not able to
make connections between
different content areas.
Notes/Feedback (for Teacher) as to where they need the most instruction.

Post-Assessment Rubric
Name:
4
Excellent: Full
Accomplishment
The student
demonstrates full
understanding of
measurement
and is able to
correctly identify
6 or more
concepts/units
for each
question. May
have minor
errors.
Date:
3
Proficient:
Substantial
Accomplishment
Measurement Four
The student
could work to full
accomplishment
with minimal
feedback. Errors
are minor so I am
confident that
understanding is
adequate to
accomplish the
objective.
2
Marginal: Partial
Accomplishment
TheRubric
student is
Point
able to complete
part of the
assessment but
there is lack of
evidence of
knowledge of the
measurement
system. Further
teaching is
needed. Multiple
errors or no
response.
1
Unsatisfactory:
Little
Accomplishment
The student
attempted the
assessment but
was unable to
complete due to
lack of
knowledge of the
measurement
system. Further
teaching is
required.
Multiple errors or
no response.
4
Connections Made: Full
Understanding
connections between different
content areas.
2
Some Connections Made:
Partial Understanding
some connections between
different contentareas.
Notes/Feedback (for Teacher) as to where they need the most instruction.
0
No Connections Made: No
Understanding
The student is not able to
make connections between
different content areas.
Unit Scope & Sequence

Entry for One Week (copy and paste as many as you need for the unit)
Monday
Mat
h
(1
hour)
Tuesday
Wednesday
Thursday
Friday
Lesson Topic/
Essential
Question
-PreAssessment
- Metric
Measurements
Metric Length
How do I
measure up?
Weight (Mass)
The Weight of
Things
Volume
The Volume of
Things
Volume
The capacity
of Things
Unit Learning
Objectives
Addressed
U1
U2
U3
U4
U5
U6
U7
U8
U1
U2
U3
U4
U5
U6
U7
U8
U1
U2
U3
U4
U5
U6
U7
U8
U1
U2
U3
U4
U5
U6
U7
U8
U1
U2
U3
U4
U5
U6
U7
U8
Math Task(s)
-Measurement
foldable
-Measurement
Booklet Pages
1-3
-Making a
meter stick
-Measuring
with a Meter
Rule activity
(partners)
-Measurement
foldable
-Measurement
Booklet
Template Page
4
-Measuring with
a Meter stick
-Students will
work with
estimation with
different
objects around
the room and
then measuring
and using the
appropriate unit
that is
requested
- Measurement
foldable
-Measurement
Booklet
Template Page 5
-Balance and
Spring Scales
activity- The
Weight of
Things to teach
the students
about mass and
help them
understand how
it works
-Measurement
-The Capacity
foldable
of Things
-Measurement
activity
Booklet
(stations) in
Template Page 6 which students
-Turn in
will be looking
Measurement
at and
Booklet
measuring the
capacity of
different items
and how 2
items that are
different in
shape can have
the same
capacity
Monday
Mat
h
(1
hour)
Tuesday
Wednesday
Thursday
Friday
Lesson Topic/
Essential
Question
Elapsed Time
Elapsed Time
Practice in the
Computer Lab
Temperature
Temperature
Metric Unit
Review / Post
Assessment
Unit Learning
Objectives
Addressed
U1
U2
U3
U4
U5
U6
U7
U8
U1
U2
U3
U4
U5
U6
U7
U8
U1
U2
U3
U4
U5
U6
U7
U8
U1
U2
U3
U4
U5
U6
U7
U8
U1
U2
U3
U4
U5
U6
U7
U8
Math Task(s)
-Elapsed Time
-Using white
boards to show
answers to
class problems
(whole group
activity in
which
situations and
problems will
be presented to
the whole class
and they will
need to figure
out the elapsed
time)
-Elapsed Time
Homework
(due at
beginning of
class
tomorrow)
-Online Elapsed
Time Practice
-students will
visit various
websites and
play interactive
games or
complete
activities at
different levels
on elapsed time
-Measurement
foldable
-Hot Hands on
Science the
students
(groups) will be
given the task of
trying to make
the temperature
rise and fall
without leaving
their desks
-Observing and
Recording
Temperature
Data
-Making a
Class
Thermometer
-Observing and
Recording
Temperature
Data
-I Have Who
Has
Measurement
Game
- Question Time
-Post
Assessment
Justification using Learning Progressions
The students are reviewing content in the beginning because they should be very familiar with U.S.
Customary Units of Measurement. The rest of the content is building off of each other and by the end
of the unit the students will be able to work with any of the units without any issues. They will begin
with the Measurement foldable at the beginning of each lesson so that they become more familiar with
each of the units and then they will build off of it by completing the booklet page. On the second day of
the lesson they will complete an activity on each of the units. They will work in partners or groups but
each person in the group needs to know how to complete the activity because on the unit assessment
each student will be given an activity that they will need to complete and the activity will be randomly
chosen. The students will begin the unit in the conceptual understanding area in which they will
enhance their understanding of the units. They will continue progressing and will reach the strategic
competence level of progression. When they reach this point they will be able to formulate the ideas of
when they should use the different units of measurement. The students will then move into procedural
fluency and here they will still be carrying out procedures but with flexibility, accuracy, appropriate and
efficient.
ELED 533 LESSON PLAN FORMAT Two Lessons from Unit Planning Project
D.
E. LEARNING OBJECTIVES (pull appropriate objectives from your unit UKDs)
Know what are the tools, vocabulary,
symbols, etc. the students will gain
should begin to develop? (These are
through this lesson? (These knows
typically difficult to assess in one
must be assessed in your lesson.)
lesson.)
U1 The students understand how to
length, mass, volume, temperature,
elapsed time.
Length- Distance. How far from end to
end. Or form one point to another.
Mass- the measure of how much
U2 The students understand the
matter is in an object.
structure and use of systems of
Volume- The amount of 3-dimensional
space an object occupies. Capacity.
Temperature- How hot or cold a thing
is. Temperature is measured using a
construction.
thermometer, usually in the Celsius or
Fahrenheit scale.
communication skills which include:
where we have to hypothesize and
are communicating with.
Nonverbal communicationthe concepts learned in different
Communication without the use of
classes can be integrated together and spoken language. Includes gestures,

able to do through this lesson? (These
will also be assessed in your lesson.)
mass, volume, temperature, and
elapsed time.
D3 The students will know how to play
different roles, work in teams, and
work individually.
reasoning to analyze an argument and
to determine whether conclusions are
valid.
D5 The students will use the language
of mathematics, including specialized
vocabulary and symbols, to express
mathematical ideas precisely.
and procedures from different topics in
mathematics and other content areas
used to help with other content areas.

are an essential part of learning, doing,
and communicating mathematics.
U8 The students understand structure
and the use of systems of
construction.
facial expressions, and body

language.
Attentive listening- Means actively
listening, which is fully concentrating
on what is being said rather than just
passively hearing what is being said.
Uses all senses and can be displayed
using verbal and nonverbal
communication such as maintaining
eye contact, nodding your head and
smiling.
Ability to communicate assertivelystanding up for your personal rightsexpressing thoughts, feelings and
beliefs in direct, honest and
appropriate ways. By being assertive
we should always respect the
thoughts, feelings and beliefs of other
people.
K3 The students will know that
effective communication helps deepen
improve teamwork, decision-making
conflict or destroying trust.
K4 The students will know
mathematical concepts and skills and
the relationships among them to solve
problem situations of varying
complexities.
to one another and see mathematics

as an integrated field of study.
especially science.
D8 The students will develop number
problems.
F. ASSESSING LEARNING
Remember every objective must be assessed for every student during the lessons!
Objective

U2 The students understand the

structure and use of systems of
construction.
Assessment Tool
What documentation will you have for
each student?
Observations
Student Work
Discussion
Data Collected
What will your students do and say,
specifically, that indicate each student
has achieved your objectives?
I will walk around while the students
are working to observe what they are
doing and the conversations that are
happening between the students.
I will collect student work at the end of
class or at the end of the unit
depending on if it is a single activity or
if it is part of their measurement
foldable.
Observations
Discussion
The students will partake in discussion

whether it be with another student, a
small group, or the whole class and be
able to explain the different tools and
techniques used, how to apply the
result in problem-solving situations
and communicate the reasoning that
was used to solve the problems.
able to explain the structure and use
of the systems of measurement.


where we have to hypothesize and

areas.
Observations
Discussion
Observations
Discussion
Observations
Student Work
Discussion

able to explain why communication is
important to relay accurate
information.
able to explain why we are constantly
working to solve problems in life using
measurement.
foldable.
able to explain how integrating


mathematics.
Observations
Discussion
Observations
Discussion
classes and concepts can help them

grasp the content more easily if they
are exposed to the material in
different ways.
able to explain why reasoning and
proof are fundamental aspects of
mathematics.
The students will discuss and explain
why representations of mathematical
ideas are an essential part of learning,
doing and communicating
mathematics.

communicate the reasoning using in
Observations
Student Work
Discussion

foldable.
U9 The students understand structure

and the use of systems of
construction.
Observations
Discussion

length, mass, volume, temperature,
elapsed time.
Length- Distance. How far from end to
end. Or form one point to another.
Mass- the measure of how much
matter is in an object.
Volume- The amount of 3-dimensional
space an object occupies. Capacity.
Temperature- How hot or cold a thing
is. Temperature is measured using a
thermometer, usually in the Celsius or
Fahrenheit scale.
Observations
Student Work
Discussion

Observation
Student Work

able to explain the variety of tools and
techniques used to measure, be able
to explain how they would apply the
result in problem-solving situations
and communicate the reasoning that
would be using in solving the
problems.
able to explain the structure and the
use of systems of measurement.
foldable.
able to explain the meaning of the
vocabulary.

Nonverbal communicationCommunication without the use of
spoken language. Includes gestures,
facial expressions, and body language.
smiling.
people.
Discussion

foldable.
able to explain the different types of
effective communication.
Observation
Student Work
Discussion

foldable.
K4 The students will know

mathematical concepts and skills and
the relationships among them to solve
problem situations of varying
complexities.
Observation
Student Work
Discussion

able to explain effective
communication and how it affects
teamwork.
foldable.

mass, volume, temperature, and
elapsed time.
Observation
Student Work
Discussion

able to explain the mathematical
concepts and skills and the
relationships among them.
foldable.

D3 The students will know how to play

different roles, work in teams, and
work individually.

reasoning to analyze an argument and
to determine whether conclusions are
valid.

Observation
Discussion
Observation
Discussion
Observation
Discussion
Observation
Student Work
able to explain the definitions of the

vocabulary.
able to explain how to effectively
communicate with the teacher and
other classmates.
able to explain the different roles that
they can have when working in teams
and in individual work.
able to explain how they can use
logical reasoning to analyze an
argument and to determine whether
or not conclusions are valid.

Discussion

foldable.

and procedures from different topics
in mathematics and other content
areas to one another and see
mathematics as an integrated field of
study.
Observation
Discussion

especially science.
Observations
Discussion

able to explain the language of
mathematics and express
able to explain how mathematics and
other content areas can be integrated
together.
able to explain how connections
between different areas of
mathematics and other disciplines
especially science can be made.

problems.
Observation
Student Work
Discussion

foldable.
able to explain number sense and
number relationships and
solving problems.
G. MATERIALS NEEDED
I Have Who Has. Measurement Game
Post- Assessment (one for each student)
G1
**ME
**ME
ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN THE PROCEDURE

PORTION OF THE LESSON
The students will be working as individuals during the class game of I have who has as a review of the
material that was covered during the unit.
The students will then have 15 minutes to ask myself or other classmates for clarification on any ideas or
concepts that may still be confusing.
The students will then have 15-20 minutes to complete the post assessment individually.
Mistakes
The students may be confused about the game pieces that they have (i.e. what the conversion would be or
confusion converting it to the necessary unit).
The students may confuse the different units.
The students may not pay attention during the game and may not hear the question that is asked. In this case
they could be holding the answer and not know because they are not actively listening.
The students may not pay attention during the time for questions which may cause them to not remember
something later for the post-assessment.
Strategies
I have who has game for review before post-assessment
G2
PROCEDURE
Include a DETAILED description of each step, including how you will get the students attention, your introduction of
the activity, the directions you will give students, the questions you will ask, and appropriate closure. Write exactly
what you will SAY and DO. Think of this as a script.
BEFORE: Engagement When class starts I will explain to the students that we will be reviewing the material prior to taking the postassessment. I will let them know that we will be playing the game, I have who has. I will ask for a volunteer to
give a reminder to the rest of the students on how we play the game. I will ask if anyone has any questions before
we start. If there are any questions I will address them. Once we have review the instructions and I have answered
any questions, I will make sure that each student has two game pieces and I will ask for the person who has the
starting piece to go ahead and get us started.
DURING: Implementation
Once the game has started I will only answer questions if another classmate is unable to assist in the answering of
the questions. I will be walking around and observing how the game is going and making notations on student
involvement in the game and helping other students with questions. I will also be making sure that the students are
trying to figure out the solution to their problem before asking for help. Once we have gone through the entire
game I will ask the students to please pass all of the pieces to the front of the room and I will pick them up. I will
then prompt the students that if they have any last questions before the post-assessment now is the time to ask
them because once the papers have started being passed out there will be no further questions. I will make sure
that they are aware that anything that we talked about during the unit may possibly be on the post-assessment
including the responsibilities of team members when working together, integrating of content, or anything about
using technology.
Possible questions that students may ask:
Can we review the different units of the metric system? (For this question I would ask the student(s) to be
more specific as to which units that they want to review. I would open this question up to the class and we
would make a chart on the board as a review (and when we were done it would be erased before the post
assessment.))
What are the units that are used when weighing an object in the metric system?
What are different ways that we can use technology?
For some of these questions I will open it up to the rest of the class to see if they can provide the necessary
information to answer the questions. If the students are unable to answer the questions then I will provide probing
questions to get them thinking. For example,
Did we use any type of technology during the unit? If so, what did we use and how can it be used in other
ways?
Can you learn about measurement in any other classes?
When you are working in groups or with partners what responsibilities do you have as an individual and
what are the responsibilities of the group?
When we are talking about how much something weighs, we usually say it is 20 _______ (pounds, tons) or
if we are using the metric system we would say 20 ________ (grams, kilograms)?
AFTER:
After the review game has been completed I will open the floor up for the students to ask any final questions that
they may want clarification for and then we will have the post-assessment. Once the students have completed the
post-assessment I will ask them to read or work silently while the rest of the class finishes up the post-assessment.
Once every one turns in the post-assessment I will answer any questions that they may have regarding any of the
questions.
H. DIFFERENTIATION
Describe how you plan to meet the needs of all students in your classroom with varied interests and readiness levels
by completing ONE of the six boxes below for each day. You may choose the same box for each day. Use the learning
progressions to support your decisions. Include a specific differentiation plan for each day.
This connects to your During Phase Actions: providing support and extensions.
Content
Process
Interest
Readiness
The students will be randomly

placed into groups by counting
off by 3s. This way the
students will have no control
over who they are working with.
Since we are just beginning the
unit everyone should have
some prior knowledge
regarding Metric and U.S.
Customary units from previous
grades. If some students are
having trouble remembering
what they learned then I will
already know that from the pre-
Product
assessment that I had them

complete a couple weeks earlier
so that I could plan where I
needed to start the unit and
what needed to be included.
ELED 533 LESSON PLAN FORMAT Two Lessons from Unit Planning Project
A. Elapsed Time Practice in the Computer Lab
B. LEARNING OBJECTIVES (pull appropriate objectives from your unit UKDs)
Know what are the tools, vocabulary,
symbols, etc. the students will gain
should begin to develop? (These are
through this lesson? (These knows
typically difficult to assess in one
must be assessed in your lesson.)
lesson.)
classes can be integrated together and recognize and understand your own
used to help with other content areas.
Nonverbal communicationrecognize reasoning and proof as
Communication without the use of
facial expressions, and body
language.
are an essential part of learning, doing, listening, which is fully concentrating
and communicating mathematics.
smiling.

able to do through this lesson? (These
will also be assessed in your lesson.)
the following terms: elapsed time.
Elapsed time- is the time or difference
between the beginning time and an
ending time; it can also be thought of
as time gone by.
problems.

people.
C. ASSESSING LEARNING
Remember every objective must be assessed for every student during the lessons!

areas.
Observations
Discussion
Observations
Student Work
Discussion

able to explain why communication is
important to relay accurate
information.

foldable.


mathematics.

Observations
Discussion
Observations
Discussion
Observation
Student Work
Discussion

able to explain how integrating
classes and concepts can help them
grasp the content more easily if they
are exposed to the material in
different ways.
able to explain why reasoning and
proof are fundamental aspects of
mathematics.
The students will discuss and explain
why representations of mathematical
ideas are an essential part of learning,
doing and communicating
mathematics.

Nonverbal communicationCommunication without the use of
facial expressions, and body language.
smiling.
people.

foldable.
able to explain the different types of
effective communication.
Observation
Student Work
Discussion

foldable.

the following terms: elapsed time.
Elapsed time- is the time or difference
between the beginning time and an
ending time; it can also be thought of
as time gone by.


Observation
Student Work
Discussion

able to explain effective
communication and how it affects
teamwork.
foldable.
Observation
Discussion
Observation
Student Work
Discussion

able to explain the definitions of the
vocabulary.
able to explain how to effectively
communicate with the teacher and
other classmates.

foldable.

problems.
Observation
Student Work
Discussion

able to explain the language of
mathematics and express
foldable.
able to explain number sense and
number relationships and
solving problems.
D. MATERIALS NEEDED
Computers with online access (one per student)
Clocks with moving hands (one per student)
Online Elapsed Time Practice (one per student)
Recording Sheet (one per student)
G1
ANTICIPATION OF STUDENTS MATHEMATICAL RESPONSES TO THE TASK(S) POSED IN THE PROCEDURE

PORTION OF THE LESSON
The students may not completely understand what needs to be done once we reach the computer lab and if this is the
case then I will ask them to turn to their neighbor and ask them what they should be doing.
The students may run into issues accessing some of the websites and if that is the case then I will ask them to move on
to the next site and try that one again in a few minutes.
http://www.harcourtschool.com/activity/elab2002/grade_3/018.html (website)
Students will tell how many hours and minutes pass during an activity.
http://www.harcourtschool.com/activity/elab2002/resources/s_pdf/grade_3/3018.pdf (recording sheet)
http://www.studyzone.org/mtestprep/math8/i/elapsedtime55p.cfm (website / will write answers on a blank recording
sheet)
The students are given a word problem in which they need to find the time that has lapsed.
http://marg.mhost.com/MathGr5/elapsedtime.htm (website / will write answers on a blank recording sheet)
The students are given a word problem in which they need to find the time that has lapsed.
http://www.quia.com/mc/66516.html (matching game / practice)
This is a matching game in which there are two times listed on one card and the lapsed time on another card and
they have to match
them up correctly.
http://www.amblesideprimary.com/ambleweb/mentalmaths/clock.html (interactive clock)
This is an interactive clock that the students can use if they need additional help.
http://www.sheppardsoftware.com/mathgames/time/mathman_time_elapsed.htm (interactive game)
This is an interactive game in which the students are given two times and they have to eat the answer. The number
of questions
increases with each level and if you get at least 2 wrong the level ends.
http://www.ixl.com/math/grade-5/elapsed-time (interactive game)
The students have to look at the clock and figure out what time it will be based on the information that is provided
in each question.
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/timetables/index.htm (interactive game/activity)
The students have 2 clocks to look at (starting time and ending time) and have to decide the lapsed time. There is
also a time line that
to provide additional help if needed.
Mistakes
The students may have some mathematical errors when calculating the time that has lapsed.
The students may not look at whether the problem is showing AM or PM and where or not it has crossed over a 24 hour
period.
Strategies
The students can use the clocks to help them solve the problems.
The students can use mental math to help them solve the problems.
The students can use a combination of both strategies to solve the problems.
The students can use paper and pencil to solve the problems.
The students can use an open number line to solve the problems.
G2
PROCEDURE
Include a DETAILED description of each step, including how you will get the students attention, your introduction of
the activity, the directions you will give students, the questions you will ask, and appropriate closure. Write exactly
what you will SAY and DO. Think of this as a script.
BEFORE: Engagement Before we head to the computer lab for practice with elapsed time we will review the information that we talked
about yesterday on elapsed time. At this time the students can ask any questions that they have regarding elapsed
time to clarify their understanding. I will show a youtube video (https://www.youtube.com/watch?v=MpbWNIO0JJI)
starting at time 1:19 through the end for students to see other students using elapsed time. The list of elapsed time
practice links will be uploaded to the computers prior to the class coming into the lab. The list will be arranged from
easiest to most difficult. I will show students how to minimize and move from one link to another in the classroom
before we head to the computer lab. There will also be clocks (each student will have one) available for students
who want to use them in solving problems.
Questions that I will ask the students before we leave for the computer lab:
What strategies do you think that you can use to solve problems involving elapsed time?
Do you think that you can solve the problems using mental math?
I will pose the problem:
Carl studies from 3:48pm to 7:05pm. How long did he study?
Once the students have had a minute to think about the question I will ask them to talk with the person sitting next
to them and share their answers and how they came to that answer. (Think-Pair-Share)
Once we have reviewed the material from the day before I will explain what we are going to be doing for the rest of
the class time so that they understand what we will be doing and can ask any questions that they may have. Once I
have completed the instructions I will have them look to the students that are sitting around them and tell each
other what they are supposed to be doing. I will then ask for someone to repeat the direction aloud again for
anyone who may not have been listening the first time.
DURING: Implementation
Each student will have their own computer and the list of the links will be available for them to open off of the
desktop. I will instruct the students to work from the top to the bottom and move through them at their own pace
and completing the recording sheet. While the students are working I will be circulating the class and assisting the
students as needed or pairing struggling students up with those who have mastered solving elapsed time problems.
I will also be using a Data Recording Sheet so that I can keep track of observations that I notice during the activity, I
also want to keep track of different things that the students say regarding the strategies that they used.
Questions that will be asked during the activity:
What strategies are you using?
Why did you use that strategy?
What is another strategy that you could use on this problem?
Could you have solved this problem another way?
Can you explain to me the strategy that you used?
Will you solve the problem mentally? With paper and pencil? Using a number line? Using the clock?
Which strategy worked best for you?
AFTER:
During the discussion after the activity I will talk with the class about various strategies that they used that may
help other students to better be able to understand the concepts and work more fluently. For this I will ask different
students to choose a strategy that they used and explain the process to another student. Once they have shared a
strategy with another student I will ask for several volunteers to share their strategy with the rest of the class. We
will also have a class discussion in which the students will be able to talk about the strategies that they find the
most useful and that they think may help the other students. During this time the students need to be respectful of
each other and listen as these ideas may help them to work through problems more fluently. During the discussion
it does not matter if the student gets the right answer it is the strategy that they tried and once they have shared
their ideas the other students will have the opportunity to respond with respectful comments and help them to see
where they may have made their mistakes and work together to accurately solve the problem. After the discussion I
will highlight the connections between the strategies that were used or different mathematical ideas.
I will use the knowledge that they have been covering this material since the 2 nd grade to help them become more
fluent in the content. I will be using a data record sheet to track comments and strategies that the students use
during the different centers to guide my discussion after the centers are over. I will ask a student to explain to me
how they would solve an addition or subtraction problem using both the standard algorithm and also using mental
math.
Question that will be asked after the centers:
Which strategies did you all find the most useful?
Which strategies were easiest for you to use?
Did some strategies work better on some problems than they did on others?
Did you try any strategies that you still dont quite understand?
Can someone explain one of their strategies to the class?
I will ask students if they could explain to me how they would solve a problem of elapsed time using the
standard addition algorithm.
I will end class by asking the students if they have any additional questions and then having them complete an exit
slip explaining to me something that they are clear on and something that they are still confused about.
I.
DIFFERENTIATION
Describe how you plan to meet the needs of all students in your classroom with varied interests and readiness levels
by completing ONE of the six boxes below for each day. You may choose the same box for each day. Use the learning
progressions to support your decisions. Include a specific differentiation plan for each day.
This connects to your During Phase Actions: providing support and extensions.
Content
Process
Interest
Readiness
The students will be working

individually on computers. If
there are students who are
struggling with the content
then they will be placed to
work with someone who has
a mid-level understanding of
the content so that they are
able to bounce ideas off of
each other and build on the
understanding for each other.
Unit Planning Project Rationale & Reflection
Product
1. Why did you choose to create this unit?

I chose to create this unit because after being in a 5th grade practicum and teaching a science
lesson on measurement and see how the students were very confused about the ideas of
measurement I thought about it and decided that I would take the SOLs on measurement and
make sure that by the time I was done teaching this chunk of material that the students would
understand the different measurement systems (U.S. Customary and Metric) and that they know
the different units within each of these systems. I have also seen a lot of students that still struggle
with the ideas of not only telling time but figuring out the elapsed time between two different
activities. I think that everything in this unit is extremely important for students to be completely
confident in and be able to do without thinking twice about it because these are ideas and concepts
that they will experience throughout their lives. I also want students to understand that even
though one concept is taught in mathematics does not mean that it cannot be taught in another
class such as science. I also want them to know and experience that technology can be used in
everything that we do.
2. Why is your unit mathematically significant?
I think that this is mathematically significant because these are ideas that the students will
encounter and need to know how to use for the rest of their education and their lives. If students
struggle with these concepts and never fully grasp the ideas then they will also have issues and will
not feel confident in their ability to use the concepts or ideas.
3. Why is your unit significant/meaningful to students at the grade level you chose?
I think that this is significant and meaningful to all students starting at grade 2 but feel that
students should have a firm grasp on these ideas before they enter middle school and are expected
to know all of this stuff. I believe that as elementary school teachers we should be making sure that
all of our students are ready and capable of entering middle school where they are going to
experience a culture shock because they will have a little more freedom in middle school than they
do in elementary school. In middle school the students will be moving from class to class and they
will need to be able to look at the clock and tell how much time that they have to get there.
4. As a result of planning this unit, what have you learned or had reinforced about young children as
learners of mathematics?
I know that all students learned differently and that some students require additional time before
they are completely able to grasp the ideas of a lesson. I think that there should always be plenty of
practice available to the students so that they are able to have plenty of hands-on and minds-on
with the content so that they are able to feel confident about the material. I understand that with
each lesson we need to have different levels of activities for all students because not everyone will
be at the same level and there needs to be differentiation so that the students who need additional
help will get what they need and be able to move forward with the ideas without feeling like they
are being left behind.
5. As a result of planning this unit, what have you learned or had reinforced about teaching?
Planning this unit has helped reinforced the ideas that teaching is all about the students. We need
to make sure that we are planning our units or lessons so that we can make sure that the students
are able to excel at the ideas. Everything that we do as teachers should be to help the students
build their confidence in everything that they do. If students ask questions they should be answered
with the same enthusiasm every time regardless of the question. Some students do not and will not
ask questions because they think that they will be made to feel stupid for asking the questions that
they do, but they will never know the answer and will not feel confident with the concepts and
because of this they will continue to have issues with the materials until they get the answers to
their questions. I think that to get rid of issues like these we need to build a classroom community
from day one so that the students know that they can ask the questions that they are not sure of
without getting made fun of.
6. As a result of planning this unit, what have you learned or had reinforced about yourself?
As a result of planning this unit I have realized that I am more the type of person and teacher that
cares more about making sure that the students are understanding the material and the concepts
than making sure that the SOLs are the main focus. I know that the SOLs are important but I do
not feel that the focus should be on testing the students but that it should be on making sure that
the students are getting the necessary knowledge and materials to help them succeed. We should
be more focused on teaching the materials instead of teaching to the test. I feel that if the students
are able to experience the material in an way that makes it fun and interesting for them then they
are going to remember the material quicker than if they are made to sit in a desk and learn the
material that way. I think that field trips are a good way to let the students experience the content
and enjoy learning the material in a different way that will enable to the to place those memories
into a bank that they can use later when they are asked about something to do with that content,
such as going to the Frontier Culture Museum and looking at how people from the different areas
used math in their daily lives. If the students experience math in these ways then they will be more
likely to remember the experiences and be able to out the information when they need to access it.
7. How did your experience planning this unit impact your progress toward your SMART goal?
Planning this unit helped me progress towards my smart goal because it helped me to look at
integrating multiple content areas together during one unit. It helped me to see how it can happen
and different ways that it is possible. Planning this unit has helped me to open my eyes to different
ways that I can integrate different content areas together to make it enjoyable for the students. If
they learn the content for measurement in math then they do not need to learn the basics all over
again in science they can move on to the more advanced material which will be more interesting to
the students.
8. How did your experience planning this unit compare to your Appetizer reflection?
I feel that I have the same philosophy on teaching regardless of the age of the person. I feel that
the younger the student is sometimes they need more time in some content areas while sometimes
the older the student is they may need more time in some content areas to learn the necessary
material. For example, sometimes older students need more time learning technology related
material because it is not something that they grew up using and it is more difficult for them to
make the necessary connections that using technology can do for them because they have done
everything by hand. For an example for the younger students they may need extra time learning
the material that is a completely new concept to them. If anyone is exposed to new content it is
sometimes difficult for them to learn the material. I know that for myself when I am learning
something new it depends on what I am learning as to the best way for me to comprehend the
material and feel comfortable in that area. If it is a new area of technology then I will best learn the
content if I am hands on and doing what is necessary for me to use the program. If I am learning
something new about history then I need to read the material to learn that content. I feel that
everyone has their own learning preference when it comes to different content areas and as
teachers we need to make sure that we are providing students with the ability to learning in the
best way that they feel is necessary for them.
Learning Objectives, Performance Assessment Task & Rubric: Phases 1 & 2

Criterion
Alignment of
Mathematic
al Content,
Standards,
and
Objectives
Weight = 2
Assessment
Instrument
Weight = 2
On Target (3)
Clear alignment between:
appropriate state and national standards
(content and process/practice), and
the objectives of the lesson (understand,
know, do)
Objectives identify specific, measureable, and
observable learning behaviors and are clearly
and concisely written.
Assessment Instrument:
is aligned with learning objectives,
taps into conceptual understanding and
higher-order thinking skills, and
reflects the 6 characteristics of a quality
assessment: reliable, valid, efficient,
Developing (2)
Novice (1)
Standards and
objectives are aligned.
Some objectives are
unclear or do not
identify observable or
measureable
behaviors.
Assessment
instrument is aligned
and taps into
understanding and
higher-order thinking,
but does not reflect
Standards and
objectives are not
clearly aligned. Most
objectives are unclear
or do not identify
observable or
measureable
behaviors.
Assessment
instrument is not
aligned with learning
objectives or does not
tap into
understanding and
Unacceptable (0)
The standards and

objectives are not
included or are
inappropriate.
No assessment
instrument is
included or does
not reflect any of
the characteristics
of a quality
equitable, motivating, and has the potential

to be seamless
Mathematic
al
Correctness
and
Appropriate
ness Weight
=3
The mathematics in the UKDs and assessment

is:
correct,
developmentally appropriate, and
student-friendly.
Organization
and
Presentation
Phase 1 and 2 are:

complete,
well-organized, and
Weight = 1
has a professional appearance free of
typographical or grammatical errors.
Lesson Score: ____ /24 = 7% of your grade
some of the
characteristics of a
quality assessment.
The mathematics in
the assessment is
correct and
developmentally
appropriate but is not
presented in a
student-friendly
manner.
Phase 1 and 2 are

complete and
organized. Some (1 or
2) errors present.
higher-order thinking
skills.
Assessment
instrument does not
reflect some of the
characteristics of a
quality assessment.
The mathematics in
the assessment is
correct but not
developmentally
appropriate and not
presented in a
student-friendly
manner.
Phase 1 and 2 are
only partially
complete (key
information missing)
or lacks organization.
Some (1 or 2) errors
may be present.
assessment.
The mathematics
presented in the
assessment is
incorrect.
Unorganized,
incomplete, or in
need of
proofreading (at
least 3 errors).
Lesson Plan Rubric (Phase 4)

Criterion
Alignment of
Mathematic
al Content,
Standards,
and
Objectives
Weight = 2
On Target (3)
Clear alignment between:
the mathematical context of the lesson,
appropriate state and national standards
(content and process/practice), and
the objectives of the lesson (understand,
know, do)
Objectives identify specific, measureable, and
observable learning behaviors and are clearly
and concisely written.
Developing (2)
Novice (1)
Context, standards,
and objectives are
aligned. Some
or do not identify
observable or
measureable
behaviors.
Context, standards,
and objectives are not
clearly aligned. Most
or do not identify
observable or
measureable
behaviors.
Unacceptable (0)
The context,
standards, and
objectives are not
included or are
inappropriate.
Assessment
Weight = 2
Materials
and
Procedure
Weight = 2
Mathematic
al
Correctness
and
Appropriate
ness Weight
=3
Strategies to assess student learning are:

aligned with learning objectives (what will
you listen for/watch for),
appropriate for their purpose, and
clearly articulated.
Thorough detail of what is to occur in the
lesson is provided, including:
a list of needed materials,
descriptions of each task to be given to
students,
plans for anticipating, monitoring,
selecting, sequencing, and connecting,
a specific differentiation plan, and
procedures to be followed by the teacher
that address each teacher action in the
three-phase lesson format.
The listed materials and procedures are
appropriate for the lesson's objectives.
The description of the

lesson is economically
written and needs
further clarification, or
not all materials,
teacher actions,
questions, tasks,
practices, or activities
are included. The
listed materials and
procedures are
appropriate for the
lesson's objectives.
The mathematics in the lesson is:

correct,
developmentally appropriate,
presented in a student-centered manner,
focusing on student understanding and
engaging students in the Mathematical
Processes/Practices.
The mathematics in
the lesson is correct
and developmentally
appropriate but is not
presented in a
student-centered
manner.
Plan is:
complete,
well-organized, and
has a professional appearance free of
Weight = 1
typographical or grammatical errors.
Lesson Score: ____ /30 = 10% of your grade
Organization
and
Presentation
Assessment strategies
are both aligned and
appropriate, but not
clearly articulated.
Each section is
complete and
organized. Some (1 or
2) errors present.
Assessment strategies
are not aligned with
learning objectives or
inappropriate for their
purpose.
The description of
some parts of the
lesson is unclear or
not all of the listed
materials and
procedures are
appropriate for the
lesson's objectives.
The mathematics in
the lesson is correct
but not
developmentally
appropriate and not
presented in a
student-centered
manner.
Some sections are
only partially
complete (key
information missing)
or lack organization.
Some (1 or 2) errors
may be present.
No assessment
strategies are
included.
Major components
of what is to
transpire during the
lesson are
confusing. Little
evidence in
material/procedure
planning.
The mathematics
presented in the
lesson is incorrect.
Unorganized,
incomplete
(sections missing),
or in need of
proofreading (at
least 3 errors).
IECE 460 Assignment Description

Criteria
Target
Needs Improvement
Alignment of
Mathematical
Standards,
Objectives,
Unit Scope
(30)
The scope and sequence is

aligned with the unit learning
objectives and the focus of the
project:
The listed lesson topics are
appropriate for the unit's
objectives
The listed math tasks are
appropriate for the unit's
objectives
The scope and sequence
meets the focus of one of the
foci for the project: STEAM
Integration, Frontier Culture
Museum, or Math
Connections
Mathematical
Correctness
and
Appropriatene
ss
(40)
The unit scope and sequence is:

mathematically accurate,
The scope and sequences

fails to accurately or
thoroughly meet one or
more of the following
requirements:
The listed lesson
topics are appropriate
for the unit's
objectives
The listed math tasks
are appropriate for the
unit's objectives
The scope and
sequence meets the
focus of one of the foci
for the project: STEAM
Integration, Frontier
Culture Museum, or
Math Connections
The unit scope and
sequence is not one or
more of the following:
mathematically
accurate,
developmentally
appropriate,
presented in a
student-centered
manner that reflects
the general
progression for
instruction,
reflects learning
progressions for math
content and processes
developmentally appropriate,
presented in a studentcentered manner that
reflects the general
progression for instruction,
reflects learning progressions
for math content and
processes
Sequence Rubric
5% of your grade
Unit
Scope
&

Criteria
Rationale
(15)
Target
Reflection addresses
...why you created the unit
why the unit is significant to

students at ____ grade.
why the unit is mathematically

significant
Needs Improvement
Rationale fails to address
one or more of the following:
...why you created the

unit
why the unit is
mathematically
significant
Reflection
(15)
Reflection addresses
...what was learned about

children as learners of
mathematics
why the unit is

significant to students at
____ grade.
Reflection fails to address
one or more of the following:
what was learned about

teaching
What was learned about

children as learners of
mathematics
.what was learning about

yourself
What was learned about

teaching
.how this project influenced

your SMART goal
how this project compares to

your Appetizer reflection
What was learning about

yourself
How this project
influenced your SMART
goal
How this project

compares to your
Appetizer reflection
Reflection of Unit Planning Project Rubric
3% of your grade
Phase
5

Unit Plan

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Unit Plan

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ELED 533 UNIT PLANNING PROJECT FORMAT

JMU Elementary Education Program

B.) Use technology tools to share original work.

C. UNIT LEARNING OBJECTIVES

Know what are the tools,

Do what are the specific thinking

K1 The students will know the

D1 The students will be able to define

D5 The students will complete a

D2 The students will be able to

D6 The students will collect data,

doing, and communicating

1 ton = 2,000 lb.

D8 The students will analyze the data

K2- The students will know the

D9 The students will apply inductive

variable (often denoted by y ) whose

K3 The students will know effective

connections between different areas

investigation (working hypothesis) or

Measurement and Technology Pre-Assessment

2.) How is the U.S. Customary system organized?

5.) What are the parts of a scientific experiment?

8.) In what ways can technology be incorporated into math?

Measurement and Technology Post-Assessment

2.) How is the U.S. Customary system organized?

5.) What are the parts of a scientific experiment?

8.) In what ways can technology be incorporated into math?

Anticipation Strategies and Mistakes

Notes/Feedback (for Teacher) as to where they need the most instruction.

Notes/Feedback (for Teacher) as to where they need the most instruction.

Unit Scope & Sequence

Justification using Learning Progressions

Do what are the specific thinking

used to help with other content areas.

facial expressions, and body

to one another and see mathematics

U1 The students understand how to

U2 The students understand the

The students will partake in discussion

U3 The students will understand that

U4 The students will understand that

U5 The students will understand that

I will walk around while the students

U6 The students will understand and

U7 The students will understand that

classes and concepts can help them

U8 The students understand how to

I will walk around while the students

U9 The students understand structure

K1 The students will know the

K2 The students will know effective

The students will partake in discussion

nonverbal communication, attentive

doing and the conversations that are

I will walk around while the students

K4 The students will know

The students will partake in discussion

D1 The students will be able to define

The students will partake in discussion

D2 The students will be able to

D3 The students will know how to play