Benchmark-Mathematics Unit Plan-2 PDF

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Benchmark-Mathematics Unit Plan-2...

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Section 1: Lesson Preparation Teacher Candidate Name: Stephanie Hernandez Grade Level: 2nd grade Unit/Subject: Math Title of Unit and Brief Summary: The lessons that are going to be focused on throughout this unit are: Shapes and Angles, How to part a rectangle, and Parting circles and rectangles in three and four equal parts. Students are going to be introduced to these different topics and gain knowledge on how to complete each lesson relating in reason with shapes and their attributes. Classroom and Student Factors/Grouping: There are 30 students in the classroom. Five of the students have IEPs, four english learners, nine students are below grade level in math, and eight are above grade level. Interactive instruction will be utilized in the three lessons for ELL students. Students with IEPs will be given simple instructions to fulfill their IEPs.

Day 1 National/State Learning Standards List specific grade-level standards that are the focus of the lesson being presented.

Day 2

CCSS.MATH.CONTENT.2 CCSS.MATH.CONTEN .G.A.1 T.2.G.A.2

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Partition a rectangle into rows and columns of samesize squares and count to find the total number of them.

Day 3 CCSS.MATH.CONTE NT.2.G.A.3

Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning.

Academic Language General academic vocabulary and content-specific vocabulary included in the unit.

● I can identify the shape provided and draw it. ● I can label given angles on the shapes. ● I can use my prior knowledge to identify shapes.

Vocabulary: Angles Faces *review over cube, triangle, hexagon, pentagon, quadrilaterals Functions/Forms Students will participate in a class discussion to review their prior knowledge on cube, triangle, hexagon,

● I can partition circles and rectangles into two, three, and ● I can four equal Partition a parts. rectangle ● I can into rows identify and the parts columns. in halves, ● I can thirds, half identify/co of, a third unt the of etc. number of ● I can equal recognize parts in a equal rectangle. shares of identical wholes have different shapes Vocabulary: Vocabulary: Parts Thirds Equal Whole Rows Halves Columns Functions/Forms Functions/Forms Students will participate in Students will class discussions participate in a class discussion to to demonstrate review their prior their understanding as knowledge of they review their shapes. Students prior will show their understanding by knowledge.Stude nts will show completing a

pentagon, and quadrilaterals. Students will show their understanding by completing a worksheet successfully.

Unit Resources, Materials, Equipment, and Technology List all resources, materials, equipment, and technology to be used in the unit.

Depth of Knowledge Lesson Questions What questions can be posed throughout the lesson to assess all levels of student understanding? ● ● ● ●

Level 1: Recall Level 2: Skill/Concepts Level 3: Strategic Thinking Level 4: Extended Thinking

● ● ● ●

Notebook Pencil Worksheet Shapes

How many sides does a triangle have? Where does this angle go on the shape? How can we check if the angles are labeled correctly?

worksheet successfully.

their understanding by completing a worksheet successfully.

● Pencil ● Worksheet ● White boards ● Markers ● Erasers ● Smart board What would Are shapes going happen if the parts to look different weren’t equal? when you part them into parts? Do you agree that these parts are Are we able to compare shapes fourths? and their parts? How can we create 3 equal How do we know parts in this if they are halves shape? or thirds? ● ● ● ●

Paper Pencil Worksheet White boards ● Expomarkers

Section 2: Instructional Planning Day 1 Students' prior knowledge will be Anticipatory Set prepared by How will students’ prior knowledge be providing them with activated as well as gain student interest challenging in the upcoming content? problems and reviewing over the problems. Presentation of Content I will review with Multiple Means of Representation Describe how content will be presented in students on shapes. I

Day 2 Students' prior knowledge will be prepared by providing them with challenging problems and reviewing over the problems.

Day 3 Students' prior knowledge will be prepared by providing them with challenging problems and reviewing over the problems.

I will introduce how to take

I will introduce students to

various ways to meet the needs of different learners.

Multiple Means of Representation Differentiation Explain how materials will be differentiated for each of the following groups: ● ● ● ●

English Language Learners (ELL) Students with special needs Students with gifted abilities Early finishers (those who finish early and may need additional sources/support)

shapes and part them into equal parts. The students will have will have different 3D shapes and will an activity as a have an activity on a classroom on the smart board as guessing game to they all will name the shape. Along with this the participate in. Along with this students will have vocabulary words on the students will the white board with have vocabulary words on the pictures. white board with pictures. ● ELLStudents will be provided with visuals for better understandin g of the materials. ● Special needsStudent will be provided with different manipulative s and visuals to help understand the materials. ● GiftedStudents will be provided with challenging questions

● ELLStudents will be provided with visuals for better understan ding of the materials. ● Special needsStudents will be provided with different manipulati ves and visuals to help understan d the materials.

drawing shapes. I will have a powerpoint on the smart board where students will be called up to trace shapes. We will review the shapes as we trace.Along with this the students will have vocabulary words on the white board with pictures. ● ELLStudents will be provided with visuals for better understan ding of the materials. ● Special needsStudents will be provided with different manipulati ves and visuals to help understan d the materials.

throughout the material along with work. ● Early FinishersStudents will be provided with extra questions based on the material.

Application of Content Students will be provided with shapes to practice naming the shape along with the Multiple Means of Engagement angles and faces. How will students explore, practice, and The teacher will apply the content? then ask students to write or put the amount of angles and faces on their fingers. Multiple Means of Engagement Students with IEPs Differentiation Explain how materials will be and ELL will be differentiated for each of the following provided with basic

● GiftedStudents will be provided with challengin g questions throughou t the material along with work. ● Early FinishersStudents will be provided with extra questions based on the material.

● GiftedStudents will be provided with challengin g questions throughou t the material along with work. ● Early FinishersStudents will be provided with extra questions based on the material.

Students will use their white boards to practice partitioning a rectangle into rows and columns. They will partition it according to what the teacher says.

Students will use their white boards to show the partitions in circles and rectangles. They will practice and draw according to the teacher's instruction.

Students with IEPs and ELL will be provided with basic

Students with IEPs and ELL will be provided with basic

vocabulary to make connections vocabulary to in the material. make connections in the material. groups: ● ● ● ●

English Language Learners (ELL) Students with special needs Students with gifted abilities Early finishers (those who finish early and may need additional sources/support)

vocabulary to make connections in the material.

Early finishers will be able to practice partitioning the Early finishers will rectangle into the be able to practice amount of rows the shape they and columns they would like until told would like until to erase their boards. told to erase their boards.

Assessment of Content Summative Assessment: Students will complete a worksheet in which they will identify the Multiple Means of Expression shapes. They will Formative and summative assessments also write the name used to monitor student progress and modify instruction. of the shape along with the number of angles and faces. It will have students draw the shape as well. Basic vocabulary Multiple Means of Expression Differentiation will be provided to Explain how materials will be students with differentiated for each of the following learning disabilities groups: including ELL. Students will be ● English Language Learners (ELL) provided with more ● Students with special needs examples to help

Early finishers will be able to practice partitions in circles and rectangles the way they would like until told to erase their boards.

Summative Assessment: Students will complete a worksheet in which they are asked to partition the shapes provided into equal rows and columns.

Summative Assessment: Students will have a worksheet in which they will use their resources such as the key provided to identify what needs to be shaded in each shape.

Basic vocabulary will be provided to students with learning disabilities including ELL. Students will be provided with

Basic vocabulary will be provided to students with learning disabilities including ELL. Students will be provided with

● Students with gifted abilities ● Early finishers (those who finish early and may need additional resources/support)

them get an understanding and make connections. Early finishers will be provided with extra worksheets to challenge their knowledge.

more examples to help them get an understanding and make connections. Early finishers will be provided with extra worksheets to challenge their knowledge.

Extension Activity and/or Homework Students will be Students will be Identify and describe any extension given worksheets given worksheets activities or homework tasks as throughout the throughout the day appropriate. Explain how the extension day in the in the classroom, if activity or homework assignment supports classroom, if they they are not the learning targets/objectives. As required are not complete complete they will by your instructor, attach any copies of they will take take them home to homework at the end of this template. them home to complete. complete.

References:

Grade 2 " geometry. (n.d.). Retrieved April 12, 2021, from http://www.corestandards.org/Math/Content/2/G/

more examples to help them get an understanding and make connections. Early finishers will be provided with extra worksheets to challenge their knowledge. Students will be given worksheets throughout the day in the classroom, if they are not complete they will take them home to complete....