Jada Braun FRIT 7430: Instructional Design Stage 3, Understanding by Design July 10, 2011

Title of Unit

Addition and Subtraction

Grade Level

3rd

Standard: M3N2. Students will further develop their skills of addition and subtraction and apply them in problem solving. a. Use the properties of addition and subtraction to compute and verify the results of computation. b. Use mental math and estimation strategies to add and subtract. c. Solve problems requiring addition and subtraction. Understandings: Mental math and estimation are strategies that can be used when adding or subtracting numbers. Skills can be used to help solve problems using addition and subtraction. Addition and Subtraction can be used to solve real world problems.

Essential Questions: What strategies can I use to help me solve addition or subtraction problems? What is the commutative property of addition? What is the associative property of addition? What strategies can I use to help add/subtract numbers up to 3-digits? How do I know which operation to use to solve a word problem? What is estimation and why is it important to know how to do? How do counting coins and dollars help me in the real world? Overarching Questions: How can I use addition and subtraction to help me solve real world problems? How can I show what I know Topical Questions: In what type of situations do we add? In what type of situations do we subtract?

about addition and subtraction, problem solving, and estimation?

Stage 3: Plan Learning Experiences

Week 1 1. Begin with a pre-test to assess student prior knowledge. W 2. Give students an entry question (How do I use addition and subtraction in my life everyday?) to hook students into thinking about how much we need and use math daily. H 3. Introduce the essential Questions and discuss the culminating unit performance tasks (addition and subtraction book). W 4. Introduce key vocabulary terms of the unit and have students create their own definitions in their math journal (they will do this throughout the unit when new terms are discussed). E 5. Have students read word problems and find the key term that helps them to know whether to add or subtract the problem. E 6. Students will answer the problem of the day each day during math time. In their math journal they will show their work and write why they chose either addition or subtraction to solve the problem. O 7. Give quiz on vocabulary used in word problems and math computation (fill in the blank and matching). E 8. In cooperative groups, students will discuss how estimation and mental math can be helpful in solving addition and subtraction problems. Students will then role-play a situation in which they have used mental math in their daily lives. E, E-2 9. Students will rotate in math centers focusing on computation, estimation, mental math, and key vocabulary terms of addition and subtraction. E, T 10. Students will participate in daily addition and subtraction computation games to check skills. E 11. Daily, students will answer the essential question and also the following questions in their journal (a) what is the most important thing that I learned today about addition or subtraction? (b) what is the most important unanswered question that I have about addition and subtraction? O, R Week 2

1. Students will create a brochure on each property of addition and subtraction and in it they will tell what makes that property special to addition and subtraction. E, E2 2. Students will complete 4 corners with the properties of addition and subtraction where they will have to add a number sentence that shows the specified property on chart paper. E, T 3. Students will answer the problem of the day each day during math time. In their math journal they will show their work and write why they chose either addition or subtraction to solve the problem. O 4. Give a quiz on the properties of addition and subtraction (matching). E 5. Students will write about the assessment prompt: How have you used addition and subtraction to solve problems this week? R 6. Students will revise and edit anonymous peers pre-test with a partner discussing reasons they believe certain problems were missed. E, R 7. In cooperative groups, have students create a song over one of the properties of addition and subtraction. They will then share their song with the class. E, E-2 8. Students will complete a scavenger hunt around the room where they will solve word problems posted around the room. E 9. Students will rotate in math centers focusing on computation, estimation, mental math, and key vocabulary terms of addition and subtraction. E, T 10. Students will participate in daily addition and subtraction computation games to check skills. E 11. Daily, students will answer the essential question and also the following questions in their journal (a) what is the most important thing that I learned today about addition or subtraction? (b) what is the most important unanswered question that I have about addition and subtraction? O, R Week 3

1. Students will be given a certain amount of money to spend and will be given a sales paper. They will see how many items they can buy with the amount of money given. They will record their findings using computation on a graphic organizer. E, H, T 2. Students will create a real-world word problem. They will then give the word problem to another student to solve. Students will share their problems with the class. E, E-2 3. Students will write about the assessment prompt: How have you used addition and subtraction to solve problems this week? R 4. Students will answer the problem of the day each day during math time. In their math journal they will show their work and write why they chose either addition or subtraction to solve the problem. O 5. Students will create their book on addition and subtraction showing what they have learned. They will share their book with the class. E, E-2 6. Daily, students will answer the essential question and also the following questions in their journal (a) what is the most important thing that I learned today about addition or subtraction? (b) what is the most important unanswered question that I have about addition and subtraction? O, R 7. Students will rotate in math centers focusing on computation, estimation, mental math, and key vocabulary terms of addition and subtraction. E, T 8. Students will participate in daily addition and subtraction computation games to check skills. E 9. In cooperative groups, students will create a podcast in which they go through the steps of solving a word problem. The podcasts will then be added to the class website. E, E-2 10. Students will take a post-test assessing knowledge gained from the activities. W Notes to the Instructor Use this area, if needed, to explain to the instructor how your planned activities above satisfy specific elements of the scoring rubric.

Stage 3 Scoring Rubric

(0 Points) 1 Does not clearly . communicate WHERETO for learning activities Fails to provide a pretest for learners. 2 Alignment is not . demonstrated between instructional strategies, standards, and understandings of the unit. There is evidence of alignment between some of the instructional strategies, standards, and understandings of the unit. (3 Points) Codes some learning activities with WHERETO (5 Points) Clearly codes each activity with WHERETO Includes a pretest to check for prerequisite skills and knowledge. Alignment is clearly demonstrated between instructional strategies, standards, and understandings of the unit. Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy. 3 Instruction has one . global starting point for all learners. No evidence of an Utilizes Gardners strategy to provide different Entry Points. Utilizes Gardners strategy to provide different Entry Points to meet the needs of all types of intelligences.
Your Scor e

attempt at differentiation

Evidence of an attempt at differentiation exists Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work. Includes the use of technology

Clear plan for differentiation Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work. Includes the use of technology in a meaningful way. Off the shelf resources are properly referenced Assignment is organized Assignment Instructions followed No errors in grammar or form that distracted the reader.

4 Fails to provide . opportunities for students to RETHINK ideas, REFLECT, and to REVISE work. 5 Does not indicate . the use of technology in a meaningful way 6 Assignment is not . organized Assignment Instructions not followed Several errors in grammar and form, which distracted the reader

Assignment somewhat organized Most assignment instructions followed A few errors in grammar and form which distracted the reader

Your Total Score

/30