In planning and instructing math content, it is important to be able to create a cohesive unit that encompasses multiple areas in math,
as well as other content areas, including literacy.
Part 1: Unit Plan
For this assignment, you will create a weeklong unit plan for 1st grade. Use the “Math Unit Plan” below to prepare your weeklong 1st
grade math unit plan.
For the 1st grade unit plan, include the following components: lesson title, math standards, learning objectives, instructional strategies,
summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments.
As you are creating your 1st grade math unit plan, focus on integrating the following elements:
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•
•
•
•
Major math concepts including number and operations, algebra, geometry, measurement, data analysis, problem solving,
reason, communication, connections, and representation.
A variety of teaching strategies, media, resources, and technology that encourage development in critical thinking and problem
solving across content areas, with a focus on literacy.
Effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and
supportive interaction.
Differentiate instruction based on the diverse needs of students in the “Class Profile” below.
Review “Grading Rubric” for assignment requirements
Part 2: Rationale
In 250-500 words, provide a rationale that explains your reasoning behind your chosen instructional strategies. How do the formative
assessments provide opportunities to modify instruction that promotes continuous intellectual, social, emotional, and physical
development? Explain the value of utilizing knowledge from professionals in other content areas to enhance instruction and learning
experiences for students.
Support your findings with a minimum of three scholarly resources.
Prepare the rationale according to APA guidelines. An abstract is not required.
Math Unit Plan
Grade: 1st grade
Week 1
Lesson Title
Common Core State Standards –
Math
Link for standards
http://www.corestandards.org/Math/
Learning Objectives
Instructional Strategy
Summary of Instruction
Differentiation
Materials, Resources, and
Technology
Formative Assessment
Summative Assessment
(a short description of the
summative assessment)
Part 2: Rationale
Monday
Tuesday
Wednesday
Thursday
Friday
Tier 3 RTI for
One year above
Reading and Math
grade level
Two years below Two years below
grade level
grade level
Fredrick
No
Low SES
White
Male
Learning Disabled
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for
Math
Grade level
One year below
grade level
Wayne
No
High SES
White
Male
Learning Disabled
Tier 3 RTI for
Math
Grade level
Wendell
No
Mid SES
African American
Male
Learning Disabled
Tier 3 RTI for
Math
Arturo
Yes
Low SES
Hispanic
Male
No
Diana
Yes
Low SES
White
Female
Eduardo
Yes
Low SES
Hispanic
Fatma
Yes
Low SES
Enrique
No
Kent
Internet
Available
Parental
Math
Performance
Reading
Age
Other
IEP/504
Gender
Ethnicity
Socioeconomic
English
Language
Learner
Student Name
Class Profile
Very High
No
One year below
grade level
Low
No
One year below
grade level
Two years below
grade level
High
Yes
Grade level
One year below
grade level
Two years below
grade level
Med
Yes
Tier 2 RTI for
Reading
Grade level
One year below
grade level
At grade level
Med
No
No
Tier 2 RTI for
Reading
Grade level
One year below
grade level
At grade level
Low
No
Male
No
Tier 2 RTI for
Reading
Grade level
One year below
grade level
At grade level
Low
No
White
Female
No
Tier 2 RTI for
Reading
Grade level
One year below
grade level
One year above
grade level
Low
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for
Reading
One year above
grade level
One year below
grade level
At grade level
Low
No
No
High SES
White
Male
Emotion-ally
Disabled
None
Grade level
At grade level
One year above
grade level
Med
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above
grade level
High
Yes
Lolita
No
Mid SES
Native
American/Pacific
Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Terrence
No
Mid SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Wade
No
Mid SES
White
Male
No
None
Grade level
At grade level
One year above
grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for
Math
Grade level
At grade level
One year below
grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for
Math
Grade level
At grade level
One year below
grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
Allergic to peanuts
Grade level
One year above
grade level
At grade level
Med
Yes
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above
grade level
At grade level
Low
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above
grade level
At grade level
Med
No
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above
grade level
At grade level
Med
Med
Maria
No
Mid SES
Hispanic
Female
No
School does not
have gifted program
Grade level
At grade level
Two years above
grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
School does not
have gifted program
Grade level
Two years above
grade level
At grade level
Med
Yes
Yung
No
Mid SES
Asian
Male
No
School does not
have gifted program
One year below
grade level
Low
Yes
Two years above Two years above
grade level
grade level
Grading Rubric
Criteria
Percentag
e
Math Unit Plan
10.0%
Math Content COE 2.3
15.0%
Teaching Strategies COE 3.3
15.0%
Target (100.00%)
Unit Plan is thoroughly complete and proficiently includes lesson title, math
standards, learning objectives, instructional strategies, summary of instruction,
differentiation, materials, resources, and technology, and formative and
summative assessments.
Unit plan is well crafted to teach one or more major mathematical concept and
related procedures for the profile of students. They are strongly aligned to
standards-based learning objectives and include varied representations of
mathematical ideas and engaging instructional activities that stimulate critical
thinking and problem solving.
Unit plan creatively and meaningfully incorporates teaching strategies, media,
resources, and technology that thoughtfully encourage development n critical
thinking and problem solving, with a clear focus on literacy.
15.0%
Lesson plans demonstrate well-developed and skillful use of effective, studentcentered verbal, nonverbal, and electronic media communication tools and
techniques to create opportunities for active inquiry, collaboration, and
supportive interaction.
Effective Communication COE 3.5
Meeting the Varied Learning Needs of
Students
Rationale
Documentation of Sources (citations,
footnotes, references, bibliography, etc., as
appropriate to assignment and style)
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Lesson plans have creative, well-developed differentiated instructional activities
and supports clearly designed to meet the needs of specific individuals or groups
with similar needs, consistent with the Class Profile.
Rationale clearly describes carefully planned, plausible reasoning for choices of
instructional strategies, with an in-depth description of how formative
assessments promote development. Rationale includes a thorough explanation
as to the value of using knowledge from professionals.
15.0%
Sources are completely and correctly documented, as appropriate to assignment
and style, and format is free of error.
15.0%
Submission is virtually free of mechanical errors. Word choice reflects welldeveloped use of practice and content-related language. Sentence structures are
varied and engaging.
10.0%