UNIT PLAN RATIONALE

Background

The facilities my Unit Plan lessons were taught is a K4-12th grade charter
school called Milwaukee Academy of Science. Milwaukee Academy of
Science (MAS) is on of Milwaukees urban education programs serving
students with varied socioeconomic status. 95% of MAS students qualify for
free lunch program and 98%of the students identify themselves as African
American ethnicity. The Lessons were taught in a fourth grade class with a
select group of students who are significantly behind their class and need
extra practice on new and old material. The group of students I taught
consisted of four boys who all are identified as needing special education
services. The lessons were taught in a separate classroom or in a small area
outside of the classroom during intervention time. The intervention time is a
selected 30 minutes set aside after breakfast before the first hour for
students to do make up work or receive extra practice on selected materials.
I used this time to provide my students with extra practice and in depth
explanation of the concepts being taught in math class. I mix different
concepts, new and old, to foster a deep understanding and growth.

Rationale

The rationale for this unit was for me to develop students skills and abilities
to close their education gap while adhering to their IEPs. I noticed the
students struggled following along in class and grasping concepts being
taught in class. I created an intervention class in the morning to give a
deeper instruction breaking down the lesson into smaller parts. While I was
working on new material I was still focusing on skills they were lacking that
they should have already mastered. I enhance these skills and apply them
to new concepts so students can develop a full understanding of the material
and advance with their class.

The first lesson was developed for understanding place value, their meaning,
and how to manipulate the concept. Students need to understand what each
place value represents to progress toward manipulation of multi-digit
numbers. In the first lesson I slowly developed the students understanding
of place value by teaching three place values during the lesson until
mastered. Students first learned how to manipulate places values ones,
tens, and hundreds, developing a complete understanding and how to
manipulate each place value. I then move on to thousands, ten thousands,
and hundred thousand. Students are adding on to their preexisting
knowledge of place values in small sections for easier retention. We
 UNIT PLAN RATIONALE

developed the place value knowledge slowly working toward mastery of

place value in small sections easier for learning and not being over whelmed
with too much information. This lesson applied the Alverno ability of
Conceptualization. I conceptualized what I wanted my students to know by
the end of the lesson. I understood their ability to retain and understand the
information being taught. I broke down the lesson into easily understood
information providing guidance for students to conceptualize the information
given and apply their knowledge in new places.

The second lesson continued into adding and subtracting multi-digit numbers
using the concept of place value, aligning each number correctly. Once
students were able to adequately understand the meaning of place values
they were able to add and subtract multi-digit numbers using their
knowledge of place value. We focused on the idea of lining up numbers in
same place values for adequate addition and subtraction technique.
Students were taught how to use their knowledge of place value and
combine it to multi-digit numbers. My students needed lots of work making
sure their numbers where lined up correctly and learning that numbers start
from right to lefts, using the concepts of place values working from small to
larger numbers. Instilling the place value concepts help students to
understand how to line up their numbers correctly.

The third lesson was based around the base ten formula of multiplying
numbers by 10, 100, and 1000. Students needed to understand what it
means to multiply numbers using the place value concept and base ten
formulas. Working with students on multiplying by using the place value
map showing students what it means to multiply numbers by
1,10,100,1000,10,000,and 100,000. Developing this knowledge for students
was tricky. Students needed repetition of place value maps and
manipulatives to manipulate numbers that represent different numbers. The
use of manipulatives and place value maps

The fourth lesson was developed for students to use their knowledge of base
then in multiplication to division following the same rule, but working
backwards. The use of manipulatives, explanation base ten rule, and place
value maps helped student use manipulatives to demonstrate their
knowledge base ten formula. The manipulatives strengthened their
understanding to help assist in their ability to understand base ten concept
and finding the answer to multiplication and division equations.
 UNIT PLAN RATIONALE

The final lesson was the assessment phase. This lesson was developed to
assess students understanding of the last four lessons that were taught.
There were centers set up in the classroom and students were asked to
transition from each center to answer the designated questions. The
questions were developed to students to apply the recently learned
knowledge and apply. The assessment informs me if there is more
instruction that needs to be developed for student understanding. I am able
to assess what knowledge was gained and if further instruction in certain
areas is needed for certain students. This allows me to develop lesson plans
that are individualized for my students addressing their learning needs.

Common Core Standards

CCSS.Math.Content.4.NBT.B.4 (Fluently add and subtract multi-digit

whole numbers using the standard algorithm.) In this unit I use the
knowledge of place values to help extend out learning into multi-digit
addition and subtraction. My students were able to use manipulatives, place
value chart, and grid paper to help line number up according to place values.
Student would correctly add and subtract multi-digit numbers with the
support of place value.

CCSS.Math.Content.4.NBT.B.5(Multiply a whole number of up to four

digits by a one-digit whole number, and multiply two two-digit numbers,
using strategies based on place value and the properties of operations.
Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models). In this unit I planned lessons to implement strategies
for multiplication of multi-digit numbers by two digit numbers, still
expressing place value keeping numbers lined up appropriately. Students
were able to use number maps and manipulatives to help increase their
abilities to solve and apply what they have learned.

Teaching standards

Standard #5: The teacher uses an understanding of individual and group

motivation and behavior to create a learning environment that encourages
positive social interaction, active engagement in learning, and self-
motivation. In this unit I utilize different strategies to help encourage active
engagement, positive social interactions, and increase in self-motivation. In
this unit I implemented group work, to help promote positive social
interaction while building understanding of the lessons. I also implemented
competitions where the students can be active in their learning and
encourage self-motivation to learn outside of the intervention. Students are
encouraged and given extra practices to use at home. When we were in
group I would ask the students questions. Every child would receive a point
 UNIT PLAN RATIONALE

for their correct answer. Students turned it into a competition to see who
could get the point first. This would build a community amongst us, positive
interaction, active engagement, and self-motivation to practice at home.

Standard #7: The teacher plans instruction based upon knowledge of

subject matter, students, the community, and curriculum goals.Each lesson I
created utilizes different tools and activities to develop students skill and
understanding of concepts. Using a variety of activities and lesson
instructions I was able to use different learning and teaching tools with my
students gauging which ones were more successful with my students. If I
found one instruction tool was not successful I was able to adapt my lesson
and my teaching strategies to adequately instruct my students. Sometimes
students struggle with understanding or completing the lesson activities,
when this happens I am able to adjust my strategies to better fit my
students. I used the knowledge I have of my students personalities and
learning styles to develop plans to utilize their strengths to develop concept
mastery. I used manipulatives for my students who need to model the
process for understanding. I have developed worksheets and activities for
students to keep my students engaged and focused on the assignment. I
gave thorough explanations with multiple examples to ensure learning.

Council for Exceptional Children

Standard #2: Development and Characteristics of Learners. I apply my

knowledge of development and characteristics of learners by building a
mutual respectful relationship. I appreciate the diversity my students bring
to the classroom through different learning styles and educational needs. In
this lesson I provide my students with the tools they need to support their
growth in the classroom. In this lesson I know my students need to master
small amounts of information increments before implementing more difficult
concepts. In this lesson showed respect by listening and adapting my lesson
using respectful words and acknowledgements to show my students I
encourage them to ask questions and advocate for their learning. I respect
every childs individual differences and strive to enhance their learning styles
by using their strengths to build their weaknesses

Standard #3: Individual Learning Differences. I demonstrate my

understanding of individual learn differences by developing lesson plans that
are diverse and uses multiple strategies shown to be beneficial to students of
different learning styles. The diversity my students bring to the classroom
keeps me adaptable and focus on utilizing different strategies to teaching
students, educating well rounded students. In this unit I created adaptations
for students who need more help and resources for students who need extra
help. I understand that all students learn differently and may need more
time, extra resources and manipulatives to understand their assignment and
developing a depth of knowledge. I plan my lessons with an abundance of
active learning, manipulatives and support tools, with the structure of a work
 UNIT PLAN RATIONALE

sheet to adapt to a variety of learning styles. I have active teaching for

students with shorter attention to keep them focus and engaged in their
school work. I use manipulatives, support tools, and visual supports to
engage my visual learners to develop understand of math concepts. I
engage my students who need structure by the use of a worksheet to fill out
as they complete the lesson activities. Each students learning needs are
addressed and I am open to other suggestions from other teachers or
students on how to better educate students.

Alverno Abilities

Conceptualize-I utilize the Alverno abilities while I plan and instruct my

lessons. I conceptualize what needs to be done and how I am going to
achieve my instruction goals. Using the skills I have developed I am able to
conceptualize my goals and how my lessons can fit into my class with my
student strengths. I can utilize the strengths of my students and
conceptualizes how to develop a lesson plan to achieve the learning goals for
my students. I set learning goals for my students and develop learning plans
to take my students to the next level in their education process.

Communication- In this unit communication with my students was very

important for adequately educating my students. I communicate with my
students in a manner that is polite, positive, and effecting for instructing my
students. I am able to communicate with my students and colleagues
developing a repertoire of mutual respect, and active listening. I actively
listen to my students by responding appropriately to their questions. I take
the necessary time to listen to my students concerns so I can effectively
instruct them addressing their needs and concerns. Communication is
important to be an effective teacher to students and colleague to other
teachers. Demonstrating I can learn and take advice from other teachers
and perfect my craft and be an effective teacher. I effectively communicate
my ideas and lessons to students by speaking in a manner that is easily
understandable to my students. Allowing my students the freedom to
speak with me, ask questions, and direct the class discussion to address their
needs as a learner.

Education Framework

The educational framework I use when developing this unity was Charles
Bonwells theory of Active Learning. This education framework helped me
keep create lessons by thinking of ways to help keep the students engaged
and actively apart of the lesson. In this lesson I kept my students active by
creating partner work, having them work while I work, try the problems first
before I speak, and provide lots of manipulatives for hands on learning. Each
lesson consisted of manipulatives and guided lesson sheets to guide the
 UNIT PLAN RATIONALE

students learning. Having the students partner up created collaboration

between each other assisting in their learning and progression throughout
the lesson.