STEP Standard 4 - Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record,
review, and reflect on your teaching later in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson There is Multiplying Two digit The turtle Review
or Activity multiplying for Fun! by two digit head game what we
everywhere! multiplicatio know
n
Standards and SWBAT – SWBAT – SWBAT – SWBAT – SWBAT –
Objectives show they show they show they show they show
What do students understand understand understand understand understandi
need to know and basic multi digit multi digit multi digit ng of
be able to do for multiplicatio multiplicatio multiplicatio multiplicatio multiplicatio
each day of the n by n by n by n by n by
unit? successfully successfully successfully successfully successfully
multiplying multiplying multiplying multiplying scoring 80%
(CCSS: one digit by two digit by multi digit multi digit or greater on
5.NBT.5) one digit one digit by multi by multi the final
with an with an digit with an digit with an assessment.
Fluently
multiply accuracy of accuracy of accuracy of accuracy of
multi-digit 80% or 80% or 80% or 80% or
whole greater. greater. greater. greater.
numbers
using
standard
algorithms.

Academic Multiplication Factor Factor Algorithm

Language and
Vocabulary Digit Order of Order of
What academic Operations Operations
language will you
emphasize and Product Product
teach each day
during this unit?
Summary of In between In between In between In between Today will
Instruction and each each each each be the
Activities for the transition, I transition, I transition, I transition, I assessment.
Lesson will set my will set my will set my will set my
How will the alarm for 15 alarm for 15 alarm for 15 alarm for 15 I will
instruction and minutes. minutes. minutes. minutes. introduce
activities flow? When the When the When the When the the
Consider how the alarm goes alarm goes alarm goes alarm goes assessment
students will off, they off, they off, they off, they and explain
efficiently know to know to know to know to the details. I
transition from switch with switch with switch with switch with will ask for
one to the next. my next my next my next my next questions
direction. direction. direction. direction. before
handing out
1. Students 1. We will the test.
will be given check 1. We will 1. We will
the assignment begin by begin by Students
opportunity from checking checking will be
to take notes. previous day our previous our previous given a 20
I will show together. assignment assignment question
the examples Students will together. together. assessment.
using the write correct Students Students The goal is
document answers in will write will write for them to
camera. red pen that correct correct show an
they missed. answers in answers in accuracy of
After the They will be red pen that red pen that 80% or
students given the they missed. they missed. greater (at
seem opportunity The will be The will be least 16 out
comfortable, to correct given the given the of 20
I will call them for opportunity opportunity correct).
individual credit. to correct to correct
students to them for them for 2. When
go up to the 2. We will credit. credit. students
board and discuss multi finish, they
show what digit by 2. With the 2. We will will have
they have single digit use of the revisit the
learned. multiplicatio document multiplying opportunity
n as a whole camera, I multi digit to work on
2. Everyone group. We will explain numbers. FASTT
will have an will discuss how to MATH on
opportunity how to carry multiply 3. We will their chrome
to work on a number to two digit by play the books
centers in the next two digit Turtle Head quietly, so
groups. place value. numbers Game. as not to
These together. distract
centers will 3. Students 3. I will other
be tailored to will have the 3. I will assign their students.
fit the needs opportunity explain the lesson. As
of the group to play a turtle head students
and given multiplicatio method. The work, I will
learning n game. class will go to each
opportunities write what I student and
. 4. Students write for assess where
will have the notes. he or she is
opportunity in the
 3. Lesson to work on 4. Students learning
work will be an assigned will have process and
assigned. As lesson. the assist where
students opportunity needed.
work, I will 5. Those to work on
go to each who finish an assigned 4. If time
student and early, may lesson. allows,
assess where work on everyone
he or she is FASTT 5. After 20 will have an
in the MATH on minutes of opportunity
learning the chrome lesson work to work on
process and books. time, students centers in
will be
assist where groups.
directed to
needed. 6.Tomorrow work on These
we will Personal centers will
4. They will check Math Trainer, be tailored
then be today’s to solidify the to fit the
prompted to assignment. information needs of the
work on This will given about group and
their chrome show multi digit given
books on understandin multiplicatio learning
Personal g. n. opportunitie
Math Trainer s
6. When the
(PMT),
which is a timer
program sounds the
designed to final time,
align with there will be
an exit ticket
the learning to show
standards of understandin
the Go Math g
curriculum.

5. When the
timer sounds
the final
time, there
will be an
exit ticket, to
show
understandin
g.
Differentiation Students Students will Personal Students Some
What are the who struggle be grouped Math will be students will
adaptations or will not be for the game Trainer will grouped for be assigned
modifications to with automaticall centers with fewer
the asked to go individual y change to individual problems on
instruction/activiti to the board. ability in meet the ability in the
es as determined mind. needs of mind. assessment.
by the student Everyone each
factors or will get a Students will student. Lesson Some will
individual multiplicatio be reminded work will have the test
learning needs? n chart, and to use Students have less read to
those who multiplicatio will be problems them.
struggle will n chart. reminded to assigned for
be reminded use some. Some will
to use it. multiplicatio test in a
Lesson work n chart. different
Lesson work will have area.
will have less Lesson
less problems work will
problems assigned for have less
assigned for some. problems
some. assigned for
some.

Required Document Notes for Red pens, Red pens, 25 question

Materials, camera, lesson, Go Go Math Go Math assessment,
Handouts, Text, interactive Math workbooks, workbooks, chrome
Slides, and white board, workbooks, notes for turtle head books with
Technology Go Math multiplicatio lesson, cards, FASTT
workbooks, n game, red chrome interactive Math
chrome pens, books with white board,
books, notes, individual Personal individual
cards for white Math white
centers, exit boards, dry Trainer, boards, dry
tickets erase document erase
markers, camera, markers,
lesson work interactive
from white board,
previous day exit tickets
and present
day
Instructional Having the Playing an Learning the Groups will FASTT
and Engagement opportunity interactive Turtle Head be Math will be
Strategies to work in game method interactive fun and
What strategies groups should be rewarding
are you going to Walking fun after the
use with your Giving around the assessment
students to keep personal help room to help Using PMT
them engaged one-on-one students will be
throughout the with each interactive We will
unit of study? student and tailored most likely
to each go outside
Going up to student after the
the board assessment
and for some
answering movement
problems time.
Formative Checking on Watching Thumbs up, Checking on Watching
Assessments each group how each sideways, or each group for body
How are you as they group down to as they language
going to measure complete interacts show answer their that exhibits
the learning of centers with the understandi question understandi
your students information ng about a ng (focused
throughout the Gauging if for the game multiplicatio on test,
lesson? they are PMT data n problem using
understandin Keeping a collected for scratch
g by their game score, each Checking on paper, etc)
time at the to see who student’s each group
board answers the progress as they
most complete
Watching for correctly Watching centers
body for body
language that Watching for language Watching
exhibits body that exhibits for body
understandin language that understandi language
g (eye exhibits ng (eye that exhibits
contact, understandin contact, understandi
engagement, g (eye engagement, ng (eye
etc) contact, etc) contact,
engagement, engagement,
Exit tickets etc) etc)

Summative, 20 question assessment. This will measure success at 80% or greater. It

Post- Assessment will include problems related to the problems given throughout the week.
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the
pre-assessment or
a modified
version of it.