![2 [SPE 501 UNIT PROJECT]
SPE 501 Unit Plan Template Name: Kerry
Shanahan
Unit title:
Multiplication and Division
Grade level: Subject: Setting:
4th Math Small Group Instruction
Big ideas of unit (can be in statement or question form):
What is multiplication and division? Why do we need to know them? How can we
learn these facts faster?
Standards addressed in unit (at least 3):
4.OA.1, 4.OA.2, 4.NBT.5
Learning Targets
(at least 5 total, you do not have to have targets of each type)
Knowledge: Reasoning:
SWBAT: execute single digit and multi- SWBAT: compare and contrast
digit multiplication problems multiplication and division
Skill: Product:
SWBAT: practice and complete
problems using “in and out” rule SWBAT: analyze results of distance
measurement on globe and record results
SWBAT: utilize skip counting to and reason for travel distance
complete multiplication problems
Disposition:](https://image.slidesharecdn.com/spe501unitprojectassessments1-130403125140-phpapp02/85/Spe-501-unit-project-assessments-1-2-320.jpg)
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Description of Assessments
End of Unit Assessment: The end of the unit assessment is aimed to measure the
amount of learning a student has achieved over a period of time. I chose a selected
response test with extended response because it fit best with the classroom that I
have been working in. The test has true or false questions, short answer, extended
response and multi-step problems. All of these problems will help the student and
the teacher gage learning.
Performance Assessment: This performance assessment is related to the unit
because part of the unit involved measurement and prior units involved
estimation. The students will complete the top portion of the worksheet together as
a class. As a table they will each receive a globe and be asked to complete 3a. Next
we will go through how to measure using a table measure and a rounded globe. The
students will then perform the task of completing the rest of the worksheet. Once
the worksheet is complete the students will fill out the bottom essay question where
they are asked to reflect on their thinking from the performance assessment.
Student Self- Assessment: This self-assessment I selected for my unit involved
reviewing some information from a previous unit as well as information gleaned
from the unit being tested in the book, Unit 3. I did this because I wanted the
students to show their growth as learners. This self-assessment is similar to a KWL
chart. Here students are asked to rank their understanding by checking if they can
do a certain skill independently and explain it, just independently, or if they can
complete the skill with help from an example. The students will receive this sheet
first thing the day of review prior to the test. The student will then be asked to think
about each skill listed on the sheet. They will be asked to assess their own progress
by checking the most appropriate box. Once this portion is complete they will write
a 5-sentence reflection on the back of the worksheet about their biggest learning
from the unit.
SWD: Students with disabilities will be accommodated generally throughout the
unit by receiving small group instruction, using manipulatives to learn, participating
in hands-on math games, and one-on-one reteach coaching. In the unit assessment
SWD will be able to have 2 choices instead of 4 for multiple choice, the test can be
read aloud to them, and they can receive extra time if need be.](https://image.slidesharecdn.com/spe501unitprojectassessments1-130403125140-phpapp02/85/Spe-501-unit-project-assessments-1-4-320.jpg)
![6 [SPE 501 UNIT PROJECT]
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Performance Assessment Work Ethic Rubric](https://image.slidesharecdn.com/spe501unitprojectassessments1-130403125140-phpapp02/85/Spe-501-unit-project-assessments-1-6-320.jpg)
![8 [SPE 501 UNIT PROJECT]
Student Self-Assessment
Name:______________________________________ Date:_____________________
Think about each skill listed below. Assess your own progress by checking the most
appropriate box.
Skills I can do this on my I can do this on my I can do this if I get
own and explain own. help or look at an
how to do it example.
1. Find multiples
and factors.
2. Solve addition
and subtraction
number stories
3. Know
multiplication facts.
4. Know division
facts.
5. Use a map scale.
6. Solve “What’s
My Rule?”
problems.
7. Estimate
measurement.
8. Use
parentheses.
On the back of this paper, describe your biggest learning from unit 3. Use at least 5
sentences and your best penmanship.](https://image.slidesharecdn.com/spe501unitprojectassessments1-130403125140-phpapp02/85/Spe-501-unit-project-assessments-1-8-320.jpg)
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0 [SPE 501 UNIT PROJECT]
Student Self-Assessment Rubric
End of Unit Assessment](https://image.slidesharecdn.com/spe501unitprojectassessments1-130403125140-phpapp02/85/Spe-501-unit-project-assessments-1-10-320.jpg)
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2 [SPE 501 UNIT PROJECT]
10. Keith asked his classmates to estimate the number of cans of soda they drink
each week. He recorded the information on the bar graph below. Use Keith’s
bar graph to answer the following questions: (3 pts)this really doesn’t relate
to the standard on the blueprint!
a. What is the range of the number of cans? _______________
b. What is the mode of the number of cans? _______________
c. What is the median of the number of cans? _______________
11. Use the Map Scale to answer the following questions: (4pts)what should they
use to measure? or should they estimate?](https://image.slidesharecdn.com/spe501unitprojectassessments1-130403125140-phpapp02/85/Spe-501-unit-project-assessments-1-12-320.jpg)
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4 [SPE 501 UNIT PROJECT]
15. The temperature on January 23rd was 15 ° F warmer than it was on
December 23rd in Chicago. If the temperature was 29° F on December 23rd
then what was the temperature in Chicago on January 23rd? (2 pts)
Answer: _____________ °F
Number model: _____________________________](https://image.slidesharecdn.com/spe501unitprojectassessments1-130403125140-phpapp02/85/Spe-501-unit-project-assessments-1-14-320.jpg)
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6 [SPE 501 UNIT PROJECT]
a. Multiply by 7 b. Subtract 7 c. Add 12 d. Divide by 3
You need to have written response questions as well. Some of the math questions
could be considered short answer/interpretive item but you are definitely missing
an extended response question. You could have students write about their process
to solve a question or justify their answer in writing.](https://image.slidesharecdn.com/spe501unitprojectassessments1-130403125140-phpapp02/85/Spe-501-unit-project-assessments-1-16-320.jpg)
Spe 501 unit project assessments (1)
- 1. Fall 12 SPE 501 Unit Project Kerry Shanahan A compilation of work containing an end of Unit Assessment, Performance Based Assessment & and Student Self Assessment in 4th grade math. National Louis University
- 2. 2 [SPE 501 UNIT PROJECT] SPE 501 Unit Plan Template Name: Kerry Shanahan Unit title: Multiplication and Division Grade level: Subject: Setting: 4th Math Small Group Instruction Big ideas of unit (can be in statement or question form): What is multiplication and division? Why do we need to know them? How can we learn these facts faster? Standards addressed in unit (at least 3): 4.OA.1, 4.OA.2, 4.NBT.5 Learning Targets (at least 5 total, you do not have to have targets of each type) Knowledge: Reasoning: SWBAT: execute single digit and multi- SWBAT: compare and contrast digit multiplication problems multiplication and division Skill: Product: SWBAT: practice and complete problems using “in and out” rule SWBAT: analyze results of distance measurement on globe and record results SWBAT: utilize skip counting to and reason for travel distance complete multiplication problems Disposition:
- 3. Unit 3 Everyday Math Table of Specifications Objective Cognitive Level Remembering Factual Above Remembering Knowledge Factual Knowledge 1. execute single 1,2, digit and multi- 3,4,5,6,7,8,9, digit 13 multiplication problems 2. practice and complete 22, 23 problems using 12 “in and out” rule 3. utilize skip counting to complete 15 multiplication problems 4. compare and contrast 16,17, 18,19,20,21 multiplication 14 and division 5. analyze results of distance measurement on 10,11 globe and record results and reason for travel distance
- 4. 4 [SPE 501 UNIT PROJECT] Description of Assessments End of Unit Assessment: The end of the unit assessment is aimed to measure the amount of learning a student has achieved over a period of time. I chose a selected response test with extended response because it fit best with the classroom that I have been working in. The test has true or false questions, short answer, extended response and multi-step problems. All of these problems will help the student and the teacher gage learning. Performance Assessment: This performance assessment is related to the unit because part of the unit involved measurement and prior units involved estimation. The students will complete the top portion of the worksheet together as a class. As a table they will each receive a globe and be asked to complete 3a. Next we will go through how to measure using a table measure and a rounded globe. The students will then perform the task of completing the rest of the worksheet. Once the worksheet is complete the students will fill out the bottom essay question where they are asked to reflect on their thinking from the performance assessment. Student Self- Assessment: This self-assessment I selected for my unit involved reviewing some information from a previous unit as well as information gleaned from the unit being tested in the book, Unit 3. I did this because I wanted the students to show their growth as learners. This self-assessment is similar to a KWL chart. Here students are asked to rank their understanding by checking if they can do a certain skill independently and explain it, just independently, or if they can complete the skill with help from an example. The students will receive this sheet first thing the day of review prior to the test. The student will then be asked to think about each skill listed on the sheet. They will be asked to assess their own progress by checking the most appropriate box. Once this portion is complete they will write a 5-sentence reflection on the back of the worksheet about their biggest learning from the unit. SWD: Students with disabilities will be accommodated generally throughout the unit by receiving small group instruction, using manipulatives to learn, participating in hands-on math games, and one-on-one reteach coaching. In the unit assessment SWD will be able to have 2 choices instead of 4 for multiple choice, the test can be read aloud to them, and they can receive extra time if need be.
- 5. Unit 3 Everyday Math Performance Based Assessment Name:_______________________________ Date:__________________ 1. Estimate which city listed below is the closest to Washington, D.C. ______________________ 2. Estimate which city is the farthest. ___________________________ 3. Measure the shortest distance between Washington, D.C., and reach of the cities shown in the table below. Use the globe scale to convert these measurements to approximate air distances. a. Record the globe scale. ____________inch _________________ miles b. Complete the table. Distance from Washington, Measure on Globe (to the Air Distance (estimated D.C. to nearest ½ inch) number of miles) Cairo, Egypt Mexico City, Mexico Stockholm, Sweden Moscow, Russia Tokyo, Japan Shanghai, China Sydney, Australia Warsaw, Poland Cape Town, South Africa Rio De Janeiro, Brazil Chose a City ___________. 4. Explain how you used the globe scale to estimate the air distance between Washington, D.C., and Mexico City, Mexico.
- 6. 6 [SPE 501 UNIT PROJECT] _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ Performance Assessment Work Ethic Rubric
- 7. Unit 3 Everyday Math Performance Assessment Mathematical Skill Rubric
- 8. 8 [SPE 501 UNIT PROJECT] Student Self-Assessment Name:______________________________________ Date:_____________________ Think about each skill listed below. Assess your own progress by checking the most appropriate box. Skills I can do this on my I can do this on my I can do this if I get own and explain own. help or look at an how to do it example. 1. Find multiples and factors. 2. Solve addition and subtraction number stories 3. Know multiplication facts. 4. Know division facts. 5. Use a map scale. 6. Solve “What’s My Rule?” problems. 7. Estimate measurement. 8. Use parentheses. On the back of this paper, describe your biggest learning from unit 3. Use at least 5 sentences and your best penmanship.
- 9. Unit 3 Everyday Math
- 10. 1 0 [SPE 501 UNIT PROJECT] Student Self-Assessment Rubric End of Unit Assessment
- 11. Unit 3 Everyday Math Name:____________________________________ Date:________________________ missing overall directions for assessment Fill in the missing number in the Fact Triangle (3pts)I assume they are familiar with this format and have done it in class. If not, you need to be more specific in your directions. _____ *, / 8 5 1. 2. 36 *, / 6 ____ 3. 45 *, / ____ 5 Write “T” if the following is a true number sentence, “F” if it is false, or “?” if you can’t tell. (6 pts)The ?might be confusing for some students. You might want to clarify why they wouldn’t know. 4. 3*5=18 ________ 7. 4*6<24 ________ 5. 8*6 ________ 8. 5*(4+7)=45 ________ 6. 2*8 ________ 9. 4*12/2>7*4 ________
- 12. 1 2 [SPE 501 UNIT PROJECT] 10. Keith asked his classmates to estimate the number of cans of soda they drink each week. He recorded the information on the bar graph below. Use Keith’s bar graph to answer the following questions: (3 pts)this really doesn’t relate to the standard on the blueprint! a. What is the range of the number of cans? _______________ b. What is the mode of the number of cans? _______________ c. What is the median of the number of cans? _______________ 11. Use the Map Scale to answer the following questions: (4pts)what should they use to measure? or should they estimate?
- 13. Unit 3 Everyday Math a. The distance between Missoula and Billings is about ______________ inch(es) on the map. That is about ______________ miles. b. The distance between Glasgow and Bozeman is about ______________ inch(es) on the map. That is about ______________miles. 12. Find the rule and complete the table. (5 pts)give more space, tell them to write the rule in the box and fill in the missing boxes in the tavle 13. List the factors of 12 (3 pts)on your answer key you have combinations of factors, is it ok if they just list 1, 2, 3, 4, 6, 12? _________________________________________________ give directions for this part – read the problem, solve for the answer and write your number model 14. The food sales records for one day at Soldier Field showed that 2,627 cheeseburgers were sold. A total of 4,151 burgers were sold that day. How many burgers sold that day that were not cheeseburgers? (2 pts) Answer:_____________ burgers Number model: ____________________________
- 14. 1 4 [SPE 501 UNIT PROJECT] 15. The temperature on January 23rd was 15 ° F warmer than it was on December 23rd in Chicago. If the temperature was 29° F on December 23rd then what was the temperature in Chicago on January 23rd? (2 pts) Answer: _____________ °F Number model: _____________________________
- 15. Unit 3 Everyday Math Find the Solution to each open sentence (6 pts) 16. 18 = 12 + x _____________ 17. 4*m = 28 _____________ 18. x/9 = 2 _____________ 19. z/7 = 7 _____________ 20. 16-X = 2 _____________ 21. 2*6 = 40 – t _____________ Find the pattern for each table, fill out the missing boxes in the chart, and circle the rule. (8 pts) 22. a. Add 5 b. Divide by 10 c. Multiply by 3 d. Subtract 10 23.
- 16. 1 6 [SPE 501 UNIT PROJECT] a. Multiply by 7 b. Subtract 7 c. Add 12 d. Divide by 3 You need to have written response questions as well. Some of the math questions could be considered short answer/interpretive item but you are definitely missing an extended response question. You could have students write about their process to solve a question or justify their answer in writing.