Rationale:
In creating the three SLO’s for this unit, the various needs of the students in this classroom were carefully considered. The three SLO’s are attainable and observable for these students in the timeframe provided for this unit. Accommodations will be provided to make the SLO attainable for each student in the class. Based on the students’ previous assessment data and their performance during previous units, these SLO’s can be achieved within this unit. The unit should take between one and a half to two full weeks to complete. There is a range of learners within this classroom which will require modified lessons, assessments, and differentiated instruction. A few students in this class struggled with prior units such as multiplication …show more content…
The students are already somewhat familiar with the relationship between addition and subtraction, so creating a connection another set of math operations, multiplication and division, will be useful in their success with division. The unit prior to the division unit is multiplication, so the students will be very comfortable with multiplication, and creating connections between math concepts is vital for these students, as it is something that will continue in their future courses in …show more content…
Many of these students learn in different ways from one another, therefore they need to be assessed with multiple forms of assessment. They will be assessed on each skill that they need to use in order to be successful in solving division problems. Each set of math groups will be assessed in different ways based on their mixed ability levels. In this classroom, there are typically two different summative assessments given at the end of each unit. The assessments are usually slightly different in terms of length and rigor of problems, but appropriate for the group of students that each is given too. Students in groups C and D are still struggling with things like single digit multiplication, adding and subtracting with regrouping, and operations with decimals. Many students in groups C and D have IEPs for learning disabilities and are below grade level in math. These students require modified assignments and step-by-step instructions with chunking and scaffolding. The students in groups A and B have demonstrated a deeper understanding of the concepts presented to them this year, and have stronger foundational skills in things like single digit multiplication, number sense, adding and subtracting with regrouping, and multi-digit multiplication. These students have proven to be more independent and confident in solving each math concept. Their previous assessments have also showed that most students in
In creating the three SLO’s for this unit, the various needs of the students in this classroom were carefully considered. The three SLO’s are attainable and observable for these students in the timeframe provided for this unit. Accommodations will be provided to make the SLO attainable for each student in the class. Based on the students’ previous assessment data and their performance during previous units, these SLO’s can be achieved within this unit. The unit should take between one and a half to two full weeks to complete. There is a range of learners within this classroom which will require modified lessons, assessments, and differentiated instruction. A few students in this class struggled with prior units such as multiplication …show more content…
The students are already somewhat familiar with the relationship between addition and subtraction, so creating a connection another set of math operations, multiplication and division, will be useful in their success with division. The unit prior to the division unit is multiplication, so the students will be very comfortable with multiplication, and creating connections between math concepts is vital for these students, as it is something that will continue in their future courses in …show more content…
Many of these students learn in different ways from one another, therefore they need to be assessed with multiple forms of assessment. They will be assessed on each skill that they need to use in order to be successful in solving division problems. Each set of math groups will be assessed in different ways based on their mixed ability levels. In this classroom, there are typically two different summative assessments given at the end of each unit. The assessments are usually slightly different in terms of length and rigor of problems, but appropriate for the group of students that each is given too. Students in groups C and D are still struggling with things like single digit multiplication, adding and subtracting with regrouping, and operations with decimals. Many students in groups C and D have IEPs for learning disabilities and are below grade level in math. These students require modified assignments and step-by-step instructions with chunking and scaffolding. The students in groups A and B have demonstrated a deeper understanding of the concepts presented to them this year, and have stronger foundational skills in things like single digit multiplication, number sense, adding and subtracting with regrouping, and multi-digit multiplication. These students have proven to be more independent and confident in solving each math concept. Their previous assessments have also showed that most students in