Paper for the ELM470 Mathematics Unit Plan
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Paper for the ELM470 Mathematics Unit Plan
A unit plan combines many standards that inform a mathematical idea and is taught across several days in multiple lessons. The large-scale planning approach outlines activities that work together to ensure that all students have a positive learning experience.
Educators must start with the standards, learning targets/objectives, and summative evaluation when preparing units. Educators can construct courses to ensure students stay focused on what matters by keeping the ultimate learning goals in mind. The alignment of standards, learning objectives, instruction, and assessment gives teachers and students a clear direction. Students are more likely to learn a skill or concept when they grasp the lesson’s purpose and all instruction, activities, and assessments are aligned.
Create a 3-day instructional unit plan and summative assessments for the kids indicated in the “Class Profile” in the K-8 grade level of your choice using the “3-Day Unit Plan Template” for this project. Select 1-3 math standards from one domain (number and operations, algebra, geometry, measurement, or data analysis and probability) to portray and teach in the unit using your state’s mathematics standards. When creating your unit, remember to include the following:
Integrate instruction and assessments such that standards, learning targets/objectives, learning activities, and assessments are all in sync.
Use a variety of educational tactics and tools to promote students’ critical thinking and problem-solving abilities.
Using appropriate verbal, nonverbal, and media communication approaches, create opportunities for active inquiry, collaboration, and supportive contact in the elementary classroom.
https://www.doe.virginia.gov/testing/sol/standards docs/mathematics/index.shtml State math standards
While an APA style structure is not needed for the body of this work, good academic writing is expected, and in-text citations and references should be formatted according to the APA documentation criteria provided in the Student Success Center’s APA Style Guide.
Top of the Game
Titles, summaries, standards, and objectives for each lesson
The titles and summaries of the lessons are both realistic and imaginative. Experts choose the standards. The objectives are measurable and well-aligned with the standards, lessons, and assessments.
Multiple Representation Methods [ACEI 2.3; InTASC 4(c), 5(d), 5(f), 5(g), 5(i); MC2] COE C 2.3 [ACEI 2.3; InTASC 4(c), 5(d), 5(f), 5(g), 5(i); MC2]
Problem-solving, reasoning and proof, communication, linkages, and representation are all included in this expert explanation of standards-based arithmetic ideas and methods. Describes the best strategies to differentiate based on the requirements of the students as indicated in the lesson plan template.
Various Engagement Methods COE C 3.3 [ACEI 3.3; InTASC 7(k), 8(e), 8(f), 8(l), 8(r); ISTE-E 5b, 5c, 6d; MC2] COE C 3.3 [ACEI 3.3; InTASC 7(k), 8(e), 8(f), 8(l), 8(r); ISTE-E 5b, 5c, 6d; MC2]
Based on understanding of effective verbal, nonverbal, and media communication approaches, skillfully explains learning activities in the elementary classroom, providing chances for active inquiry, collaboration, and supportive engagement. Describes the best strategies to differentiate based on the requirements of the students as indicated in the lesson plan template.
Multiple Expression Methods
The content, functions, and successes of the performing and visual arts as primary channels for communication, inquiry, and participation among elementary students are thoroughly described in formative and summative assessments. Describes the best strategies to differentiate based on the requirements of the students as indicated in the lesson plan template.
Resources, materials, technology, and equipment [ACEI 3.5; InTASC 8(g), 8(i), 8(h), 8(m); ISTE-T 1b,1d] COE C 3.5 [ACEI 3.5; InTASC 8(g), 8(i), 8(h), 8(m); ISTE-T 1b,1d] 3a, 5b, 5c; MC1, MC2] ISTE-E 3a, 5b, 5c; MC1, MC2]
The resources chosen for the unit plan provide significant opportunity for active inquiry, collaboration, and supportive contact.
The information is well-structured and logical. There is a logical order to the ideas that are related to one another. The content is presented as a single unit, giving the listener a clear understanding of the core topic.
Science of mechanics (includes spelling, punctuation, grammar, language use)
Mechanical mistakes are almost non-existent in the submission. The usage of practice and content-related language is evident in the word choice.
Percentage Total 100
Form’s Bottom Line
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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