I need help with instructional mathematics unit plan

Scenario

Assume you are an upper elementary education teacher in the state of Arizona. Your school's state math testing scores indicate that students in grades 3-5 are struggling with some of the concepts in the Numbers and Operations in Base Ten (NBT) strand of the state's standards. The administrator has requested teachers of grades 3-5 to make instructional units based on standards from the NBT strand to promote student understanding and learning.

Preparation

Complete the following pre-planning steps:

• Access theArizona Mathematics Standards for Grades K-5.
• Select a grade level between 3rd-5th grade.
• Locate the content standards of theNumbers and Operations in Base Ten (NBT)strand for your selected grade level and choose 1 main standard and 2 of its sub-standards that will be addressed in your unit.

Part 1: Unit Details

Complete the Unit Details Table. The Unit Detail Elements column explains the information requested. Enter the information in the Plan column. Ensure you address all prompts and information requested. Some rows have been completed for you.

Unit Details Table

Unit Detail Elements	Plan
Grade Level Identify the grade level (between 3rd-5th grade) that is the basis for your instructional mathematics unit.
State Identify your state and provide a link to your state's elementary mathematics standards. Note: The state for this unit has been pre-selected for you.	Arizona Arizona Mathematics Standards for Grades K-5
Mathematics Strand Identify the mathematics strand that will be the basis of your instructional unit. Note:The mathematics strand for this unit has been pre-selected for you.	Numbers and Operations in Base Ten (NBT)
Mathematics Standard Identify the main mathematics standard to be the basis of your unit, including the coding and exact wording of the standard. Ensure the standard you select is from the NBT strand.
Sub-Standards Identify a minimum of 2 sub-standards from the main mathematics standard that will be addressed in this instructional unit, including the coding and exact wording of each sub-standard.
Standards for Mathematical Practice (MP) Identify the standards for mathematical practice that will be used in this instructional unit. Include a brief description of each mathematical practice's focus and how it will be used by students to learn and master the standard and sub-standards you've identified for your unit.

Part 2: Lesson Plan 1

Develop your first lesson plan by completing the Lesson Plan 1 Table. The Lesson Plan Elements column describes what you need to include. Enter the information in the Plan column. Ensure you address all prompts and information requested.

Lesson Plan 1 Table

Lesson Plan Elements	Plan
Sub-Standard Identify the sub-standard that will be the basis of this lesson, including the coding and exact wording of the sub-standard.
Lesson Learning Target Make a specific learning target that aligns with the standard and sub-standard selected for this lesson. Use the "Students will [action and condition that are measurable]" format to make your learning target.
Resources/Materials Identify the instructional materials and resources that are needed for the teacher and students in the lesson (e.g., worksheets, books, tools, etc.).
Technology Identify the technology devices, software, and web-based resources needed for the teacher and students in the lesson.
Academic Language Describe the content-specific vocabulary and/or language that students need to know or understand for this lesson.
Pre-Assessment Design a pre-assessment or activity that you will use to gauge students' prior knowledge or experience with this lesson's topic. Include a description of how the assessment/activity aligns to the lesson's learning target.
Lesson Introduction Make an introduction for this lesson that grabs students' attention and generates interest in this lesson's topic. Think of this as what "hooks" them into this lesson.
Teacher-Directed (I do) Instruction Describe the step-by-step practices you will model in the instructional portion of this lesson. This should be written in an easy-to-follow list format that also includes brief descriptions of what you will be saying during instruction. (It does not have to be scripted; just communicates a general idea.)
Guided Practice (We do) and Formative Assessment Design a teacher-guided activity for students to do in a group setting that allows them to practice and apply what they've learned. Include how the students will be grouped, what they'll be doing, an informal (formative) assessment or activity to check for understanding, and an explanation of how you will support students who are struggling.
Independent Practice (You do) and Formative Assessment Design an activity for students to do independently that allows them to practice and apply their skills and what they've learned. Include an informal (formative) assessment or activity to check for understanding and an explanation of how you will support students who are struggling.
Supports Describe the differentiation strategies and supports you will provide for the whole class, groups of students, and specific students. Include strategies and supports for students who have identified needs (e.g., IEPs, ELLs, 504 plans, etc.) and non-identified needs (e.g., RTI intervention, advanced or gifted/talented, etc.).
Lesson Closing Make a closing for the lesson that effectively wraps up your instruction and connects your students' prior learning and new learning. Include your plan for re-teaching students who did not meet the standard, as well as activities for students who are accelerated learners.
Summative Assessment (Formal) Design a summative assessment to determine where students are in meeting the learning target of this lesson. Include an explanation of how you will support students who are struggling.

Part 3: Lesson Plan 2

Develop your second lesson plan by completing the Lesson Plan 2 Table. The Lesson Plan Elements column describes what you need to include. Enter the information in the Plan column. Ensure you address all prompts and information requested.

Lesson Plan 2 Table

Lesson Plan Elements	Plan
Sub-Standard Identify the sub-standard that will be the basis of this lesson, including the coding and exact wording of the sub-standard.
Lesson Learning Target Make a specific learning target that aligns with the standard and sub-standard selected for this lesson. Use the "Students will [action and condition that are measurable]" format to make your learning target.
Resources/Materials Identify the instructional materials and resources that are needed for the teacher and students in the lesson (e.g., worksheets, books, tools, etc.).
Technology Identify the technology devices, software, and web-based resources needed for the teacher and students in the lesson.
Academic Language Describe the content-specific vocabulary and/or language that students need to know or understand for this lesson.
Pre-Assessment Design a pre-assessment or activity that you will use to gauge students' prior knowledge or experience with this lesson's topic. Include a description of how the assessment/activity aligns to the lesson's learning target.
Lesson Introduction Make an introduction for this lesson that grabs students' attention and generates interest in this lesson's topic. Think of this as what "hooks" them into this lesson.
Teacher-Directed (I do) Instruction Describe the step-by-step practices you will model in the instructional portion of this lesson. This should be written in an easy-to-follow list format that also includes brief descriptions of what you will be saying during instruction. (It does not have to be scripted; just communicates a general idea.)
Guided Practice (We do) and Formative Assessment Design a teacher-guided activity for students to do in a group setting that allows them to practice and apply what they've learned. Include how the students will be grouped, what they'll be doing, an informal (formative) assessment or activity to check for understanding, and an explanation of how you will support students who are struggling.
Independent Practice (You do) and Formative Assessment Design an activity for students to do independently that allows them to practice and apply their skills and what they've learned. Include an informal (formative) assessment or activity to check for understanding and an explanation of how you will support students who are struggling.
Supports Describe the differentiation strategies and supports you will provide for the whole class, groups of students, and specific students. Include strategies and supports for students who have identified needs (e.g., IEPs, ELL, 504 plans, etc.) and non-identified needs (e.g., RTI intervention, advanced or gifted/talented, etc.).
Lesson Closing Make a closing for the lesson that effectively wraps up your instruction and connects your students' prior learning and new learning. Include your plan for re-teaching students who did not meet the standard, as well as activities for students who are accelerated learners.
Summative Assessment (Formal) Design a summative assessment to determine where students are in meeting the learning target of this lesson. Include an explanation of how you will support students who are struggling.

Part 4: Lesson Plan 3

Develop your third lesson plan by completing the Lesson Plan 3 Table. The Lesson Plan Elements column describes what you need to include. Enter the information in the Plan column. Ensure you address all prompts and information requested.

Lesson Plan 3 Table

Lesson Plan Elements	Plan
Sub-Standard Identify the sub-standard that will be the basis of this lesson, including the coding and exact wording of the sub-standard.
Lesson Learning Target Make a specific learning target that aligns with the standard and sub-standard selected for this lesson. Use the "Students will [action and condition that are measurable]" format to make your learning target.
Resources/Materials Identify the instructional materials and resources that are needed for the teacher and students in the lesson (e.g., worksheets, books, tools, etc.).
Technology Identify the technology devices, software, and web-based resources needed for the teacher and students in the lesson.
Academic Language Describe the content-specific vocabulary and/or language that students need to know or understand for this lesson.
Pre-Assessment Design a pre-assessment or activity that you will use to gauge students' prior knowledge or experience with this lesson's topic. Include a description of how the assessment/activity aligns to the lesson's learning target.
Lesson Introduction Make an introduction for this lesson that grabs students' attention and generates interest in this lesson's topic. Think of this as what "hooks" them into this lesson.
Teacher-Directed (I do) Instruction Describe the step-by-step practices you will model in the instructional portion of this lesson. This should be written in an easy-to-follow list format that also includes brief descriptions of what you will be saying during instruction. (It does not have to be scripted; just communicates a general idea.)
Guided Practice (We do) and Formative Assessment Design a teacher-guided activity for students to do in a group setting that allows them to practice and apply what they've learned. Include how the students will be grouped, what they'll be doing, an informal (formative) assessment or activity to check for understanding, and an explanation of how you will support students who are struggling.
Independent Practice (You do) and Formative Assessment Design an activity for students to do independently that allows them to practice and apply their skills and what they've learned. Include an informal (formative) assessment or activity to check for understanding and an explanation of how you will support students who are struggling.
Supports Describe the differentiation strategies and supports you will provide for the whole class, groups of students, and specific students. Include strategies and supports for students who have identified needs (e.g., IEPs, ELL, 504 plans, etc.) and non-identified needs (e.g., RTI intervention, advanced or gifted/talented, etc.).
Lesson Closing Make a closing for the lesson that effectively wraps up your instruction and connects your students' prior learning and new learning. Include your plan for re-teaching students who did not meet the standard, as well as activities for students who are accelerated learners.
Summative Assessment (Formal) Design a summative assessment to determine where students are in meeting all of the standards addressed in the entire unit. Include an explanation of how you will support students who are struggling.