Unit Plan Guidelines:

Content
Concept Map
Introduction
  • Topic, grade level, primary book used 
  • Where it fits in the curriculum 
  • How it fits with both Minnesota and NCTM Standards 
Prerequisite knowledge:
  • What students need to know in order to begin this unit 
  • How will you know they know it? 
Objectives: What students will know and be able to do at the end of this unit 
Day-by-day timeline (some lessons will take more than one day)
  • Mathematical content--what is it and whether it is a concept, generalization, skill or some combination? 
  • What will students know and be able to do at end of this lesson? 
  • Mode and teaching strategies to be used A couple of sentences that give a picture of your day (e.g. Discovery lesson with students investigating the relationship between circumference, radius and area both on cans of various sizes and on Sketchpad. Students will work in groups to calculate PI and compare their answers.) 
  • What resources do you need for this lesson?
  • Ideas for addressing differences in ability, background within the class. 
Resource List: Films, manipulatives, tools, materials, guest speakers, etc.
Resource File: To be collected as you plan your unit and attached to your plan. This could include interesting problems, applications, activities, ideas for teaching, items for a bulletin board, etc. 
Assessment Plan: Specific plans for tests, quizzes, performance assessments, portfolios, whatever you will use to evaluate the lesson.
Substitute Plan: An activity a non-math sub could use that would be in keeping with the topic of the unit. 
Nice to have: a plan for a bulletin board display that you would put up at the beginning of the unit 
Two complete lesson plans:
  • introductory lesson and 
  • one other lesson. 
Notes: A teaching unit often follows a chapter or unit in a textbook.  However, you will need to decide what to include and what to bring in from elsewhere, how to motivate lessons, what to assign, etc.  This process differs depending on whether you are using the NSF Integrated curriculum or a more traditional book.  Ideally, if you have done a unit using one of these kinds of text in a previous class, you should do one for the other kind in this class.
Timeline
3/1 Topic, Book you will use
Concept Map
3/8 Preliminary outline
3/20 Final plan

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