Math And Literacy Integration Plan

In planning and instructing math content, it is important to be able to create a cohesive unit that encompasses multiple areas in math, as well as other content areas, including literacy.

Part 1: Unit Plan

For this benchmark, you will choose one of the three lesson plans you created in this course to build a week-long unit plan. Use the “Math Unit Plan” to prepare your week-long math unit plan. Utilize any feedback from your instructor modify and adjust instruction to meet the diverse needs of students.

For the unit plan, include the following components: lesson title, math standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments.

As you are creating your unit plan, focus on integrating the following elements:

  • Major math concepts including number and operations, algebra, geometry, measurement, data analysis, problem solving, reason, communication, connections, and representation.
  • A variety of teaching strategies, media, resources, and technology that encourage development in critical thinking and problem solving across content areas, with a focus on literacy.
  • Effective verbal, nonverbal, and media communication techniques to create opportunities for active inquiry, collaboration, and supportive interaction.
  • Differentiate instruction based on the diverse needs of students in the “Class Profile.”

Part 2: Rationale

In 250-500 words, provide a rationale that explains your reasoning behind your chosen instructional strategies. How do the formative assessments provide opportunities to modify instruction that promotes continuous intellectual, social, emotional, and physical development? Explain the value of utilizing knowledge from professionals in other content areas to enhance instruction and learning experiences for students.

Support your findings with a minimum of three scholarly resources.

Class Profile

 

Student Name English Language Learner Socioeconomic

Status

Ethnicity Gender IEP/504 Other Age Reading

Performance Level

Math Performance

Level

Parental

Involvement

Internet Available

at Home

Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes
Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes
Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes
Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes
Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes
Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No
Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No
Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes
Lolita No Mid SES Native American/

Pacific Islander

Female No None Grade level At grade level At grade level Med Yes
Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes
Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes
Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No
Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes
Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med
Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes
Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes
Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes
Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes
Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes
Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes
Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes

 

 

 

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