categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Rationale: The learning objectives are aligned with the classroom teacher's long-range instructional goals. Mrs. McMillan's goal is to make sure the students learn the required third grade math Common Core State Standards. While planning this lesson, Mrs. McMillan shared the pacing guide of the current math unit with me. For this particular chapter, it showed that the students needed to be taught the above three Common Core State Standards (CCSS). I used the CCSS to compose the three learning goals. Assessment Plan Learning Goals Assessments Format of Adaptations Assessment (Differentiation) The student Pre-Assessment Standardized Modifications for some will be able Chapter Test students include add and preferential seating, subtract having the within 1,000 Formative Chapter Work assignments read to using bar Assessment (Verbal them, extended time, models to discussions, reduced get the workbook pages, assignment/appropriate correct etc.) activities, and chunking answer with assignments into small 70% groups. Other accuracy. Post Assessment Standardized modifications include Chapter Test short instructions, small group work, highlighted material for emphasis, and being given the opportunity to repeat and explain instructions. The student Pre-Assessment Standardized Modifications for some will be able Chapter Test students include to solve preferential seating, word having the problems Formative Chapter Work assignments read to using a Assessment (Verbal them, extended time,
categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Rationale: The learning objectives are aligned with the classroom teacher's long-range instructional goals. Mrs. McMillan's goal is to make sure the students learn the required third grade math Common Core State Standards. While planning this lesson, Mrs. McMillan shared the pacing guide of the current math unit with me. For this particular chapter, it showed that the students needed to be taught the above three Common Core State Standards (CCSS). I used the CCSS to compose the three learning goals. Assessment Plan Learning Goals Assessments Format of Assessment Adaptations (Differentiation) The student will be able add and subtract within 1,000 using bar models to get the correct answer with 70% accuracy. Pre-Assessment Formative Assessment Post Assessment Standardized Chapter Test Chapter Work (Verbal discussions, workbook pages, etc.) Standardized Chapter Test Modifications for some students include preferential seating, having the assignments read to them, extended time, reduced assignment/appropriate activities, and chunking assignments into small groups. Other modifications include short instructions, small group work, highlighted material for emphasis, and being given the opportunity to repeat and explain instructions. The student will be able to solve word problems using a Pre-Assessment Formative Assessment Standardized Chapter Test Chapter Work (Verbal Modifications for some students include preferential seating, having the assignments read to them, extended time,