# EDU470 GCU Benchmark: Mathematics Mini Unit Plan

*label*Mathematics

*timer*Asked: Jan 26th, 2019

*account_balance_wallet*$10

### Question Description

For this assignment, you will create a mini-unit plan containing three individual lesson plans designed for the students outlined in the “Class Profile.”

Using the Curriculum Based Measurement (CBM) probe and grade level you selected in Topic 6, select a corresponding standard from your state’s standards or Common Core State Standards on geometry to develop a learning target. Align one or more NCTM process standards with your learning target. Using these standards and learning target, create a mini-unit of three lesson plans using the “COE Lesson Plan Template.”

The mini-unit must include the use of three research-based math instructional strategies for teaching geometry and integrate teacher/student use of technology. You may use, as applicable, prior assignments from this course to complete the benchmark, provided that you incorporate feedback from your instructor.

In your mini-unit, design the three lesson plans so that they:

- Align to one or more of the items on your CBM probe, and show how the CBM probe is implemented in the class.
- Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem solving.
- Use strategies that create opportunities for students’ active engagement in their learning and promote a supportive learning environment.
- Incorporate the use of digital resources to promote effective verbal, nonverbal, and media communication techniques while creating opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom.
- Integrate formative and summative assessment techniques that measure the learning targets of the lesson plans.
- Incorporate differentiated strategies into the technology, engagement, and assessment in order to meet the needs of all students in the “Class Profile.”

Along with the mini-unit, submit a 250-500 word rationale describing your reasoning for your instructional choices, explaining how you connected the content to student learning needs, and citing the research you used for your instructional strategies.

Submit the mini-unit plan and the rationale as one deliverable.

## Tutor Answer

Attached.

1

Running head: BENCHMARK: MATHEMATICS MINI-UNIT PLAN

Benchmark: Mathematics Mini-Unit Plan

(Name)

Grand Canyon University: EDU 470

Dr. Tanya R. Mooney

(Date)

BENCHMARK: MATHEMATICS MINI-UNIT PLAN

Unit Overview

Unit Topic: Geometry

Mathematical Standard(s):

Standard Code: G.CO.A.1

Be well conversant with the definitions of angle, perpendicular and parallel lines, circle,

and line segment, with regards to the undefined notions of line, point, length of a given

line, and distance along a circular arc as these are found within a plane.

Overall Learning Goal:

By the end of this mini-unit, the student should be able to:

• Recognize the meanings of angle, line, point, circle, line segment, perpendicular line,

and distance around an arc.

• Make use of definitions to single out examples and non-examples

• Use the precise definitions of the above-named terms.

• Come up with precise definitions of the same terms.

• Explain in detail if a possible definition is valid by the use of precise definitions.

Curriculum-Based Measurement Probe:

The initial step in conducting CBM for mathematics is to acquire the appropriate materials

such as different math sheets, a timer which displays seconds, a graph paper, and the

instructions for administering math CBM.

The student should answer computational problems for 2 minutes, after which the examiner or

teacher sums the number of correct digits (CD).

It can be accomplished in one test session or cut across consecutive days, whereby a total of

30 different math probes will be used.

Materials (Including Digital Resources):

Software prog...

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