Maggie

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**Timeline for Project Completion**

**Unit 1** Get into the Project Wiki space. Complete Section 1 of your Final Project Template. **Unit 2** Determine the Unit standards and the ways in which your students can demonstrate those standards to you. **Unit 3** Develop one idea for incorporating the use of a wiki or blog in your unit. **Unit 4** Develop one idea for incorporating the use of podcasting in your unit. **Unit 5** Develop one idea for incorporating video and multimedia into your unit. **Unit 6** Develop one idea for using one or more Google Apps into your unit. **Unit 7** Develop one idea for incorporating instruction on digital citizenship and/or social networking into your unit plans.

Name: Maggie Holm Title: Director of Academic Programs SAU: Chester, #82 Grade Level: Administration District: Chester Content Area: All School: Chester Academy Content Domain: ALL- work with staff on all areas
 * Section 1: General Information **

Course Unit:Math, Grade 1 Source of Standards: <span style="font-family: Arial,Helvetica,sans-serif;">What are the standards you want to teach with this unit? NH GLEs and CCSS
 * <span style="font-family: Arial,Helvetica,sans-serif;">Backward Design Unit Planning **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 2: Standards and Learning Goals **
 * <span style="font-family: Arial,Helvetica,sans-serif;">NOTE: I am developing a unit of instruction for TEACHERS, to assist them in creating common summative and formative assessments for Math. As am exemplar, I am targeting the content that first grade will use in their initial development . the techniques and tools i choose will be used in service of communicating the process to teachers, not in instructing students in math per se.**
 * ** M:01:NO:1. 1 ** || ** I can show my understanding of numbers 1-100, by counting objects to 100 and applying the concepts of equivalency. ** ||
 * ** M:01:NO:1. 1 ** || 'I can show my understanding of fractional concepts of a/2, a/3, or a/4 for whole numbers where the denominator is equal to the number of parts in the whole using models, representations or explanations. ||
 * ** M:01:NO:1. 2 ** || ** I can show my understanding of the magnitude of numbers to 100 by ordering numbers, comparing numbers, relating numbers to benchmark numbers (10, 20, 25, 50, 75, 100) and using relative inequality (1 less, two less, 5 less, etc.) using models representations, manipulatives or number lines. ** ||
 * ** M:01:NO:1. 3 ** || ** I can show my understanding of mathematical operations (adding and subtracting) for numbers 1-30 by joining, separating, using part: part and part: whole relationships, comparisons, and addition of multiple one digit numbers. ** ||
 * ** M:01:NO:1. 5 ** || ** I can show my understanding of coins (penny, nickel, dime and quarter) and their values. ** ||
 * ** M:01:NO:1. 5 ** || ** I can add the values of pennies, nickels, dimes and quarters to $1.00. ** ||
 * ** M:01:NO:1. 6 ** || ** I can add or subtract "one-more" or "one-less" in my head. ** ||
 * ** M:01:NO:1. 6 ** || ** I can add whole numbers in my head to sums up to 10 and show related understanding of subtraction facts. ** ||
 * ** M:01:NO:1. 7 ** || I can make reasonable estimates of objects in a set up to 30, and revise my estimate as I receive more information. ||
 * ** M:01:NO:1. 8 ** || ** I can identify odd and even numbers, and use composition and decomposition, commutative and identity properties to simplify computations involving whole numbers ** ||

=CCSS=
 * Content Strand: OPERATIONS AND ALGEBRAIC THINKING**

<span style="background: none repeat scroll 0% 0% white; display: block; line-height: normal; margin-top: 15pt; padding: 0in;"> ** Represent and solve problems involving addition and subtraction. ** <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

<span style="background: none repeat scroll 0% 0% white; display: block; line-height: normal; margin-top: 15pt; padding: 0in;"> ** Understand and apply properties of operations and the relationship between addition and subtraction. ** <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">3. Apply properties of operations as strategies to add and subtract.2 //Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)// <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">4. Understand subtraction as an unknown-addend problem. //For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20.//

<span style="background: none repeat scroll 0% 0% white; display: block; line-height: normal; margin-top: 15pt; padding: 0in;"> ** Add and subtract within 20. ** <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

<span style="background: none repeat scroll 0% 0% white; display: block; line-height: normal; margin-top: 15pt; padding: 0in;"> ** Work with addition and subtraction equations. ** <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. //For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.// 1 See Glossary, Table 1. 2 Students need not use formal terms for these properties
 * Content Strand: NUMBER AND OPERATIONS – BASE TEN**

<span style="background: none repeat scroll 0% 0% white; display: block; line-height: normal; margin-top: 15pt; padding: 0in;"> ** Extend the counting sequence. ** <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

<span style="background: none repeat scroll 0% 0% white; display: block; line-height: normal; margin-top: 15pt; padding: 0in;"> ** Understand place value. ** <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">10 can be thought of as a bundle of ten ones — called a “ten.” <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

<span style="background: none repeat scroll 0% 0% white; display: block; line-height: normal; margin-top: 15pt; padding: 0in;"> ** Use place value understanding and properties of operations to add and subtract. ** <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">4. AAdd within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. <span style="background: none repeat scroll 0% 0% white; color: #3b3b3a; line-height: 12pt; margin-bottom: 7.5pt; margin-left: -0.25in;">6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

<span style="font-family: Arial,Helvetica,sans-serif;">**Brainstorm ideas for how students can demonstrate this standard to you. This should be something that students can either perform or produce for you that convince you they know what you want them to know about the standard.** The teachers would not be demonstrating the standard, but finding ways the students could do so. This would vary with the grade level, and with the particular GLE being addressed. In most cases, the finished products will be written tests, but I can see the possibility of developing alternative assessments that are video, slide or podcast based.. <span style="font-family: Arial,Helvetica,sans-serif;">Unit 2 (optional): Assessment Criteria and Measurement <span style="font-family: Arial,Helvetica,sans-serif;">**Design a draft of the assessment you will use to determine students have achieved the standards.** Finished assessments <span style="font-family: Arial,Helvetica,sans-serif;">List your Criteria for Assessment based on the demonstrations you expect students to know or be able to do if they achieve the standard. These are based on your brainstormed ideas of what students can perform or produce. <span style="font-family: Arial,Helvetica,sans-serif;">**What are the levels of quality or understanding of content you might expect?** I would look for assessments that address multiple levels of understanding and account for partial expressions of learning (such as using a rubric that offers partial credit)

<span style="font-family: Arial,Helvetica,sans-serif;"> Design the measurement scale for the rubric. Consider what constitutes average, then consider what is above and below average performance. N/A

//**Unit 3:**// **Instructional Design: Wikis and Blogs** //**Develop an idea for a learning activity that uses either a wiki or a blog to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the wiki or blog? I will develop a blog containing resource articles and links to information on formative assessments, standards-based unit and lesson planning and developing common assessments. Once the process has been started and the teachers have been oriented, I think a group wiki would be a good way to share ideas and assessment strategies. How will this activity connect to the performance or product you need to see students demonstrate? This will serve as a scaffold and as a clearinghouse for ideas and questions as the teachers work to develop their assessments.

//**Unit 4:**// **Instructional Design: Podcasting** //**Develop an idea for a learning activity that uses podcasting to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use podcasting in this unit? <span style="font-family: 'Lucida Console',Monaco,monospace;">Podcasts could be used to demonstrate oral assessments that teachers give, and to share interviews with teachers as they move along in the process, as well as podcasts from other experts. <span style="font-family: 'Lucida Console',Monaco,monospace;">How will this activity connect to the performance or product you need to see students demonstrate?I will serve as place to share examples of a different type. If they teachers have a resource to show them a less traditional way of assessing I think they will be more inclined to give it a try themselves. In some cases, an assessment could be delivered via podcast. this might be very helpful for struggling readers.

//**Unit 5:**// **Instructional Design: Videos and Multimedia** //**Develop an idea for a learning activity that uses video or multimedia resources to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the video or multimedia in this unit? <span style="font-family: 'Lucida Console',Monaco,monospace; margin: 0in 0in 10pt;">I can find and present or create a video on the development of benchmark assessments, or once the projects have been completed the group could develop a video to assist colleagues in other content areas

How will this activity connect to the performance or product you need to see students demonstrate? <span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif;">This would show level of understanding. The best way to learn something is to teach it. it would also build a sense of group accomplishment. The process of benchmark development will need to be replicated for all grades and content areas, so having such a resource would be helpful.

//Unit 6:// <span style="font-family: 'Arial','sans-serif';">Instructional Design: Google Apps <span style="font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;"> //Develop an idea for a learning activity that uses one or more Google Apps to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.//

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">How will students use the Google App in this unit? <span style="font-family: 'Lucida Console',Monaco,monospace;">Teachers can access a tutorial that outlines the steps in benchmark creation. I would use a locked version to begin with, but later i might ask them to add their own clarifications and comments to the slides, again for future use.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;"> How will this activity connect to the performance or product you need to see students demonstrate? <span style="font-family: 'Lucida Console',Monaco,monospace;">It provides a 24 hour set of instructions, and later it can become an enhanced tool for sharing the steps with other colleagues. SEE ABOVE. I HAVE ANSWERED THE QUESTIONS REFERRING TO WORK WITH TEACHERS

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">//An alternative to developing an idea for your students is to develop an idea for using one mkor more Google Apps with your colleague.//

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">How would you and your colleagues use the Google App? ** **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">How would this help or enhance your professional life? **

**//Unit 7://** **Instructional Design: Digital Citizenship** How will this activity give them a better learning experience using the Web 2.0 tools?I think it is important to review the tenets of good digital citizenship and to model them whenever using the tools. <span style="font-family: 'Lucida Console',Monaco,monospace;"> I am not sure if I would overtly instruct on this with teachers, but reminders in appropriate places for responsible and safe use are important. I think a lot of people are not aware of the ethical issues involved in using online materials, and i thnk this is an important point to disuss with educators. I think we all know there are constraints about use and distribution of online information, but most of us do not know the specifics. How will this activity relate to the internet policies already in place at your school? <span style="font-family: 'Lucida Console',Monaco,monospace;">I would use those as a base and provide detailed information beyond the rules/guidleline presented. Teachers need rationale so that they can make informed decisions.
 * // Develop an idea for a learning activity that teaches some aspects of digital citizenship that might apply to the student use of the various Web 2.0 tools you chose above and social networking. //**