Overview

Overview | Howard County Objectives | Lesson Plans | Rationale | Assessment Data and Analysis | Unit Reflection
 * Unit Plan: Number Sense and Number Relationships **

- During my Level IV semester, I was placed in first grade at Forest Ridge Elementary School in Laurel, Maryland. The school was much larger than my previous placement, with a total of 628 enrolled students. The student population was very diverse. According to the Howard County Public School System Website, 40.6% of the students are African American, 30.4% Caucasian, 17.9% Asian, 7.9% Hispanic, and 2.7% are not reported. 14.5% of the students receive free or reduced lunch. 6.2% are special education students. In my first grade class, there are 20 students. In this inclusive classroom, there are not any students with an IEP, but there are six ESOL students who received regular services. Nine students are Caucasian, eight students are African American, two students are Asian, and one student is hispanic. - I began my unit on September 29, 2010 and finished it on October 12, 2010. This purpose of the unit is to introduce students to skills associated with basic number sense from 0 to 100. The students learn the foundation of numbers 0 to 100, subitizing numbers 0 to 10, the vocabulary equal and unequal, how to use ten frames, the vocabulary one more, one less, increase, decrease, and in-between, how to use number-lines, and how to sequence numbers 0 to 100. These skills are aligned to both the Howard County and the Maryland State Curriculum.
 * Overview **

- In my classroom, the grading system is different from the stereotypical A, B, C, D, and F grading scale. Instead of using letters to grade student work, Forest Ridge uses a stars and checks system. Below is a graph explaining the grading system.


 * - **Grade** - || - **Explanation of Grade** - ||
 * Star || Students earns a star when they have shown a complete mastery of a skill. ||
 * Star Minus || A star minus is earned when students show a strong mastery of a skill, but the student may make one or two mistakes. ||
 * Check Plus || Students receive a check plus when they demonstrate an understanding of a concept; however, they have not quite shown a mastery of the skill being learned. A check plus is given when a student makes two or three mistakes. ||
 * Check || Students are given a check when they demonstrate they are struggling with mastering a skill. The student shows some understanding, but not enough to earn a star or check plus. ||
 * Check Minus || Students receive a check minus if they are severely struggling with mastering a skill. They are demonstrating enough of an effort. ||
 * Dot in the Box || This indicates that a student's work is not complete or does not demonstrate any understanding of the content. ||

 __//**Teaching and Learning Strategies Used in my Unit**//__
 * Day 1**: Rhythemic Counting, Activating Prior Knowledge, Making Personal Connections, Modeling
 * Day 2**: Activating Prior Knowledge, Hands-on Activities, Active Learning, Guided Instruction, Manipulatives
 * Day 3**: Active Learning, Direct Instruction, Using Observations, Guided Instruction
 * Day 4**: Modeling, Whole Group practice (Equal or Unequal Signs), Partner Practice (More or Less Game), Three Group Rotation, Using Games/Prior Knowledge, Manipulatives
 * Day 5**: Whole Group Practice, Sign Language, Active Learning
 * Day 6**: Modeling, Guided Practice, Whole Group Instruction, Manipulatives
 * Day 7**: Integration of Technology, Use of Music/Video, Use of Art
 * Day 8**: Use of Games (I have..Who has..?), Use of Art, Making Personal Connections (Connect the Dots)
 * Day 9**: Integration of Technology, Activating Prior Knowledge, Connection to Literature
 * Day 10**: Cross-Curricular Connections (Social Studies), Making Personal Connections, Activating Prior Knowledge

Back to connection to INTASC Principles