Spe 635 Unit Design Project

Mixtacki
UNIT DESIGN PROJECT-ACCOMMODATIONS, ADAPTATIONS, AND STRATEGIES
Unit Design Project

Rachel Mixtacki
Alverno College SPE: 634
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Unit Design Plan:

PhilosophicalFoundation:
I believe that students can learn through others, all students learn differently and building
positive relationships with students plays a role in the classroom on a daily basis. The theorists
that guide my philosophy are Vygotsky, Gardner and Bronfenbrenner. The first theorist that finds
his way into my daily teaching is Lev Vygotsky and his theory of Zone of Proximal Development
(ZPD). The zone of proximal development as defined by Vygotsky represents the area in
everything that is in-between what you can do and what you cant do without help, this is where
full development of ZPD depends upon full social interactions. The range of skill that can be
developed with adult guidance or peer collaboration exceeds what can be attained alone
(Culatta, n.d.). Students can learn from each other to obtain and grow stronger in their
understanding of tough concepts that they would not be able to do. This is shown throughout my
classroom in how we work in many different groups to learn from each other, everyone is
capable of learning especially from each other. Along with every child being able to learn and
giving them the chance to do so I need to be aware of my students learning styles to meet their
needs in the classroom.
Howard Gardners theory of multiple intelligences shows that there is a make up in every
classroom of different learners. The strengths that we may have in these intelligences (visualspatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, linguistic, logical-mathematical)
will differ and we need to give each student the chance of learning the way that they learn best.
Being aware of my teaching style and differentiating across these areas will help reach all of my
students needs. Gardner believes the idea of multiple intelligences is important because it
allows for educators to identify differing strengths and weaknesses in students and also
contradicts the idea that intelligence can be measured through IQ(Gardner, n.d.). In my
classroom I also believe this and give my students opportunities to show me what they can do. I
will give students performance tasks where they are to work through the project showing off
however they work best. This will allow my students to express themselves in the way that they
learn best and I would imagine that I would receive man different projects because they have
such strengths in different areas.
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The final theorist that guides my classroom philosophy is Urie Bronfenbrenner. His theory
suggests that every environment affects the way a child develops. These environments can be
immediate or distantly related through other people in your immediate environment. Mainly
saying that every interaction that you have and everything in a child and the child's environment
affects how a child grows and develops (Oswalt, n.d.). Our classroom is one area where
students see us directly interacting with them, in the classroom our relationships are built the day
they walk in that door, sometimes before then. If we encourage and nurture these relationships
we will see growth in our students. But this doesnt stop here, we also need to be aware of our
students home life and we need to understand that that also plays a role in their growth. I can
reach out to each students home life by calling home on a regular basis for both positive and
negative things as they arise. I can grow relationships with parents or caregivers at parent teacher
conferences or by going into the community and watching a childs soccer game. The more
positive affects that I can have on a childs environment will impact them greatly and I want to
start with the classroom and branch out to their other environments as much as possible.
References:
Culatta, R. (n.d.). Social Development Theory (Lev Vygotsky). Retrieved from
http://www.instructionaldesign.org/theories/social-development.html
Gardner, H. (n.d.). Howard Gardner's Theory of Multiple Intelligences. Retrieved from Genius
website: http://www.cse.emory.edu/sciencenet/mismeasure/genius/research02.html
Oswalt, A., MSW. (n.d.). Urie Bronfenbrenner and Child Development Child & Adolescent
Development: Overview. Retrieved October 30, 2015, from
http://www.gulfbend.org/poc/view_doc.php?type=doc&id=7930&cn=28%5C%22
Standards and Alverno Abilities:

Common Core Standards (CCS):
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I have decided to use the following common core standards for the third grade math content area
for my unit plan in area and perimeter. The first CCSS.MATH.CONTENT.3.MD.C.7.B-Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of
solving real world and mathematical problems, and represent whole-number products as
rectangular areas in mathematical reasoning. This standard allows me to focus my instruction on
rectangles; it also gives me the chance to use many real world math problems to guide my
students thinking of real life uses for area and perimeter. The second standard that I have
included is CCSS.MATH.CONTENT.3.MD.D.8- Solve real world and mathematical problems
involving perimeters of polygons, including finding the perimeter given the side lengths, finding
an unknown side length, and exhibiting rectangles with the same perimeter and different areas or
with the same area and different perimeters. This standard lets me challenge my students
thinking of area and perimeter to think about shapes that my have the same area but different
perimeter or the same perimeter and different areas. This will guide my students to higher level
thinking of real uses when these situations can happen.
Council for Exceptional Children:

The first standard that I have chosen in the area of special education professionals is 1.1.
Systematically individualize instructional variables to maximize the learning outcomes of
individuals with exceptionalities. This means that I am able to adapt my lessons to all of my
learners while still getting the desired out come for each student. The second standard I have
followed is 1.3. Use periodic assessments to accurately measure the learning progress of
individuals with exceptionalities, and individualize instruction variables in response to
assessment results. I have done this throughout my unit plan to ensure my students are learning
throughout the course of the unit. These assessments are check in points that will lead to more
learning and re-teaching when needed.
Wisconsin Teaching Standards:

The following Wisconsin teaching standards were kept in mind while creating this unit
plan. The first, Standard three the teacher understands how students differ in their
approaches to learning and creates instructional opportunities that are adapted to diverse
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learners. I have included many different learning styles to match the needs of my students
giving them the best way to approach the concepts of area and perimeter. The second
Wisconsin teaching standard that I used to create this unit plan is, Standard six the teacher
uses knowledge of effective verbal, nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive interaction in the classroom. Through
my lesson plans I understand the needs of my students and know that they can find out a lot
from working with one another. The way that I have incorporated collaboration and
supportive interactions in the classroom ensure that my students and myself are able to use
communication to learn.
Advanced Graduate Education Abilities:

The two Alverno Graduate Abilities that best describe my practice for this unit plan are
coordination and communication. Coordination is how I have brought everything together to
create a cohesive unit plan covering area and perimeter. I have coordinated the resources that I
have used and the different materials to allow my students the ability to learn. The second ability
that I have selected is communication. Through communicating orally, written, and through
media I have enforced what my students need to learn. I have spent this unit plan giving my
students many different ways to view the topic of area and perimeter through real life
experiences to communicating the process.
Completed Unit Design:

Rationale for Overall Design:
I have created this unit plan to meet the needs of all my third grade students. I have a diverse
bunch of students who have different needs, it is important when planning to understand the
needs of my students and find ways to accommodate and modify. Using Understanding by
Design or a backwards design I am able to know what I want for the desired out come for my
students. The unit plan of area and perimeter uses common core standards, follows the Wisconsin
teaching standards, the Advanced Graduate Education Abilities and the standards from the
Council for Exceptional Children. These ideas guide my thinking as well as the needs of my
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students. Thinking of my students and the way that they learn best allows me to plan accordingly
and plan assessments that are going to show what my students have learned.
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Stage 1: Identify Desired Results

Established Goals (G)
CCSS.MATH.CONTENT.3.MD.C.7.B- Multiply side lengths to find areas of rectangles with
whole-number side lengths in the context of solving real world and mathematical problems,
and represent whole-number products as rectangular areas in mathematical reasoning.
CCSS.MATH.CONTENT.3.MD.D.8- Solve real world and mathematical problems involving
perimeters of polygons, including finding the perimeter given the side lengths, finding an
unknown side length, and exhibiting rectangles with the same perimeter and different areas or
with the same area and different perimeters.
Understandings (U)
Students will understand that
- Area and perimeter is the mathematical
foundation of many real world instances
- Different professions use models or
pictures to solve problems in their fields
Essential Questions (E)

- How might we use area/perimeter? In
what other instances do we need to use
area/perimeter?
- How do models or pictures help us
understand that area is made up of units
of measurement?
- How does geometry depend on
measurement in order to describe
shapes?
Students will know (K)...
Students will be able to (S)..
- How to find the surface area of a plane
- Apply the concept of area to solve real
figure using addition and
world mathematical problems.
multiplication
- Use a wide variety of models to find
- And understand the concept of area as
the area
a measurement
- Use oral or written language to
- Key termsmultiplication, square
explain their understanding of area
units, surface area, perimeter
Stage 2: Assessment Evidence

Performance Tasks (T)
Other Evidence (OE)
Students create a layout of a park based on a

given area using square units to determine
how much space each item they add to the
park will need? (Student will brainstorm items
to add to their park and will need to answer
multiple performance task questions.)
QuizEqual, greater or less than when

comparing two rectangle shapes for area.
Students will also prove that the area of
shape A is equal, greater or less than shape
B
Homework Students use multiplication to
find the area/perimeter of rectangles in the
shape of real life occurrences with whole
number sides.
Exit-Ticket Student picks a real life
example of what they will make their blue
print on, they will write 3 things that they plan
on including in their project.
Observation and interviewCheck in with
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student on how performance task is going.
Stage 3: Learning Plan

Learning Activities (L)
-Pre-quiz with a few different layouts to check what the students
already know about area and perimeter
-Area and perimeter word study and anchor chart-definition, how
to find it, examples, real world use
-Area/perimeter word sort
-Relationship between area and perimeter (anchor chart)
-Roll For the area and perimeter (practice finding area based on a
given perimeter)
-Task card activities-real world uses for area and perimeter
-Challenge-How would our table look if everyone could sit at our
table?
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Intro of Area and Perimeter

(Emphasis on Perimeter)
Day 1
Lesson Topic:Area/Perimeter
Grade level: 3rd
Total Time: 45-60min
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
Target Goal or Skill:
Essential Question(s):
Topical question(s):
Instructional
Objective(s):
Assessment
(Criteria / Look Fors/
Performance Tasks)
Disabilities/Diverse
Needs Represented
CCSS.MATH.CONTENT.3.MD.C.7.B- Multiply side lengths to

find areas of rectangles with whole-number side lengths in the
context of solving real world and mathematical problems, and
represent whole-number products as rectangular areas in
mathematical reasoning.
-Students will draw upon their background knowledge to help guide
their thinking for area and perimeter.
-Why do we need to know area/perimeter? What are real world uses
for area/perimeter?
-Can students show what they know and apply what they know to
complete a pre-assessment? Can students use what they know to
come up with a way to logically solve for perimeter?
-Students will have a pre-assessment to show what they already
know. They will also share what they know and what they want to
learn.
Formative Assessment:
The pre-quiz will allow me to know what the students already know
about area and perimeter. This will allow me to group students and
have leveled work for students depending on what they already
know.
Summative Assessment:
Observations and anecdotal notes of what the students are showing
they know and what their thinking is of how to solve area.
Student A-Autism~ Student works best with a visual schedule.
Student likes to share ideas so giving her the opportunity to share
near the beginning will help her with her anxiety. She may also
have anxiety when the movie starts so for her read a book that she
can complete in the hall while the movie is going on.
Student B-SLD~ Student needs regular feedback and check-ins
could work best with an outline of the class.
Student C-ADHD~ Use of visual timers is helpful for this student
so giving him a timer for the assessment will help greatly.
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Student
Accommodations and/or
Modifications
Instructional Procedures
(including specific times)
Introduction:
(including motivational
hook where applicable)
Learning Activities:
Closure:
10
Student D-EBD~ May need breaks when he gets frustrated. Works

well with positive feedback.
-Student A can read Perimeter, Area and Volume: A Monster Book
of Dimensions By David A. Adler and Edward Miller instead of
watching the brainpop if she so chooses-the choice will be hers.
- Today we are going to take a look at what you already know about
area and perimeter dont worry about
-Pre-quiz that will take about 10 minutes and have 5 questions that
explore area and perimeter so that I get an understanding of what
they already know about the topic
-As a class will fill in a K-W-L chart each student will fill out a
post-it note for something that they know about area or perimeter
then will come up and share what they have said. We will then do
the same with what they want to know about area and perimeter.
-When we are finished with our K-W-L Watch brain-pop jr. on area
and perimeter.
-We will have a discussion on what they learned in there and if they
want to add anything to the want to know section.
-As a whole class we will then explore perimeter as a class with
beginning problem taking about ways that we can find the
perimeter.
-Instead of telling students the equation to finding perimeter we will
look at rectangle with side lengths of 3 units wide by 9 units tall.
-Students will draw this on their graph paper.
-I will ask them how they can find the perimeter of this rectangle
---possible answers that students could come up with could be-Add up all the side lengths 3+9+3+9=24 units or could be
written as L+L+W+W=P
-Students could also notice that the lengths you know is half so
an equation of 2x(L+W)=P would also work
-Knowing that opposite side are the same you could also write a
formula as P=2L+ 2W
-After discussing these ways and getting students to discuss how
they could do it we would try another problem.
-Students would draw a rectangle that is 2 units wide and 4 units
long and find the perimeter we would show examples of students
using all three formulas showing that they all get us to the same
answer.
-If time allows we might practice on another rectangle finding the
perimeter.
-Close by saying today we took a look at what we already know an
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Academic Language
Communication Skills
(see Handout)
5 Questions (Blooms or
DOK)
Curriculum
Materials
Notes
11
were able to apply that to how we can find perimeter. Tomorrow we

will take a look again at perimeter and we will talk more about area
as well as we look in-depth about how formulas work.
Area, perimeter, units, square units
Language Function-Students will describe what they know and
compare area and perimeter.
Vocabulary- Area, perimeter, units, square units
Syntax- KWL Graphic organizer
Discourse- Discussion, draw to background knowledge to help
support understanding.
-What is something you already know about area or perimeter?
[Level 1]
-What is something you would like to learn about area or
perimeter? [Level 1]
-Can you explain what is happening when we figure out the area of
an object? [Level 2]
-How would you use area in the real world, what is an example of a
time when you could use it? [Level 3]
-Why do you think we need to know how to find area and
perimeter? [Level 4]
Ideas taken from engageNY
-22 copies of quiz
-Butcher paper
-Markers
-22 copies of Graph paper
-Pencil
-Post-it notes
We will get as far as we can in this lesson depending on how long
the pre-assessment takes
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Area & Perimeter Pre-Assessment

1. In the square below, the length of
each side is 1 unit. What is the area
of the square?
2. What is the total area of

the shaded region? Each
square is one square unit.
1
unit
Area__________________
3. What is the total area?

What is the perimeter?
4
cm
2c
m
Area-_________________________
Perimeter--
5. A farmer built a pigpen that was 5 feet wide and 7 feet long.
What was the area of the pigpen? What is the perimeter?
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Intro of Area and Perimeter
4.a. How do you find the

area of an object?
b. How do you find the

perimeter of an object?
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(Emphasis on Area)
Day 2
Lesson Topic: Area/Perimeter Grade level: 3rd
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)

Instructional
Objective(s):
Assessment
Performance Tasks)
Needs Represented
Student
Modifications
CCSS.MATH.CONTENT.3.MD.C.7Relateareatotheoperations
ofmultiplicationandaddition.
-Students will draw upon their background knowledge to help guide
their thinking for area and perimeter.
for area/perimeter?
- Can students use what they know to come up with a way to
logically solve for area? Can students decipher problems of area
and perimeter when there is an unknown side length?
-Students will be able to solve for area and perimeter using different
strategies and understand them on a higher level.
Classroom work page
Exit ticket-scores recorded
near the beginning will help her with her anxiety.
Student C-ADHD~ Use of visual timers is helpful for this student.
-Student can use a highlighter to outline the rectangle to count the
side lengths.
-One on one conversations and check-ins with students.
-Today we will review what we learned yesterday with perimeter,
who can tell me one way that we could fine perimeter? take all
answers
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Introduction:
19
-Great lets see if we can remember the formulas that we came up

with yesterday-write them on the whiteboard.
-Lets get out your graph paper and your notes from yesterday so
that we can add to them today.
-Draw a picture of a rectangle whose width is 4 and 6 units long.
-Students will use one of the formulas to figure out the perimeter of
the rectangle.
-Today we have a rectangle whose width is 5 units and a perimeter
of 26 units. Lets draw this on our whiteboard this time.
-Turn and talk to your math partner about what you have drawn.
What are we missing? What do you know?
-Lets come back together, what do we notice about the information
I have given you for this rectangle?
-Have students answer and take all answershave a student come
up and draw what we know tell them that they can label the
unknown side x units.
-How can we go about finding the missing side length? Turn and
talk with your partner, try to figure it out.
-Walk around and monitor students thinking, let them mull over
what is being asked of them, pull students back if there seems to be
a consensus of struggle.
-Have a student who understands the problem get the rest of the
class on the right path by explaining what he/she is doing.
-Once that is finished I would transition them back to the rectangle
they drew that was 3 by 9 units on their graph paper.
-How can we find the area of the rectangle?
Possible student answers
---Count up all the squares
---Skip count the number for each row
---Multiply the length by the width
-Have students write the new formula that they found for area in
their notebooks
-I will have students draw a rectangle that has a width of 7 units and
a length of 4 on their graph paper. Once they have it drawn just
drawn I want them to turn and talk to their partner about what
method they are going to use to figure it out. Then I will have
students find the area on their own.
-I will give another rectangle dimension to students so they can use
a different method.
-I will give another rectangle dimension so that students could use
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Closure:
Academic Language
(see Handout)
DOK)
Curriculum (APA)
Materials
Notes
20
the final method to figure it out.

-As a class we will discuss which way they find the most efficient
to use to find area. We will also discuss how we could use area in
real life situations.
-Students will have a few problems that they need to work on
independently
-Students will receive an exit slip that they will need to turn in
before they leave for lunch, I will read the questions out loud, this
should take about 3 minutes.
Dimensions, efficient, multiply, skip count, square units, labels
Language Function-Explaining how to find area and figuring out
the formulas.
Vocabulary- Dimensions, efficient, multiply, skip count, square
units, labels
Syntax-Graph paper drawings of rectangles, classwork sheet
Discourse-Recall how do we find perimeter from yesterday? [Level 1]
-How did you find the perimeter? [Level 1]
-What do you already know about rectangles and how does that
help us with this problem? [Level 2]
-How can we find the area of a rectangle? [Level 2]
-What is the relationship between area and perimeter? [Level 4]
Some ideas taken from engageNY
-Notebook
-Pencil
-Whiteboard and marker
-Class problems
-Exit slip
-Homework
-Graph paper (from yesterdays lesson)
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Class Work:
1. Determine the perimeter and area of each rectangle.

a.
3 cm
b.
4 cm
5 cm
6 cm
P = ____________
P = ____________
A = ____________
A = ____________
Exit Ticket: (Formative Assessment)

Name
1.
Date
c.
Determine the area and perimeter of
d.
the rectangle.
8 cm
2 cm
8 in
8 cm
2. Determine the perimeter of the rectangle.
P = ____________
A = ____________
347 m
P = ____________
A = ____________
99 m
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Exit Ticket: (Alternative Formative Assessment)

Name
Date
1. Determine the area and perimeter of the rectangle. Label the

sides.
Area________ Perimeter______
2. Determine the perimeter of the rectangle.

44 m
26 m
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Alternative Formative Assessment and How to us It

This formative assessment, since it is an exit slip, needs to be done before students leave.
This may be very worrisome for students so at the beginning of class let students know that they
will have an exit ticket that they will need to complete. Tell students that they will have enough
time to complete the task and that if they are still working on their classwork they will be able to
do their exit ticket instead. Have students that are taking this alternative assessment stop their
classwork 10 minutes before class is over and take to the back of the classroom and read out loud
for students. When students are complete (shouldnt take more than 10 minutes) they can go
back to their class work. Students have the chance to use what they have learned but can also
count the squares if need be. Students will be able to use their notes.
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Word Study-Word Sort

Day 3
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
CCSS.MATH.CONTENT.3.MD.C.7Relateareatotheoperationsof
multiplicationandaddition.
CCSS.MATH.CONTENT.3.MD.C.7.B- Multiply side lengths to find
areas of rectangles with whole-number side lengths in the context of
solving real world and mathematical problems, and represent wholenumber products as rectangular areas in mathematical reasoning.
-Students will understand the definition of area and perimeter and be

able to relate real world examples to area and perimeter.
-Why do we need to understand not only the definition of area and
perimeter but also how to find it, examples of it and real world
examples?
-Can students collaborate to find and understand the definition of area
and perimeter
-Students will work together to define and come up with examples of
area and perimeter. Students will also sort objects to be able to
identify the difference between area and perimeter.
Watch over students and listen in on their turn and talk time with their
partners.
Check students word sorts before they glue them into their notebooks
to ensure that they have the correct understanding.
Student B-SLD~ Student needs regular feedback and check-ins could
work best with an outline of the class. Student can use slant board to
help her focus on her writing and in interactive notebook I will
provide lines for the organization of writing.
Instructional
Objective(s):
Assessment
Performance Tasks)
Needs Represented
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Student
Accommodations
and/or Modifications
Instructional
Procedures
(including specific
times)
Introduction:
Closure:
Academic Language
26
-Scissors with pads for students who need it for easier cutting
-Timer for students
-Check ins for students who need it
-We will start todays lesson with an interactive notebook lesson. On
my big chart paper I will guide the students
-Each student will glue into their notebook the blank definition sheet
that has the definition, how to find it, examples, and real world use.
-Ill have students think about their own definition at first of what
area means
-They will turn and talk with their table groups what they have come
up with.
-As a group we will combine the best definitions and create a
working definition that we will use as our class definition for the rest
of the unit.
-The how to find it section we will take a look at what we did the
day before to come up with different equationsI want to be sure not
to give the students the equations but rather have them come up with
different ways on their own to make equations that they understand
for themselves.
-We will go through the examples and real world uses giving the
student an opportunity to turn and talk to others before we write it
down.
-I will have blocks in front of the students so that they can move
manipulatives and see how area works. I might give them a problem
to do so they can come up with examples and how to find it better.
-After we have done area as well as perimeter I will give the students
a word sort that they will need to sort 12 descriptions into the two
groups of area and perimeter. The use of manipulatives will be
available for students who need to visually see the descriptions.
-When students have finished they will clean up and be asked to join
me on the carpet. I will ask the students to give me an example of
when they would use area, and when they will use perimeter.
-I might ask them different scenarios and see if they could figure it
out.
-We will close by me telling them that we will dive more into area
and perimeter tomorrow and have a chance to use what we have
learned today to create our own shapes.
-Area, perimeter, square units, labels, units
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(see Handout)
5 Questions (Blooms
or DOK)
Curriculum
Materials
Notes
27
Language Function-Comparing and contrasting

Vocabulary-Area, perimeter, square units, labels, units
Syntax-word sorts, graphic organizer in interactive notebook
Discourse-discussion, partner turn and talk, written in notebooks
-What did you and your partner come up with for a definition of
area/perimeter to guide your thinking? [Level 2]
-How might we use manipulatives to help us come up with an
example of area or perimeter? [Level 3]
-Can any one thing of a good example of when we could use area or
perimeter in the real world? [Level 3]
-How would you compare or contrast area and perimeter? [Level 2]
-Based on what you know, how would you find area or perimeter?
[Level 5]
Resources from:
Chloe. (2013, February 4). Multiplication and Division [Blog post].

Retrieved from
http://mathworkshopadventures.blogspot.com/search/label/ancho
r%20cha
-Interactive notebooks
-22 Copies of interactive notebook sheets
-22 copies of perimeter and area sort sheets
-Scissors
-Glue
-Pencil
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Perimeter or Area Sort

Cut out each of the squares below and read the description to
sort them into two groups, perimeter and area. Then divide
your notebook in half and label each section with either
perimeter or area. Glue each of the squares down in the correct
Mrs. Monroe
wants to lay
carpet on her
living room
floor.
Mr. Adams
needs to
cover his
bulletin
board with
paper.
A gardener
wants to
place rocks
around the
edge of the
A
seamstress
needs 24
square feet
A
student
wants to
A painter is
planning to
paint an
entire wall.
Mrs. Smith is
going to hang
a wallpaper
boarder in her
How many feet

of baseboard
will I have to
clean when I
Lx
W
A farmer
wants to build
a fence
around his
garden
L+L+W
+W
Mr. Meyers
plans to
cover his
lawn with
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Definition:
How to find it:
Area
Examples:
Real-World Uses:
Definition:
How to find it:
Perimeter
Examples:
Real-World Uses:
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Area and Perimeter Rotation

Day 4
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
Instructional
Objective(s):
Assessment
Performance Tasks)
CCSS.MATH.CONTENT.3.MD.C.7Relateareatotheoperations
ofmultiplicationandaddition.
-Students will engage in 3 different activities related to area and

perimeter.
-Why do we need to know about area? What are different ways that
we can solve for area and perimeter?
-Can students interact in differentiated instruction in three different
math rotations.
-Students will practice finding area and perimeter in three different
activities one independent, one in a partnership and one in a small
group with guidance of the teacher.
Completed check list
Work done during group three with the teacher.
Needs Represented
Student
Modifications
Student A-Autism~ Student works best with a visual schedule the

checklist will help. Student likes to share ideas so giving her the
opportunity to share near the beginning of the group will help her
with her anxiety.
could work best with an outline of the class. Check to make sure
student knows the order of rotations for the day.
-Visual timers for the length of rotations-- about 15-20 minutes
each.
-Checklist for all students so they can follow which rotation they
have 1st, 2nd and 3rd.
Mixtacki
Introduction:
31
-Small groups of independent and small group work.

-Kahn Academy
-Differentiated instruction
The class will come together to go over the expectations for the
rotations for todays math class. All groups will be explained before
they head off and
Group 1:
Students will log into Kahn Academy and work through the area
and perimeter sections.
Students will work on
-3rd grade understanding area
-3rd grade finding area by multiplying
-3rd grade perimeter 1
-3rd grade-watch comparing areas and perimeter of rectangles
-3rd grade- comparing areas and perimeter of rectangles
Students will work on this for one part of math class until they need
to switch each student will have a check list of what they need to
work on in this section and computers will be set up all students
need to do is log in.
Group 2:
Students will be engaging in a dice game that they will work on
finding area and strategize how to fill up the paper to gain more
squares than their partner.
-Each partner will take turns rolling the dice twice.
-The student will use the two rolls for the different side lengths,
then they will use a different color colored pencil and draw their
rectangle. Once they have it drawn they will need to figure out the
area and write the area in the middle of their rectangle.
-Students will continue switching off until their graph paper is full
or time runs out. Students will need to add up all their rectangles
areas and see who has covered the most area of the paper.
-Students need to have an exact roll to fit it into the paper so they
need to be strategizing.
Group 3:
Students will work with the teacher on an area and perimeter
assignment using Cheese-its.
-Students will get a baggie of 24 cheese-its and students will need
to figure out all the different ways to make rectangles.
-Students will have time to work independently with the cheese-its
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32
to explore everything they can. Students will record what they find
on a blank piece of paper that they will turn in at the end of their
rotation.
Closure:
Academic Language
(see Handout)
DOK)
Curriculum (APA)
e.g.
Investigations in
Number, Data, and
Space. (2012).
Pearson.
Materials
Notes
Students will come back together at the carpet and share any of
their new learnings that they have discovered today about area or
perimeter.
Area, perimeter, units, square units
Language FunctionVocabularySyntaxDiscourse-How does the area differ for the rectangles you made with the
cheese its? [Level 2]
-Hoe does the perimeter differ? How do you know? [Level 2]
-What is the relationship between the area and perimeter? [Level 4]
-What would happen if you changed one element in our Cheese-its
project, what if I gave you more than 24 cheese-its? How would the
area and perimeter differ? [Level3]
Weiber, J. (2013, July). Dice Game: Teaching Area and Perimeter.
Retrieved December 1, 2015, from
http://www.multiplication.com/our-blog/jen-wieber/dice-gameteaching-area-and-perimeter
-Computers
-Headphones
-Dice
-Graph paper
-2 colors-- colored pencils
-White board and marker
-22 Check lists
-Baggies with Cheese-its
-Pencils
Students have done rotations before so they should be familiar with
this conceptin the big square students will write which rotation
they had it either 1st 2nd or 3rd.
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33
Cheese-its Math
What is one rectangle that you can create with the 24 cheese-its?
Area_________ Perimeter__________
What is another?
Area_________ Perimeter__________
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34
On the backside see if you can find more rectangles using 24 cheese-its. Math
Rotations Check List

Kahn Academy
-3rd grade understanding area
-3rd grade finding area by multiplying
-3rd grade perimeter 1
-3rd grade-watch comparing areas and perimeter of rectangles
-3rd grade- comparing areas and perimeter of rectangles
Dice GameYou need a partner

One graph paper per pair
Once Dice
2 colored pencils
Work with the teacher

Activity provided bring pencil!
Mixtacki
35
Table for 22
Day 5
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)
Instructional
Objective(s):
Assessment
Performance Tasks)
Needs Represented
Student
Modifications

-Students will collaborate with others to dig deep and complete a
math challenge for a real world geometry problem.
for area/perimeter? How can we use area in real world instances?
-Can students work together to solve the real world geometry
challenge?
-Students will think about the challenge at hand and share their
thinking with small groups, share with
Monitor thinking in small groups and take notes on students
progress.
Homework-write your own real-world challenge where you need to
use area and perimeter to solve
-There will be a visual timer to show students how much time they
have in small group and then to complete the challenge.
-Teacher will pre select groups so students are not anxious with
partner selection or being left out.
-Today we are going to understand the meaning of the area and
perimeter more deeply in a real-world geometry project.
Mixtacki
Introduction:
36
-Get your notebooks out.

-We are going to pretend that we all want to sit together at a table
for Thanksgiving. There are 22 of us and our table needs to be
rectangular our challenge today is to figure out what our table
might look like if all of us had a spot at the table.
I have given you all these two challenges:
-Whats the biggest table you could make to have everyone fit all
the food at the table?
-What is the shape of the table of the smallest table you could
make?
-Each person will get a yard of paper for their seat at the table.
There can be no overlaps and not sitting on laps, everyone has their
own place. Each person will have a marker and what you will do
with it is place it on the floor in front of you and sit or stand behind
it.
-As a group we will talk about the background of a rectangle
-straight lines
-four sides
-opposite sides are same length
-Get together with your small group about your ideas and how you
think you can make these tables. You can draw to help your ideas
come to life. Are you ready for this challenge?
-Students will be engaged in their small group for a while and I will
walk around listening in and commenting when appropriate.
-I noticed that you were using math to solve this real world
problem.
-When I think that the whole class is ready I will bring them back
together and we will talk about the ideas that groups had come up
with.
-Ideas from each group will be shared on the whiteboard.
-We will move all the desks to the sides of the classroom so there is
a big open area.
-Alright, I want you guys to create the biggest table possible,
remember everyone needs a seat and there are no overlaps.
-Let the students work together for about a minute, tell them that
that you are going to turn around.
-What is the perimeter of this table that you all have made?-22
yards.
-What is the area of this table?-30 square yards.
-Alright you know the next challenge at hand, make me the smallest
Mixtacki
Closure:
Academic Language
(see Handout)
DOK)
Curriculum (APA)
e.g.
Investigations in
Number, Data, and
Space. (2012).
Pearson.
Materials
Notes
37
table possible and when I turn around again I want to see it, you
will have about a minutes again, ok go!
-Wow! This looks like a medieval table where the king and the
queen are made at each other!
-What is my perimeter of this table?-22 yards
-What is the area of this table?-10 square yards
-Can someone come up with a statement that uses area and
perimeter to describe what we have learned today?
-Can someone say that in his or her own words to help us
understand better?
-You all just used a very real life experience to show that you can
understand area and perimeter.
-Square units, units, area, perimeter, models
Language Function-explaining ideas, evaluating how perimeter and
area work in this real world example.
Vocabulary- Square units, units, area, perimeter, models
Syntax-Diagrams and models, life size model
Discourse-written, drawn, spoken, discussion, questions
-Whats the biggest table you could make to have everyone fit all
the food at the table? [Level 1]
-How would you make the smallest table but still have enough
room for everyone? [Level 3]
-How did you get to your thinking of how it is the biggest
table/smallest table? [Level 4]
-What is the perimeter/area of this table? [Level 1]
-What conclusions can you draw from this experience of building a
table? [Level 5]
Park, S. (n.d.). Table for 22: A Real-World Geometry Project
[Videoblog post]. Retrieved from
https://www.teachingchannel.org/videos/real-worldgeometry-lesson
-Notebook
-Pencil
-22- 3yard strips (bulletin board boarders work well)
Mixtacki
38
Name_______________________
Homework
Think of a time, like the table for 22 we did in class today, that involves area and
perimeter and come up with a word problem that you could share with the class.
Think about what information you will need to tell your classmates and which
information you want them to find on their own. Think about examples we have
talked about that use area and perimeter or come up with your own new idea. Be
creative, we will be sharing these in class tomorrow.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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39
______________________________________________________________
______________________________________________________________
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40
Real Life Area Problems-Task Cards

Day 6
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)

-Students will work through different word problems and math

problems to understand area and perimeter deeper.
-Can students complete a number of different area and perimeter
task cards to understand area and perimeter?
-Students will work independently or with a partner to complete 26
task cards that explore the different sides of area and perimeter.
Task Cards-turn in
Instructional
Objective(s):
Assessment
Performance Tasks)
Needs Represented
Student
Modifications

-Student will be able to get up and walk around the room
-Students can have personal timers to complete all task cards and
not get stuck not finishing
-Students will meet on the carpet to go over the expectations for the
class period.
-Students will have one other partner and they will travel around
Mixtacki
Introduction:
Closure:
Academic Language
(see Handout)
DOK)
Curriculum (APA)
Materials
Notes
41
the classroom with their clipboards and pencils to find the task
cards around of area, perimeter or area and perimeter.
-There are a total of 26 task cards that I want students to work on,
they will record their answers on the record sheet that they will be
carrying around.
-Task cards have been selected out of a pack of task cards to follow
the standards that we have been working on for area and perimeter.
-Task cards have also been selected for assessment purposes to
ensure that students understand the concept of area and perimeter.
-Students will be working with a partner or by themselves and they
will engage in conversations to link their understanding.
-Area, perimeter, compare, square units, units
Language FunctionVocabulary-Area, perimeter, compare, square units, units
Syntax-Recording answers on chart
Discourse-Writing and discussions
-What is the area/perimeter of this rectangle? [Level 1]
-If we know the area can we figure out possible side lengths?
[Level 2]
-Based on what you know how would you explain the differences
between the perimeter of these two shapes? [Level 5]
-Is it possible to have a rectangle with a perimeter of 13 inches?
Why or why not? [Level 4]
Task cards taken fromhttp://www.teacherspayteachers.com/Store/TeachingWithA
MountainView
-Clipboard
-Recording sheet
-Pencil
We will use task cards Perimeter # 5, 6, 7, 8, 9, 10, 15, 16, 19, 20
Area# 1, 2, 3, 4, 11, 12, 15, 16, 17, 18, 19, 20 Area and perimeter
#1, 2, 3, 4 from Teachers Pay TeachersPerimeter and Area Task
Cards made by Teaching with a Mountain View
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42
Introduction of Performance Task

Day 7
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)

-Students will work to create a park using what they have learned
about area and perimeter.
-What are real life experiences that use area and perimeter? Why do
we learn about area and perimeter?
-Can students create a park that represents what they have learned
about area and perimeter throughout this unit?
-Students will create different areas throughout their rough draft of
their park that they can find the area to. Students will need to figure
out the scale of their park.
Turn in for feedback.
Instructional
Objective(s):
Assessment
Performance Tasks)
Performance assessment. Rubric.
Needs Represented
Student
Modifications

-Check list/rubric
-Visual timers
-Breaks given
-Feedback
-Today we are going to be putting together a lot of what you have
Mixtacki

Introduction:
43
learned about perimeter and area to create a project where you can
be creative.
-All right here is your challenge, The neighborhood association is
looking to upgrade a block of land into a park in the area that is
suitable for the whole neighborhood. We need to think of different
items you could add to this block of grassy land to create a park that
everyone in the neighborhood would be happy with.
What you are going to do is spend the next couple of days going
through the planning process and creating the best park plan that
the neighborhood would choose to make.
-Lets brainstorm some of these items that we could add to our block
of land
---slides, benches, pathway, swings, sprinkler patch, water fall
-These are all great things, do we meet the needs of everyone in the
neighborhood old young?
-----What about a garden? Or a gazebo for people to sit in? What
about a small pond with fish? I think it would be cool to have a
skateboard park.
All right these are really great ideas. When we make our plan to
give to the city what else do we need to keep in mind about our
block of land?
----How big it is. Area.
What about the size of our objects?
---That will be important for making sure they all fit in the block.
Right those are really important parts of making our plan. The city
has given me some important measurements that will help you to
make your plans. They have also given you some guidelines and
must haves for this park. You will need to add more things to the
park to
-Alright this is your plan for today.
Task A:
1-Come up with a name for your park.
2-Figure out the perimeter and area for your park and remember
your graph paper it the whole park and you need to figure out how
to fill 150ft by 185ft with the requirements and 5 other things you
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44
want to add to your park.

3-Make a rough draft of your park adding the requirements-record
what you have decided to choose for your five additional park
requirementsitems can be rectangle shapes no need to get into
detail here it might be helpful to color code.
Requirements:
-Park size-150 feet by 185 feet
-Needs to have a community garden
-Bathroom
-Benches
-Sidewalk (5 feet wide on of your square units)
-At least one fenced in area
1-As you create your plan of the park you need to provide the area
and perimeter for everything that you have included in your park.
2-Use the checklist that the neighborhood association requires for
the park.
3-Create a key/legend of your zoo. This will help everyone know
what they are seeing in your park.
4-Accurately define area and perimeter and describe how it is
important in real-life situations.
Closure:
At the end of class you will be turning in your rough drafts for a
first submission to the neighborhood. By tomorrow the
neighborhood association will give feedback to everyone about
what they have so far and what will help them to make the park
suitable for all ages.
Academic Language
Design, rough draft, area, perimeter, scale
(see Handout)
Language Function-critiquing, evaluating and explaining

Vocabulary- Design, rough draft, area, perimeter
Syntax-tables, sentences
Discourse-written, written feedback, oral feedback
-What is the area of the park? [Level 1]
-How do we figure out the scale of our park to match the size of
items in real life? [Level 2]
-How will you organize your park and your data of the items in
your park? [Level 3]
DOK)
Mixtacki
45
-Why do you think you are creating this project? [Level 4]

Curriculum
Materials
Notes
-Packet of organizing work sheets, requirements, graph paper

-Pencil
-Colored pencils
-Students will have all hour to work on this project if they do not
have a complete rough draft by the end of class the teacher may
assign it for homework.
Mixtacki
46
Park Requirements
My park is _____________ square units. The around my perimeter is _____________.
(area)
(perimeter)
List area and perimeter for every item in your Park

Park Item
Bathroom
Area
Perimeter
Garden
Benches
Sidewalk
Play structure
Your park choice items- You need at least 5

Park Item
Area
Perimeter
Mixtacki
47
Mixtacki
48
Park To Do List
1.
2.
3.
4.
5.
6.
7.
8.
9.
Come up with a name for your park

Create a rough draft for your park
Double-check your checklist and measurements
Find area and perimeter of each item in the park
Create a key/legend
Turn in rough draft for feedback
Use feedback to help improve your project
Create a final draft of your park
Answer performance task questions
Mixtacki
Performance Task Rubric

2
1
I have added
Everything is Missed some
all required
included plus of the required
items and have 5 or more
items and/or 5
added at least 5 items.
extra items in
different items
the park plan.
I use my time Time was used Sometimes off
wisely to
wisely.
task and not
complete the
focused on the
project to the
project.
best of my
ability.
I answered all All questions Some ideas
performance
are answered are not
task questions with complete complete.
with complete sentences and Sentence
sentence.
ideas.
structure
needs work.
I made my
Plan is neat
More time was
park plan look and easy to
needed to
professional.
read. It
make this
included a
neater. The
key.
key is hard to
read.
49
0
Many items
are missing in
the final draft
of the park
plan.
Off task, little
or no focus on
the outcome of
the project.
Questions
went
unanswered.
No use of
complete
sentences.
Plan is
unprofessional
and very hard
to read.
Mixtacki
50
Mixtacki
51
Performance Task Work Day

Day 8
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)

about area and perimeter.
-How can we plan this park plan to be realistic using what we know
about area and perimeter? Why do we need to know real life
examples of area and perimeter?
-Students will create different areas throughout their rough draft of
their park that they can find the area to. Students will need to figure
out the scale of their park.
Turn project in for feedback
Meet with students for feedback
Rubric/ checklists
Instructional
Objective(s):
Assessment
Performance Tasks)
Needs Represented
Student
Modifications

-I will be meeting with students to help them understand their
feedback.
-Visual timers when the class needs to clean up at the end of the day
so students can budget the last 5 minutes of their work day.
-Today we are going to have another workday for our parks,
yesterday you were able to start working on these plans and I
Mixtacki
Introduction:
52
wanted to give you time to share with your classmates. Turn and
talk with a neighbor about what you have done with your park plan.
Some may share out loud to the class if appropriate/time is
available. Turn and talk about what your plan will be for today.
-You have all received feedback from the neighborhood association
for your rough drafts. They are liking what they are seeing but I
want to remind everyone that the neighborhood has specific things
that they need from you. They need to have the area of each of your
items thats what we will be working on today.
Task B:
-Find the area and perimeter of each park item that you have placed
in your park.
-If you have not found the total area and perimeter of the park you
need to do so today.
-Create a key or ledged for the items that are in your park so
everyone knows what the rectangles are. These need to be clear and
include everything you put on your draft of the park.
(I will tell them what they need to have handing in today so they
can be very focused on what they are working on today)
Closure:
Academic Language
(see Handout)
DOK)
You will be handing in your final rough draft so that tomorrow you
can start working on your final draft of the project. The
neighborhood association is looking for you to have all the required
items as well as at least five of your choice. They will be looking to
make sure that you have the area and perimeter of each of these
items in their park.
Design, rough draft, area, perimeter, key
Vocabulary- Design, rough draft, area, perimeter, key
-What items would fit into our park plan? [Level 1]
-What ideas can you take from your turn and talk partner to help
you with your work today? [Level 3]
-How are you going to make your key organized and neat? [Level
3]
-What changes could you make to your plan to include all the
Mixtacki
53
requirements and the items of your choice? [Level 6]

Curriculum
Materials
Notes
-Materials were handed out yesterday

-Pencil
-Colored pencils
-If time students could get their final draft materials but it needs to
be checked by an adult.
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54
Work Day
Day 9
Total Time: ~2 hours
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)

about area and perimeter in their final draft that they will submit to
the neighborhood association that needs to look professional.
-How can we plan this park plan to be realistic using what we know
about area and perimeter? Why do we need to know real life
examples of area and perimeter?
-Students will create different areas throughout their final draft of
their park that they can find the area and perimeter. Students will
need to answer performance task questions in a professional manor.
Feedback
Instructional
Objective(s):
Assessment
Performance Tasks)
Rubric/checklists
Needs Represented
Student
Modifications

-Work time will be given to students at a different time of the day to
complete the project but students can take home their project for
homework also.
Mixtacki
Introduction:
55
-Students will have the choice if they want to share to the class.
Today we start Task C. We will be completing our final drafts of
our parks and there will be some other performance task items that
you will need to complete.
Task C:
-Putting it all together!
-Complete a clean final copy that you will be proud to turn into the
neighborhood association so that they will want to pick your layout
of the park.
-Remember to have all of your items included in your park with the
area and perimeter of each of these items listed on your chart.
-Answer the questions at the end of your packet in a professional
manor to submit this park plan to the neighborhood association.
Closure:
Academic Language
(see Handout)
DOK)
Curriculum
Materials
Notes
-Students will have a chance to share their final draft once they are
finished to their classmates. They will be able to tell why they think
their plan should be picked.
Design, final draft, area, perimeter, professional writing, rubric
Vocabulary- Design, final draft, area, perimeter, professional
writing, rubric
-Why did you choose the sized of the items you picked for your
park plan? [Level 2]
-What does area/perimeter mean in your own words? [Level 4]
-What have you learned from this project? [Level 5]
-Why do you think I had you do this project? [Level 4]
-Students will get a blank copy of the packet they received Tuesday
to complete their final draft of their park.+ the performance task
questions
-Colored pencils
-Pencils
Mixtacki
56
Performance Task Questions:

1. Write a note to the neighborhood association about why they should choose your
park layout.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What does area mean to you? How can we use it in real life?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What does perimeter mean to you? How can we use it in real life?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. What have you learned from this project?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Mixtacki
57
______________________________________________________________
______________________________________________________________
______________________________________________________________
Performance Task:
Students will engage in this performance task for three days of work. Each day students
will be focused on one aspect of the project until they have completed all aspects. It is broken
into chunks to help students complete it on time an in a reasonable fashion. I have created this
performance task will all of my students in mind. I do not want to modify this project too much
because I have already had my students in mind when creating this performance task. I have
made sure that there are check-ins often, positive feedback, collaboration with peers, and giving
students extra time to complete the project. By creating a performance task for all students I can
have all students show what they know.
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58
Area and Perimeter Assessment

Day 10
# Students: 22
Learning Goal:
(Content
Standard/Common
Core)

-Students will work through a number of real world problems

independently showing what they have learned over the course of
the unit.
-Can the students show what they have learned about area and
perimeter and using pictures and words to explain how they know?
-Students will complete an end of the unit assessments with real
world area and perimeter problems.
Instructional
Objective(s):
Assessment
Performance Tasks)
Needs Represented
Student
Modifications
Students will take an end of the unit summative assessment that
will be graded.
Student A-Autism~ Student works best with a visual outline of the
class
-Read aloud test instructions to class
-Work through test with a small group of students at back table for
the test at their pace so I can read out loud where they are.
-give students extra graph paper
Mixtacki
Introduction:
Closure:
Academic Language
(see Handout)
DOK)
Curriculum (APA)
e.g.
Investigations in
Number, Data, and
Space. (2012).
Pearson.
Materials
Notes
59
-Manipulatives are available if needed

-Extended time for those who need it
-You have all done a great job working through many real world
examples of area and perimeter I believe whole heartedly that you
are all ready for the end of the unit assessment.
-Have students get a privacy folder and a sharp pencil and to get
ready to take the test.
-Start passing out the tests when students are ready. Tell students
that voices are off and that they need to be ready. Once they get
their test just have them put their name on it, tell students that you
will read through the assessment before they start.
-Students will take the test they will have the entire class period to
work on this and we can set up more time if needed to finish.
-Students will turn in their tests and tomorrow we will start a new
unit on fractions tomorrow.
-Area, perimeter, units, square units, width, length, measurements,
equation, side lengths
Language Function-explaining, comparing, analyzing
Vocabulary- Area, perimeter, units, square units, width, length,
measurements, equation, side lengths
Syntax-Sentences, pictures, labels,
Discourse-Written, spoken
-What is the area of the garden? [Level 1]
-How many feet of fencing would he need if you already found out
the area? [Level 3]
-Which garden would you recommend for the most amount of
vegetables? Explain your answer. [Level 4]
-If we know how much fencing he has how can we make his
garden? [Level 3]
Walcott, D. M. (n.d.). Common Core-Aligned Task with
Instructional Supports: Mathematics. Retrieved
from http://schools.nyc.gov/NR/rdonlyres/6256D8F2-52724BDB-863D-7827582B9984/143626/
NYCDOE_G3_Math_ChrisGardenDilemma_FINAL1.pdf
-Privacy folders
-Pencil
-22 copies of the test
Once I correct the tests if I see that students are not where they need
to be I may offer test corrections for students and a little more reteaching. Since I believe we have covered the unit and
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understanding of area and perimeter students should do just fine on

this assessment.
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End of Unit Assessment
Chris has a rectangular yard that covers an area of

40 square feet.
1.Draw the yard and label the length and the
width.
2. Chris is not sure about how many feet of fencing

he will need for the outside of the yard.
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Write an equation that shows how to solve the

problem.
Equation: _______________________________________
How many feet of fencing would he need?
_____________feet
1
3a. Chris wants to

create a rectangular
rose garden in the yard. He has 24 feet of garden
fencing.
Show Chris two different ways he could construct
the garden with different measurements of area.
Draw and label each garden, including the
area.
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Garden 1 Area: ____________ Garden 2 Area:

____________
3b. Which garden would you recommend that Chris
choose? Explain your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
The principal wants to make the entrance of

the school look beautiful by adding a fenced
garden of roses. He has drafted three
different garden plans.
8 ft.
12 ft.
4 ft.
Garden
Plan
A
13 ft.
Garden
Plan
B
Garden
Plan
C
6 ft.
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1a. If Garden Plan A and Garden Plan B have the

same perimeter, what is the unknown side length
of Garden Plan B? _____________________
1b. The principal wants to plant the largest number
of flowers while using the least amount of fencing.
Which plan should he choose? Justify your
response.
___________________________________________________
_____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
1c. Which two garden plans have the same area?
__________________________ 1d. What is the total
area of all three garden plans?
________________________
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End of Unit Test

(Alternative Assessment)
Chris has a rectangular yard that covers an area of

20 square feet.
1.Draw the yard and label the length and the
width.
2. Chris is not sure about how many feet of fencing

he will need for the outside of the yard.
Write an equation that shows how to solve the
problem.
Equation: Length x Width = Area
_______________________________________
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How many feet of fencing would he need?

_____________feet
The principal wants 1 to make the

entrance of the
school look beautiful
by adding a fenced garden of roses. He has
drafted two different garden plans.
Garden Plan
A
4 ft.
3a. What is the area of garden A

_____________________
Garden Plan
B
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What is the perimeter of garden

A_________________
3b. What is the area of garden B
_____________________
What is the perimeter of garden
B_________________
3c. The principal wants to plant the largest number
of flowers while using the least amount of fencing.
Which plan should he choose? Justify your
response.
I think garden ___ because
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
2
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Summative Alternative Assessment and How to Use It

The teacher can take a group of students to a different area in the classroom if need be to
read aloud questions they are at to help them. Students can receive extra time if needed. The
formula for area is on the to help students and the student has rectangles that have graph paper
behind them for easy counting and visualizing the size of the rectangles. Students have fewer
questions but still cover the same material and out come we want our students to have.
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Portfolio Assessment:
I could see using a portfolio assessment in math so students can put all their best materials in on
area to be assessed. I would ask students what items they think they could put into a portfolio to
show all the work that they done but also the work that they feel they need to show off. We
would brainstorm ideas together. I would want students to pick their top 5 things that they are
most proud of throughout the semester. They will need to combine all their top work in a
professional portfolio, cover, table of contents, and each entry will need to have a written
statement as to why this piece was important to the learner. (Knight,1992). Students will share
their portfolios to their other classmates so that students can learn from each other. This will give
each student the chance to show off what they are most proud of for the semester. This will also
give their students the chance to self-assess their work and reflect on the work that they have
completed.
References:
Knight, P. (1992). How I Use Portfolios in Mathematics. Educational Leadership, 71-72.
Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199205_knight.pdf
Assessment and Evaluation:

Assessments help teacher evaluate what students have learned. As teachers we need to
ensure that our tests cover the material that students have learned and the material that follows
the standards. Assessments are an important part of learning and can happen in many ways. We
need to look at the learner and the teachers when creating assessments and evaluating
assessments.
The learner- I will record data throughout this unit plan to show what my students know. I will
make sure that test scores are recorded but also the observations I observe throughout the unit
and the encounters I have with students. Keeping track of all of this data is important for the unit
but also to find commonalities throughout different units to track their performance throughout
the year. If students are showing different areas of difficulty I need to get them the
accommodations to help them be successful.
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The teacher- I find that when I give a test to students after teaching them the material I look to
how well they understood the material. Comparing how students did on the assessment is
important as a teacher to make sure that students understood what they needed to learn. If the
majority of students didnt show that they understood a problem I need to look at my teaching
approach to ensure that I taught the lesson with enough clarity for students. I need
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Rationale for Teaching Accommodations/Adaptations/Strategies:

Accommodation/
Evidence of why these are appropriate practices
Source
Adaptations/
Learning strategies
[Disability Area]
Extra time for tests
Students with disabilities can benefit from more time

to complete a test. This will help Students who need
[Autism, ADHD,
SLD]
more time, cannot concentrate for extended periods,

have health-related disabilities, fatigue easily, special
diet and/or medication needs. Making these
accommodations can help students greatly
Read aloud test
Helping a student by reading test instructions out loud
Instructions
can help students focus on the task that is being
[SLD, Autism]
reading the questions. Presentation accommodations
assessed instead of having students struggle with

allow students to access information in ways that do not
require them to visually read standard print. Reading
aloud will help students focus on what is important.
Visual Timers
Visual timers help promote independence. Under the

guidance of an activity schedule, learners independently
[Autism, EBD,
transition from one activity to another so the use of a
ADHD, SLD]
timer is a must. This will help my students stay on task
Checklists/rubrics
A checklist is a great tool for all students but they also
to complete the tasks independently.
play an important role for students with disabilities.
[SLD, Autism,
ADHD]
For a student with a learning disability, the simple act

of creating and using a checklist may bring a level of
order into their life that was previously missing. This
allows students to focus on the task and organize
information.
Cortiella, C. (2005). No Child

Left Behind: Determining
Appropriate Assessment
Accommodations for Students
with Disabilities. Retrieved
from
http://www.readingrockets.org
/article/ no-child-left-behinddetermining-appropriateassessment-accommodationsstudents-disabilities
Cortiella, C. (2005). No Child
Left Behind: Determining
Appropriate Assessment
Accommodations for Students
with Disabilities. Retrieved
from
http://www.readingrockets.org
/article/ no-child-left-behinddetermining-appropriateassessment-accommodationsstudents-disabilities
Deskin, B. K. (2013, January 28).
The Benefits Of Using A
Visual Timer For Children
With Special Needs. Retrieved
from
http://www.friendshipcircle.or
g/blog/2013/01/28/ thebenefits-of-using-a-visualtimers-for-children-withspecial-needs/
Lauzon, N. (2014, September 10).
Using Checklists with
Students with Learning
Disabilities. Retrieved from
http://ldatschool.ca/assessment
/ using-checklists-withstudents-with-learningdisabilities/
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It is important to understand the accommodations, adaptations, and strategies that work best for
your students. All students need to be looked at on an individual basis to ensure that these
accommodations are helpful to them. The disability areas that I have mentioned to the
accommodations I have used may work for one student within that area and not another. The
disability areas that I mentioned are suggestions that teachers can try out to see if they are
effective accommodations.
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Rationale for Cultural Classroom Strategies:

Three classroom strategies that I have found appropriate for teaching culturally diverse
students and have utilized in my unit plan are communicating expectations, differentiating
instruction, and providing frequent feedback.
Throughout my lesson plan I have clearly communicated classroom expectations and
expectations for work time. This is important because students need to know exactly what is
expected of them to be successful. Understanding students cultural background and how
communication viewed in their culture will make me away of how to approach communication
in the classroom. It is also important to Let the students know the "classroom rules" about
talking, verbal participation in lessons, and moving about the room (Burnette, 1999). This will
allow students to understand that they need to code switch within the classroom to meet the
classroom expectations.
By differentiating instruction I am able to meet the learning needs of all my students
Offering variety provides the students with opportunities to learn in ways that are responsive to
their own communication styles, cognitive styles, and aptitudes (Burnette, 1999). In my lesson
plan I offer many different instructional strategies and I vary my learning activities to grasp my
learners interest and give them all a chance to use their strengths when approaching their
learning.
On many occasions throughout my lesson plan I provide feedback to my students. They
will receive brief feedback from me when they turn in homework or I check their classwork. For
larger projects I will give students detailed feedback to help guide their understanding and make
suggestions for feedback. Making sure to be positive in your feedback so that students know
what the criterion for success is in their classroom (Thompson, 2013). Feedback is required
often for students so they can grow in their learning and are on the same page as the teacher. This
is especially important for students with diverse cultural backgrounds so they can talk one on one
with the teacher to understand how they are doing and receive positive feedback.
Staying culturally responsive in the classroom will allow a rich and supportive classroom
based on positive relationships. My lesson shows great examples of how to be culturally
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responsive by communicating clearly, providing a variety of instructional strategies and

activities, and giving positive feedback. These are just a few strategies as a teacher we can do to
support cultural differences in the classroom.
Resources:
Burnette, J. (1999). Strategies for Teaching Culturally Diverse Students. Retrieved from
https://www.teachervision.com/teaching-methods/resource/6039.html?page=2
Thompson, J. G. (2013, August 24). Culturally Responsive Teaching. Retrieved from
http://www.middleweb.com/9471/culturally-responsive-classrooms/
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Self-Assessment
Planning a lesson through Understanding by Design made me understand the desired out
come that I wanted my students to have. I know that not all my students excel in the area of
visual learning and that is a huge part in geometry. Teaching area and perimeter I knew that I
needed to use different learning styles to help my students learn the math standards. I needed to
find ways to include all my students learning styles to give them an opportunity to succeed. That
was my goal throughout my lesson; create a unit plan that throughout the lessons teaches
students about area and perimeter but uses different styles.
I feel that my lessons, assessments, accommodations I use and the cultural classroom
strategies all open my eyes up to the different aspects of creating a unit plan that works with all
my students. Daily I need to ensure that all my students are working to their potential and that
they have the tools to do this. I believe I have created a unit plan that thinks of all these aspects
One big question that arose when I was creating my alternative assessments was, is
modifying a test for students with disabilities a correct practice and a good accommodation? I
believe all the other accommodations that I listed above in section five of the project will assist
my students to do the same work. When I modified the tests I gave them less questions to
answer, I also gave them additional information like the formula on their test or graph paper
behind their rectangles to support them. I am wondering I looked at this alternative assessment
correctly. The more I think about this requirement of the project I should have taken a different
approach. My alternative assessment should not just be a dumbed down version of the test that
supports only students with disabilities; I need to create an alternative assessment that meets the
needs of all my students. Every child could benefit from their rectangle having graph paper
behind it so that if they needed they could count individual units. They could also all benefit
from having the formula for area and perimeter on their test because this was in their notes that
they wrote throughout the unit. While reading the scholarly article I picked for section five No
ChildLeftBehind:DeterminingAppropriateAssessmentAccommodationsforStudentswith
DisabilitiesbyCandaceCortiellashementionsbesurethattheaccommodationsdontleadto
inappropriatetestingpractices,thataccommodationsliketheonesIoriginallythoughtIwas
usingasanalternativeassessmentformystudentswithdisabilitiesmightbeharmingtheir
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learning.Thereareotherwaystoaccommodateforstudentsonassessmentsandtheseare
presentationaccommodations,responseaccommodations,andtimingandscheduling
accommodations.
AnotherquestionthatIaskedmyselfalotthroughoutthisprojectwas,canIdoanything
moretohelpmystudentsunderstand?CanItrulyputmyselfifmystudentsplacetogivethem
thesupporttheyneedtoensuretheyunderstandwhatIamteaching?AmIcommunicating
enoughandclearlysothatallofmystudentsunderstandandhaveaclearideaofwhatis
expectedofthem?DidIgiveenoughfeedbackthroughoutthisunit,domystudentstrulyknow
whatIamexpectingfromthemanddidIgivethemthefeedbacktheyneedtobesuccessful?Did
Idifferentiateenough?DidIgiveallstudentsachancetoworkthewaytheyworkbest?DidI
givethemanopportunitytochoosehowtheywanttoshowtheirunderstandingthroughthe
performancetask?
ThisunitplanhashelpedmeaskthesequestionsandtrytoanswerthemthebestIcan
throughmyplans.IbelieveIhaveputoutagreatunitplanthatdoesmeettheneedsofmy
students.Asateacheronceaunitplanismadeitcanalwaysbeimprovedforthenextyearto
meetstudentsneedmoreappropriately.CreatingalessonplanwithUnderstandingbyDesign
allowedmetocreateagoodunitplanwiththeunderstandingofwhatmystudentsneedswere.

Spe 635 Unit Design Project

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UNIT DESIGN PROJECT-ACCOMMODATIONS, ADAPTATIONS, AND STRATEGIES

Unit Design Project

Unit Design Plan:

Standards and Alverno Abilities:

Council for Exceptional Children:

Wisconsin Teaching Standards:

Advanced Graduate Education Abilities:

Completed Unit Design:

Stage 1: Identify Desired Results

Essential Questions (E)

Stage 2: Assessment Evidence

Other Evidence (OE)

Students create a layout of a park based on a

QuizEqual, greater or less than when

student on how performance task is going.

Stage 3: Learning Plan

Intro of Area and Perimeter

Grade level: 3rd

Total Time: 45-60min

CCSS.MATH.CONTENT.3.MD.C.7.B- Multiply side lengths to

Student D-EBD~ May need breaks when he gets frustrated. Works

were able to apply that to how we can find perimeter. Tomorrow we

Area & Perimeter Pre-Assessment

2. What is the total area of

3. What is the total area?

Intro of Area and Perimeter

4.a. How do you find the

b. How do you find the

Total Time: 45-60min

Target Goal or Skill:

-Great lets see if we can remember the formulas that we came up

the final method to figure it out.

1. Determine the perimeter and area of each rectangle.

Exit Ticket: (Formative Assessment)

Determine the area and perimeter of

2. Determine the perimeter of the rectangle.

Exit Ticket: (Alternative Formative Assessment)

1. Determine the area and perimeter of the rectangle. Label the

2. Determine the perimeter of the rectangle.

Alternative Formative Assessment and How to us It

Word Study-Word Sort

Total Time: 45-60min

Target Goal or Skill:

-Students will understand the definition of area and perimeter and be

Language Function-Comparing and contrasting

Chloe. (2013, February 4). Multiplication and Division [Blog post].

Perimeter or Area Sort

How many feet

How to find it:

How to find it:

Area and Perimeter Rotation

Total Time: 45-60min

-Students will engage in 3 different activities related to area and

Student A-Autism~ Student works best with a visual schedule the

-Small groups of independent and small group work.

Rotations Check List

Dice GameYou need a partner

Work with the teacher

Total Time: 45-60min

CCSS.MATH.CONTENT.3.MD.C.7.B- Multiply side lengths to

-Get your notebooks out.