1. Unit for GTE 525 By: Jenna Mattingly

2. Unit Focus My unit is designed for 5 th grade mathematics. The unit is branching off of basic multiplication. In the lesson plans, the students are required to factor and identify the least common multiple.

3. About my School… North Washington is one of the few remaining Preschool through 8th grade schools in the Commonwealth. Along with this, daycare is provided for children over two years of age. This empowers our school community with the opportunity to celebrate diversity. We live by our Vision for Success— We reach for the STARS: Show a positive attitude, Try your best, Always cooperate, Respect yourself and others, and Set goals! According to the report card for the Washington County School District, 97.8% of the teachers are certified for the content area that they teach. This is an important aspect at North Washington Elementary School because it allows students the opportunity to learn proper content from qualified individuals. A safe environment is provided for all students as doors are locked at all times except the main entrance. Visitors must sign in and wear a badge while in the building. NW encourages a positive school climate and culture to ensure a safe and educational learning environment.

4. About my Classroom… My intermediate classroom has several technological aspects available that allow students to learn in a variety of ways. There are 4 computers that the students have access to in my room on a daily basis. One of the student computers contains Skype which allows for internet phone calls to be made all across the world. A SmartBoard airliner tablet is available to me and my students. It’s easily accessible since it is the size of a notebook and can be passed around the room. A document camera is installed on the teacher computer to project student work samples onto a white screen. There is a Dell Projector installed in the ceiling that allows for a large display of everything on my teacher computer to be available to the kids through interaction with the airliner and/or document camera. These all benefit the visual and hands-on learners. The classroom is large enough for the students to move about freely. For the more mathematical/logical students, we have calculators, tangrams, rulers, protractors, and various manipulatives. This classroom is student friendly and builds a positive climate as it contains a STAR card can to place school wide STAR cards for positive behavior.

5. Student Diversity The students of each individual classroom can also affect learning. Through observations and interactions, I have found that these students learn in many ways. There are a lot of visual learners who learn by not only hearing something but seeing something through teacher modeling. There are many hands- on learners who need to get up and move around and figure things out by actually carrying out a task. Then there are several logical minded learners. They need to use manipulatives and charts/graphic organizers to better understand. During these lessons, there will be 1 ESL child who needs to have things paraphrased and be given extended time, 3 students with special needs for ADHD, 1 student with special needs for multiple disabilities, and 2 GT students who need to be challenged in the areas of math and leadership. The students all usually require extended time.

6. Patterns of Achievement In this class there are: –8 students performing below grade level –12 students performing on grade level –3 students performing above grade level

7. Other Classroom Conditions A special education teacher comes into this class to work in a collaborative setting. She works with a variety of students throughout the day at various times. This is beneficial when dealing with focus issues and scribing.

8. Implications for Instruction One impact on instruction is through the instructional levels of individual students. Some of the students in my class have low reading and math levels which cause them to try to avoid completing the work. This along with having trouble staying focused will play a role in the lessons. This requires constant observation and multiple re-directs. The lessons within this unit contain multiple learning styles to meet everyone’s needs.

9. Lesson Objectives After working with counters and rectangular arrays, students will be able to find all the factors for at least 4 out of 5 given numbers. By the end of the lesson, students will be able to find factors using divisibility in 4 out of 5 given numbers. By the end of the lesson, students will be able to factor given numbers and find the least common multiple in 2 out of 3 real life problems.

10. Core Content Connection Core Content MA-05-1.5.1 Students will identify and determine composite numbers, prime numbers, multiples of a number, factors of a number and least common multiples (LCM), and will apply these numbers to solve real- world problems. DOK 2

11. Formative Assessments Lesson 1: Students will complete a five question worksheet on factors. The worksheet will require them to list. Lesson 2: The students will complete a 5 question multiple choice assessment. It will give them a number with 4 answer choices that list factors. The students will choose A, B, C, or D but also have to show/prove their answer in a box out beside of the question. This is to ensure that guessing doesn’t take place. Lesson 3: Students will be given an exit slip that contains 3 questions that require them to factor numbers and circle the LCM. They will have to list.

12. Modifications for GT Lesson One: Encourage these students to lead their face and shoulder partners on how to arrange the arrays. If time allows, have them model the process using the document camera. Lesson Two: Encourage these students to lead partners on how to find factors. Encourage them to relate the factors found on the grid to factor pairs. These can be recorded on the scrap paper provided. Lesson Three: Provide these students with a differentiated exit slip to assess their knowledge of today’s lesson and to see what they already know about the upcoming lesson. When working in groups, allow these students to be the leader of conversation.

13. Next Steps… Following these lessons, students will be applying their acquired knowledge to identify prime and composite numbers.