# Project 1

learn.

Instructional Design Project 1

For project 1, you will develop the framework for your unit (or what edTPA refers to as lesson segment). You may work with a partner to develop a unit that contains at least four lessons. The unit should have an overall theme and each lesson should have its own individual goal (we will work on objectives in the next project). The units can be content specific (e.g., story plot, energy, fractions, NC Indigenous people, etc.) or the units can be topical (e.g., whales, everyday heroes, 1898 Wilmington Massacre, etc.) There should be a clear relationship between the unit lessons and with the overall theme/goal of the unit. You should provide the following information in the unit framework you submit.

• Unit Title
• Content Area(s)
• Lesson Title
• Lesson Goal

Here is an example of what you and your partner (or just you if you are working alone) should submit:

 Unit Title/Theme Everything In Its Place Grade Level(s) Second Grade Content Area Mathematics Lesson 1 Title Moving Along in Tens Goal Grouping by tens to reinforce place value Standard(s) Standard for Mathematical Practice: 2 – Reason abstractly and quantitatively. NC.2.NBT.1 – Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. · Unitize by making a hundred from a collection of ten tens. · Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. · Compose and decompose numbers using various groupings of hundreds, tens, and ones. Lesson 2 Title Moving Along in Hundreds Goal Understand that the numbers 100, 200, etc. represent groups of 100. Standard(s) Standard for Mathematical Practice: 2 – Reason abstractly and quantitatively. 3 – Model with mathematics. NC.2.NBT.2 – Count within 1000; skip-count by 5s, 10s, and 100s. NC.2.NBT.3 – Read and write numbers, within 1,000, using base-ten numerals, number names, and expanded form. Lesson 3 Title Hundreds, Tens, Ones, Are Coins Too Goal Extend understanding of hundreds, tens, and ones using dollars, dimes, and pennies as another method of grouping 100, 10, and 1. Standard(s) Standard for Mathematical Practice: 5 – Use appropriate tools strategically. NC.2.NBT.1 – Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. · Unitize by making a hundred from a collection of ten tens. · Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones. · Compose and decompose numbers using various groupings of hundreds, tens, and ones. NC.2.NBT.8 – Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Lesson 4 Title Using Class Data Goal Gather and use meaningful data. Standard(s) Standard for Mathematical Practice: 2 – Reason abstractly and quantitatively. 4 – Model with mathematics. NC.2.MD.10 – Organize, represent, and interpret data with up to four categories. · Draw a picture graph and a bar graph with a single-unit scale to represent a data set. · Solve simple put-together, take-apart, and compare problems using information presented in a picture and a bar graph.

IDProject 1 -Unit.docx

## Rubric

Criteria Ratings Pts
This criterion is linked to a Learning OutcomeUnit Title 1.66 pts
This criterion is linked to a Learning OutcomeContent Area(s) 1.67 pts
This criterion is linked to a Learning OutcomeLesson Title 1.67 pts
This criterion is linked to a Learning OutcomeLesson Goal 1.67 pts
This criterion is linked to a Learning OutcomeStandards Addressed in lesson 1.67 pts
Total Points: 10
Pages (275 words)
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