From Mr. Wendler
This is an example of how I organize my bansho unit. Instead of looking at all the possible strategies for each individual lesson (or question), I have tried to create a flow for the whole unit. This makes it easier for me to see where things are going. Although I let the work of the students, and any misconceptions that arise, actually guide the direction of my lessons; I find it helpful to have a sort of “plan” on hand.
The Unit Plan:
This is my Multiplication and Division unit plan (You have to scroll all the way down for the division part):
These are examples of tests used at the end of the unit (a summative assessment), divided into the four categories of assessment (Knowledge, Thinking, Communication, and Application). Because of how the tests are set up, they sometimes rely on teachers to use their professional judgement to evaluate the thinking or communication component. At first this can be a bit intimidating, but once you have marked a few you quickly get a sense of work that shows that a students ”gets” the concepts (show a good or thorough understanding) or not. I have included some answer sheets of some tests to help give a sense of what I am looking for at different levels.
Possible modified tests for students on IEP’s:
Mostly Multiplication Test Grade 5 mod A 2012
Mostly Multiplication Test Grade 5 mod B 2012
Mostly Division Test Grade 5 Mod 2012
Mostly Division Test Grade 5 Mod 2012 B
In the Classroom:
This is what it looks like in the class:
Multiplication Unit – student work 2012-2013
multiplication unit – student work
Multiplication Unit – student work 2010-2011
Division – Student Work