Summative Assessment: Instructional Math Unit

Title Your Name Subject and Section Professor’s Name Date Part 1: 1-Week Instructional Math Unit Plan Template Title: Discovering the Shapes and Patterns in Our World Focus: * Content Area: Geometry and Pattern Recognition * Grade Level: Kindergarten (ages 5-6) Objectives: 1 Cognitive Objective During exit exams at the end of the unit, 90% of them can correctly identify and label basic geometric shapes, including circles, squares, triangles, and rectangles, while describing the shapes' attributes, such as the number of sides and corners. 2 Pattern Recognition Objective At the routine level, students can design and continue repeating patterns using at least three different shapes or colors and complete sequences and patterns with a minimum of 80% accuracy. 3 Motor Skills Development Objective The students can use shape blocks and cut-outs to physically work on shapes and patterns, developing their fine motor skills. Through at least two guided activities (i.e., tracing or assembling), the students will transform their fine motor skills by the end of the week. 4 Spatial Awareness Objective Students will use spatial understanding to form the shapes in the required patterns, such as larger composite shapes and tiling, and the results should indicate a minimum of 85% matching the visual models provided during the lessons. Development of the Unit 1 How is the unit content appropriate for the age/grade level chosen? Geometric shape identification and pattern recognition are suitable for kindergarteners because of their level of development, as supported by significant development theories, including Piaget’s Theory of Cognitive Development. Per Piaget, the early years children in the age of 5-6 years, commonly referred to as kindergarteners, are in the preoperational stage where they can play symbolically and represent objects by their characteristics; for instance, the size of an ob has been getting. Studies have established that introducing geometry at this stage enhances visual-spatial knowledge, one of the most essential prerequisites for developing mathematics (Oughton et al., 2022). As mentioned previously, the tasks to be used in this unit exploit developmental readiness by allowing the kindergarteners to practice shapes and patterns by touching and seeing, hence aiding the process of cognitive distancing on these primary forms. Therefore, by emphasizing manipulatives and students' touch, the unit is somewhat connected to Montessori's study wherein, as mentioned, Marshall (2017) opined that students should touch objects and use the manipulative aids in the elementary classroom, especially in their early years. 2 How will specific learning needs be addressed throughout the unit? The teacher will use differentiated instruction methods to accommodate the students in this strategy. The picture cards and the shape cut-outs will be helpful to the visual students, while those who require touching and feeling will use the blocks and the shape puzzles (Senzaki, 2017; James, 2023). Any child experiencing challenges with fine motor skills will have to work with the shape templates or larger stickers to help with the pattern-making. Moreover, group work will allow the students who need to be given more directions to learn besides a teacher or another helper. 3 Which current learning theories influenced instructional decisions in the unit? The theories that guided the development of the instructional decisions of this unit include Piaget's constructivism and Vygotsky's Sociocultural Learning Theory. Firstly, Piaget's Constructivism states that the learning process is most effective when the child can manipulate some of the attributes in his environment. The unit will also include involvement whereby the learners can touch, manipulate, or build the shapes to enhance their understanding (Chand, 2023, pp. 275-276). By contrast, Vygotsky's Sociocultural Learning Theory explains that group work and peer communication will be carried out, teaching learning and development through pro-activities and group cooperation (Chand, 2023, p. 276). 4 Which children's motivation and engagement strategies will be utilized in the unit? The following strategies are: First, game-based learning shall increase motivation and student interest in each lesson (Ramli et al., 2020, pp. 450-451). For example, when the teacher recites the name of a shape, then students will have to locate and highlight the specific shape on their cards, thus enhancing the identification of shapes aspect. The following strategy is pattern race, where the students are divided into small groups. The first group successfully and accurately copies the pattern recognized by the teacher using manipulatives like colored blocks or shape tiles wins. The kind of competition that these games promote not only fun in learning but also creates teamwork and excitement among the students, which makes them active. Thirdly, visual aids or digital storytelling will be done by using graphical displays and what transpired in the history of mathematics alongside the application of storytelling mechanism (Kumaş et al., 2024, p. 1). For example, it can be a “shape and nature” wherein a story is read to the students about the shapes in nature, for example, circles in flowers or triangles in the mountains. In this storytelling, the students will incorporate pictures or videos of real-life objects to link the shapes they are learning to the real world. This strategy can help students realize how these concepts are practical in real-life situations other than mathematics class. 5 How will formative and summative assessment be used in the unit to plan, evaluate, strengthen instruction, and promote continuous learning? Summative assessment This unit will culminate in a student's hands-on project, where they make their shape collage with relevant patterns using cut-out shapes or any other petit material. This project will assess the extent of their learnings from shape identification and pattern construction through this creative and individual task. Students will be evaluated in terms of specific guidelines such as correctly named shapes, proper pattern placement, and logical chain of connection between shapes and colors that will indicate students' comprehension by the end of the given instructional time. Continuous learning Formative feedback will be provided to students to help them do this. This method will assess their strengths and the difficulties in enhancing their shape and pattern recognition in the future. 6 How could children’s families be involved in the unit? Consider the “family connection” in each lesson. Remember to reflect families' language differences and cultural and ethnic diversity. Every lesson will have some “Take Home Activity” wherein the children take home some tiny school activities to complete with their families, like searching for shapes in the house or making a pattern with silverware and toys. Next, concerning respect for language and cultural differences, guidelines on executing home-based assignments will be written in as many languages as necessary. Patterns or shapes selected for use in the unit will be from different cultures, such as traditional weaving or construction, as is the case with the students. Part 2: Resources Toolkit Khan Academy. (n.d.). Unit 3: Measurements and Geometry. https://www.khanacademy.org/math/cc-kindergarten-math/cc-kindergarten-geometry Interactive lessons and quizzes offered at Khan Academy (n.d.) include comparing sizes and shapes, basic shapes, and shape composition. The resource is suitable for the math unit objectives by providing organized activities for geometry to meet students' needs based on their math level, English learners, or specific needs. Quizzes, mastery points, and immediate feedback are included in the package. These features enable students to learn at their own pace, thus making it suitable for home use as a reinforcement of what families teach in class. The flexibility of the work done on the platform guarantees that learners with learning disability needs will move at a pace that suits them best since all learners benefit from such features as illustrations and simple signposting to ensure comprehension among the learners who need it. Lockhart, P. (2009). A mathematician's lament: How school cheats us out of our most fascinating and imaginative art form. Bellevue Literary Press. Lockhart’s (2009) book discusses the issues and problems with traditional methods in teaching mathematics and calls for a complete change of the paradigm by stating that mathematics is an art instead of a set of rules. This book benefits the instructional unit by presenting ways of enhancing creativity and discovery in mathematics learnin...