Backward Design Math Mini Unit

Name: Emma Morgan

Grade: 3rd
Curriculum Unit: Unit 12
# of Lessons: 5
Pre-Assessment Date: 03/23/2024
Post-Assessment Date: 04/08/2024

Complete the following template IN ORDER

Pre/Post Assessment
1. You need to create a pre/post assessment for your mini unit (this can be one design
yourself or can come from the given curriculum)
2. Before you begin your unit planning, complete the post assessment YOURSELF

UPLOAD A COPY/IMAGE OF YOUR COMPLETED PRE/POST ASSESSMENT HERE!

What specific questions do you predict might come “easy” for your students? (Describe
what might come easy and WHY; provide specific reference to question number and
specific students)
● #6 and 7. I believe these questions may come easy to my students because this
concept they have been more exposed to in previous grades. I believe students will
have an easier time understanding the concept of symmetry because they can use
the strategy of moving the corners to the other side to see if they match. I believe
my higher math students will find this concept “easier" than the others in this
chapter. Specific students: Maryanne, Derion, Samara, Ethan, Yalina.

What specific questions do you predict might come as a “challenge” for your students?
(Describe the challenge you foresee and WHY; provide specific reference to question
number and specific students)
● I predict #9 and 8 will be a challenge for all my students. I believe this because
these questions are multiselect and require many steps. I believe students may skip
over some attributes and shapes and may miss a shape. Students who specifically
may struggle: Connie, Colten, Fisher, Sophia, Jaiden, Paul.

Stage 1: Desired Results

1. You can pull (copy) each of these straight from your curriculum.
2. These are what will guide all of your lessons for this mini unit
Unit Benchmarks (copy entire benchmark/standard)
● MA.3.GR.1.1 - Describe and draw points, lines, line segments, rays,
intersecting lines, perpendicular lines, and parallel lines. Identify
these in two-dimensional figures.
Clarification 1: Instruction includes mathematical and real-world
context for identifying points, lines, line segments, rays, intersecting
lines, perpendicular lines, and parallel lines. Clarification 2: When
working with perpendicular lines, right angles can be called square
angles or square corners.
● MA.3.GR.1.3 - Draw line(s) of symmetry in a two-dimensional figure
and identify line-symmetric two-dimensional figures.
Clarification 1: Instruction develops the understanding that there
could be no line of symmetry, exactly one line of symmetry or more
than one line of symmetry. Clarification 2: Instruction includes
folding paper along a line of symmetry so that both halves match
exactly to confirm line-symmetric figures.
● MA.3.GR.1.2 - Identify and draw quadrilaterals based on their
defining attributes. Quadrilaterals include parallelograms, rhombi,
 rectangles, squares, and trapezoids.
Clarification 1: Instruction includes a variety of quadrilaterals and a
variety of non-examples that lack one or more defining attributes
when identifying quadrilaterals. Clarification 2: Quadrilaterals will
be filled, outlined or both when identifying. Clarification 3: Drawing
representations must be reasonably accurate.

Unit Objectives for each Lesson Essential Content Question(s):

(in your own words): ● Lesson 1: Draw and label LM.
● Lesson 1: I can identify points, lines, line
● Name the figure shown. Write
segments, and rays.
how to say the name.
● I can name points, lines, line segments,
● Explain the difference between
and rays.
a line and a line segment.
● I can draw points, lines, line segments,
● What is a ray?
and rays.
● Lesson 2: Are these lines
● Lesson 2: I can identify intersecting lines,
parallel, perpendicular, or
parallel lines, and perpendicular lines.
intersecting?
● I can draw intersecting lines, parallel lines, ● Lesson 3: Tell whether the shape
and perpendicular lines. appears to have parallel sides and
● Lesson 3: I can identify when two sides of a perpendicular sides.
shape are parallel. ● Lesson 4: Determine whether the
● I can identify when two sides of a shape shape has line symmetry.

are perpendicular. ● Lesson 5: Circle all the names for

● Lesson 4: I can determine whether a shape the quadrilateral.

has line symmetry.

● I can identify how many lines of symmetry
a shape has.
● I can draw each line of symmetry a shape
has.
● Lesson 5: I can use sides and angles to
identify a quadrilateral.
● I can explain why a quadrilateral can have
more than one name.
ESOL Language Objectives:
● Vocabulary: Students will learn and use vocabulary related to parallel and perpendicular
lines.
● Students will learn and use vocabulary related to quadrilaterals, including names of
specific shapes, and defining characteristics.
● Listening Comprehension: Students will listen for and understand instructions and
explanations related to parallel and perpendicular lines.
● Students will listen for and understand instructions and explanations related to
classifying quadrilaterals.
● Speaking Practice: Students will verbally express their understanding of parallel and
perpendicular lines using appropriate vocabulary.
● Students will verbally express their understanding of quadrilaterals, their attributes, and
how they are classified.
● Reading Comprehension: Students will read and comprehend simple texts or
instructions related to parallel and perpendicular lines.
● Students will read and comprehend simple texts or instructions related to quadrilaterals
and their properties.
● Writing Skills: Students will write sentences to describe parallel and perpendicular lines,
using correct grammar and vocabulary.
● Students will write sentences to describe quadrilaterals, their attributes, and how they
are classified, using correct grammar and vocabulary.

Stage 2: Assessment Evidence

1. Your assessments should align with your learning objectives
2. You can create these on your own or use the ones from the curriculum
Formative Assessment(s): in class work, class discussions, exit tickets, etc. that will be
added to your lesson plans (include type of assessment, what it will be used for, when it
will be given, and what you are looking for in responses): Looking for shown work and
correct answers.
● Exit Tickets: One question in lesson math workbook is used as an exit ticket,
students must complete independently.
● Class work: Verification of learning is used as independent practice; it is checked as
a formative assessment for every lesson.
● Class Discussions: Thumbs up, in the middle, or down. Used to take small groups
for extra support.
● Turn and talks: Looking for students to prove their thinking.
 ● Assessment used for: Pulling interventions groups and small groups- also used for
grouping.

Summative Assessment Rubric from “Do the Math” (how each question will be scored—
i.e., what are you taking as evidence that the student “got it”?):
● Each question is worth 2 points.

● If students answer question correctly, that will show me students understand the
concepts. Score out of 18.

Pre-Assessment Data:

JUNAINA AMRAN- 3/9

# missed: 1, 2,3,6, 8,9

JACKSON BELLINGER- 4/9

# missed: 2,6,7,8,9

DERION BONDARETS-4/9

# missed: 1,6,7,8,9

PAUL CAMPBELL-1/9

# missed: 1,2,3,4,6,7,8,9

EHAN CHOWDHURRY-3/9

# missed: 1, 2,3,6, 8,9

EDITH CORTES-0/9

# missed: all

AVERY DEKOEYER-3/9

# missed: 1, 2,5,6, 8,9

FISHER FAIN-1/9

# missed: 1,2,3,4,6,7,8,9

JAIDEN FRANCIS-2/9

# missed: 1,2, 3, 4, 7, 8, 9

ETHAN GODWIN-4/9

# missed: 1,6,7,8,9

YALINA ISLAM-3/9

# missed: 1, 2,3,6, 8,9

EVALYNN KASAY-3/9

# missed: 1, 2,3,6, 8,9

COLTEN KYP-3/9

# missed: 1,3,5,7, 8,9

SOPIHA LOZEV-2/9

# missed: 1,2, 3, 4, 7, 8, 9

LIAM LWE-3/9

# missed: 1, 2,3,6, 8,9

JACOB PITTMAN-2/9

# missed: 1,2, 3, 4, 7, 8, 9

SAMARA RAHMAN-5/9

# missed: 6,7,8,9
MARYANNE TUCKER-6/9

# missed:7,8,9

CONNIE UNDERWOOD-0/9

# missed: all

Stage 3: Learning Experiences and Instructional Planning*

1. Complete all 5 daily lessons must be submitted using Stetson Lesson Plan Template
Math week 7 LP
Specific differentiation strategies for each lesson based on Pre-Assessment Data:
MA.3.GR.1.1-
• Visual Aids and Manipulatives:
Use concrete materials such as geoboards, tangrams, or magnetic shapes to demonstrate
different types of lines and their relationships.
Provide visual representations such as posters, diagrams, or interactive whiteboard
activities to illustrate parallel, perpendicular, and intersecting lines.
Offer hands-on activities where students can physically manipulate objects to create
and identify these types of lines.
• Tiered Activities:
Offer tiered activities with varying levels of complexity based on students' readiness
levels.
Provide simpler tasks for struggling learners, such as matching shapes with parallel or
perpendicular sides, while challenging students with more complex problems involving
angles and line relationships.
• Guided Practice and Modeling:
Scaffold instruction by providing guided practice sessions where the teacher models
how to identify and classify lines.
Break down the concepts into smaller steps, providing prompts and cues to support
students as they work through examples.
MA.3.GR.1.2-
• Visual Aids and Manipulatives:
Use concrete materials such as pattern blocks, geoboards, or tangrams to explore
quadrilaterals through hands-on activities.
Provide visual aids like posters, diagrams, or interactive whiteboard activities to
illustrate the properties of different types of quadrilaterals.
Offer physical models or manipulatives that students can touch and manipulate to
understand the characteristics of each quadrilateral.
• Tiered Activities:
Offer tiered activities with varying levels of complexity based on students' readiness
levels.
Provide simpler tasks for struggling learners, such as sorting shapes based on basic
properties like number of sides or angles, while challenging students with more
complex classification tasks involving specific attributes.
• Guided Practice and Modeling:
Scaffold instruction by providing guided practice sessions where the teacher models
how to classify quadrilaterals based on their properties.
Break down the classification process into smaller steps, providing prompts and cues to
support students as they work through examples.
MA.3.GR.1.3-
• Visual Aids and Manipulatives:
Use concrete materials such as pattern blocks, mirrors, or symmetry cards to
demonstrate the concept of symmetry.
Provide visual aids like posters, diagrams, or interactive whiteboard activities to
illustrate different types of symmetry.
Offer hands-on activities where students can physically fold shapes to find their lines of
symmetry.
• Tiered Activities:
Offer tiered activities with varying levels of difficulty based on students' readiness
levels.
Provide simpler shapes for struggling learners to identify lines of symmetry, while
challenging students with more complex shapes or multiple lines of symmetry.
• Guided Practice and Modeling:
Scaffold instruction by providing guided practice sessions where the teacher models
how to identify lines of symmetry in different shapes.
Break down the process into smaller steps, providing prompts and cues to support
students as they work through examples.
Explicit integration of the math content to other disciplines and life experiences:
Symmetrical Objects:
● Bring in everyday objects that exhibit symmetry, such as mirrors, playing cards,
or kitchen utensils. Have students identify the lines of symmetry in these objects
and discuss how symmetry contributes to their functionality or aesthetics.

Real-World Challenges:
● Present students with real-world challenges that require understanding
symmetry, such as designing a symmetrical logo, creating symmetrical patterns
for wrapping paper, or arranging seating in a symmetrical pattern for a
classroom event.
● Road Signs and Traffic Symbols:
o Introduce students to road signs and traffic symbols that use quadrilateral
shapes. Discuss the characteristics of these shapes and how they help
 convey important information to drivers and pedestrians. For instance,
stop signs are octagons, yield signs are triangles, and speed limit signs
are rectangles.
● Packaging and Boxes:
o Bring in examples of packaging materials and boxes that are made from
quadrilateral shapes. Discuss how rectangles and squares are commonly
used in packaging to create boxes for storing and transporting items.
Students can examine cereal boxes, gift wrap, or shipping packages to
identify these shapes.
● Sports Fields and Playgrounds:
o Show pictures of sports fields, playgrounds, and recreational areas that
use quadrilateral shapes. Discuss how rectangles and squares are used to
mark boundaries, fields, and courts for sports like soccer, basketball, and
tennis.
● Real-World Problem Solving:
o Present students with real-world problems that involve classifying
quadrilaterals, such as designing a floor plan for a new classroom,
organizing items in a store display using different shapes of shelves, or
planning a city park layout with various quadrilateral features.

Stage 4: Reflection (after you teach!)

1) Using your pre- and post-assessment data, reflect on your student learning. How do you
know they learned what you intended? What areas of learning were more/less successful,
why do you think that is? Did anything in the data surprise you?
2) Reflect on your instructional decisions. How do you think your content instruction went
(as opposed to your management) during the unit? What instructional decisions were
more/less successful, why do you think that is?
● Most successful – Symmetry M.3.GR.1.3

● Least successful- Classifying quadrilaterals- M.3.GR.1.2

My predictions with the data were accurate. Students overall struggled the most with
classifying quadrilaterals and multiselect questions. Overall, students made a huge
improvement from pre-test- to the post- test. I believe the multiselect questions may be
why students struggled to complete these questions successfully. Students had to look
through the attributes of every single quadrilateral and compare them to the shape.
These multistep questions can be overwhelming for students. Students were most
successful with symmetry.
I believe the instructional decision to use geoboards was helpful for students. Students
were able to manipulate on their own and explore the concepts of quadrilaterals. I
believe the instructional delivery was effective during the unit. I would have like to
spend more time on classifying quadrilaterals, and less time on symmetry. That is one
instructional decision I would have changed. I believe the questioning techniques I used
were effective for my class’s level of understanding. I asked leveled questions
throughout the lessons. I enriched higher students, while supporting lower students
through turn and talks and grouping through these lessons. Overall, I would say this mini
unit was a success!