ADDIE PHASE THREE: Summary of Planned Assignments To complete the Implementation and Evaluation components of the ADDIE instructional unit, use your textbook as a resource, along with the videos avail

ADDIE Instructional Unit Template

ANALYSIS PHASE (TO BE COMPLETED FOR PHASE ONE)

1. Instructional Needs: Indicate the unit's specific instructional goals and objectives and provide a thorough analysis of the instructional goals and objectives by analyzing the academic standards and breaking them into learning goals.

The instructional unit will concentrate on 5th Grade Mathematics with a special reference to fractions. The unit is designed to enable students to grasp the techniques of simplifying a fraction and adding, subtracting, multiplying or dividing it. This content aligns with the Common Core State Standards (CCSS) for mathematics, specifically:

• CCSS.MATH.CONTENT.5.NF.A.1: Add and subtract fractions with unlike denominators.

• CCSS.MATH.CONTENT.5.NF.B.4: Multiply a fraction by a whole number and another fraction.

Instructional Goals:

• Students will be able to simplify the fractions through understanding and determination of the GCF.

• Students can manipulate a given addition and subtraction of two simple fractions with different denominators.

• Regarding Fractions learning activities, students can multiply a fraction by a whole number and divide a fraction by another fraction.

Learning Objectives:

• At the end of the unit, the student should be able to simplify fractions with at least 85% accuracy.

• Students will apply concepts learnt by solving word problems on addition and subtraction of fractions with different denominators.

• Students will use formal operations involving multiplication and division of fractions to solve routine real-life problems.

2. Learner Needs An overview of current and desired learner needs and characteristics. What formative assessment/s were/will be used to determine student strengths/weaknesses? (Include artefacts such as a sample of the PRETEST, FORMATIVE ASSESSMENTS, & SUMMATIVE ASSESSMENTS (Include data analysis of pretest, etc.)

The students in this class of 5th graders have a relatively average knowledge of fractions. A pretest shall be conducted to determine their level of understanding before the study on topics such as identifying fractions, simplifying fractions, and basic arithmetic operations of addition and subtraction. These findings will help in identifying the possible differentiation for the unit.

Current Knowledge:

• Despite knowing basic fractions, many students need help in arithmetic operations involving fractions with different denominators and solving real-life problems involving fractions.

Desired Knowledge:

• Students will attain fluency in operations on fractions and will be able to solve word problems involving fractions.

Formative Assessments:

• Pretest: A brief quiz to check students’ prior knowledge about fractions, including their ability to identify and reduce fractions.

• Daily Quizzes: Short quizzes will also be given to students after each lesson to check their performance in adding, subtracting, multiplying, and dividing fractions.

• Group Work and Exit Tickets: Many groups will engage in small group activities, and at the end of the lesson, students will complete exit slips showing what they could understand from the lesson.

Summative Assessments:

• To evaluate students' understanding of the topic, a test will be conducted at the end of the unit where skills learnt regarding fractions will be tested, and their practical application will also tested.

3. Contextual Factors: Describe factors that might promote or hinder instruction. Why is this unit being taught? What are my students' needs (individually and collectively)? How much time will be allotted for this unit? What are the social dynamics of this class?

Classroom Environment: The unit will be delivered in the classroom context with students, tables and chairs for individual desks, instructional materials like tiles and computers and an interactive whiteboard. The class is characterized by a good learning environment that supports students' group work.

Purpose: This unit is being taught to enable the students to work and understand things about them at the higher level of math and day-to-day problems in life based on fractions.

Social Dynamics:

• The class has 25 learners with various learning aptitudes. Some children better grasp the concept of fractions than others, and some need reinforcement more than others.

• Students will be encouraged to learn from each other with help from the facilitators; high-performing students will be expected to help others.

Time Allocation:

• This unit shall be delivered over two weeks, with lessons being given daily for forty-five minutes. This way, each lesson will cover a new fraction operation or a new concept, and students can practice them for an adequate amount of time.

Potential Hindrances:

• Only a handful of students can keep from distracting themselves from the lesson. To help prevent this, hands-on activities and learning games will be incorporated to keep the class focused.

• Those students with a lower level of abilities in mathematics can have difficulties with such problems as the addition of fractions with the different denominations, so the teacher will have to adapt the lesson to those children with difficulties with counting.

4. Resource Needs: Describe resources (human resources, textbooks, technology, etc.) to be used throughout the unit. What resources will I need to purchase/borrow, etc.?

Human Resources:

• The class teacher will mostly facilitate the lesson with the help of a teaching assistant who will supervise group activities and assist children who require additional attention.

Textbooks and Workbooks:

• Math Workbooks: These will be used in practice and for homework assignments.

• Textbooks: Students will use math books for their grade level to review the type of fractions and work out exercises.

Technology:

• Interactive Whiteboard: For group teaching and illustration of fractions on the board.

• Online Fraction Games: For behaviour rehearsal and to help students follow instructions in learning games such as Prodigy Math Game or Coolmath Games).

• Computers/Tablets: During the centre time, students will use computers, tablets, and iPads to practice fractions using applications.

Manipulatives:

• Fraction Circles/Bars: Manipulatives will be used to support students in the physical representation of fractions, equivalency and operations on fractions.

• Measuring Tools: In real-life practice activities, including cooking or measuring exercises.

Additional Resources:

• Access to online educational platforms (e.g., Google Classroom) for submitting assignments and tracking progress.

• Parent Letters: Provided to teachers to inform parents about the unit and ways they can help children learn well at home, such as dividing fractions through practice in baking and purchasing.

DESIGN PHASE (TO BE COMPLETED FOR PHASE ONE)

1. Utilize/apply information gained in the Analysis phase as you plan for the Design phase.

2. Provide a detailed overview/analysis of the types of knowledge addressed in learning goals.

3. Describe the sequence and pacing of the instructional unit and how this relates to the needs of the students.

4. Identify appropriate models of teaching to be used throughout the unit. It would help if you used the concept attainment/development & project/problem-based learning models.

5. Considering the needs of your students, describe the instructional tools that will be utilized throughout the unit.

6. Provide a brief overview explaining the evaluation plan for the unit.

DEVELOP PHASE (TO BE COMPLETED FOR PHASE TWO)

1. Create lesson plans aligned with the information collected in the Analysis and Design phases. For this course's purposes, specific instruction models identified in the syllabus must be used to develop the lesson plans.

2. Lesson plans will be inserted into the overall ADDIE unit to fulfil the requirements of the Develop phase. See specific lesson plan expectations to ensure that expectations are met.

3. Include both formative and summative evaluation instruments used for the unit.

4. Include specific instructional materials developed for use throughout the unit.

IMPLEMENT PHASE (TO BE COMPLETED FOR PHASE THREE)

1. Teach the unit to implement instructional materials and evaluation plans.

2. reflect on teaching the unit. How well did the models of instruction work, etc.? Details are critical here.

3. Discuss the implementation of the evaluation plan.

EVALUATION PHASE (INITIATED IN PHASE ONE BUT COMPLETED FOR PHASE THREE)

The results of the evaluation plan implemented after the instruction delivery are presented in this phase. In this phase, include the following components:

1. Accurate and organized data analysis of pretest/post-test

2. Provide a brief narrative explaining your observations about the data. Reflect on individual and group performance on growth, effort, and academic performance.

3. Provide a final reflection of the overall instructional plan &/or materials, & describe what changes may be needed in the instructional unit when teaching it in the future.

• Use APA style (6th edition) and formatting throughout.

• Include references to literature and data-based evaluation (either your data or data from the literature) to support your use of models, resources, lesson plans, and assessments.

• Use narrative, rich descriptions, and explanations throughout your assignment. Write your instructional plan as if someone who needs help understanding your practice will need to read and understand your document. Please don't leave me wondering about details you can explain.

• Make connections between your assessed needs, stated measurable goals/objectives, your implemented plan, and the measurements at evaluation.

• Check grammar and spelling using your electronic resource but also literally and in context. Use proper sentence structure and paragraph structure. Use appropriate transitions between paragraphs.