In my third grade classroom, I’ve learned that planning a successful math unit isn’t just about following a district pacing guide—it’s about understanding your students and working backward from where you want them to be. For this instructional design project, I used a backward design approach to map out this year’s math course in a way that supports real progress and ensures each TEKS standard is covered purposefully. 

This plan is tailored to the needs of my students—including those receiving special education services—and aligned with the TEKS, district calendar, and STAAR assessment expectations. By starting with the unit assessments and working from our final STAAR review window, it balances structure with flexibility, allowing time for reteaching, practice, and student reflection.  This page outlines the full design, including a planning map, instructional schedule, and digital tools used to support learning across the year.

Context & Design Approach

My instructional design follows a Competency-Based Education (CBE) framework supported by Fink’s Significant Learning Model. Students demonstrate mastery before moving forward, and the learning process includes direct instruction, collaborative work, and technology-supported practice.

I incorporate:

• Assessment of learning – STAAR-style checkpoints, digital platform reports

• Assessment for learning – small group data, targeted reteach

• Assessment as learning – student reflections, peer feedback, journals

Learning Design Map

This 3 column table outlines the alignment between instructional goals, activities, and assessments. Each section is built with the end-of-unit assessment in mind to ensure clarity and intentional progress.

Tools & Platforms

The digital resources integrated into this plan include:

• DreamBox – for adaptive, conceptual math practice

• IXL – for targeted TEKS-aligned skill work

• Google Tools – used for modeling, collaboration, and reflection

Design Walkthrough Video

This short video walks through each component of my instructional design project—from the rationale behind backward planning to a visual overview of the 3-column map and instructional schedule.

This short narrated video walkthrough explains how the design was built, why each component matters, and how it connects back to learning goals.

Planning backward has allowed me to be more responsive and intentional. This design reflects how I approach real classroom planning—with flexibility, structure, and high expectations for all learners. I hope this inspires other educators to think differently about how planning and pacing can work together to support meaningful student learning.