the toy factory - library.queensu.ca · by making the focus a toy factory, ... will be looking to...

Assessment of Prior KnowledgePlanning the BuildingWhat Are the Parts?Who Works When?The Storage RoomFinding WorkersSelling the Idea

Including:

August 2001

Written by:

Marc Hamel

The Toy FactoryMeasurement

An Integrated Unit for Grade 2/3

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 08, 2001 at 3:24:31 PM

The Toy FactoryMeasurement An Integrated Unit for Grade 2/3

Marc Hamel

Marc Hamel

Central Public School(613)432-3627

Renfrew County District School Board

Central Public School(613)432-3627

Renfrew County District School Board

Based on a unit by:

An Integrated Unit for Grade 2/3Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

AcknowledgementsThe developers are appreciative of the suggestions and comments from colleagues involved through theinternal and external review process.

Participating Lead Public School Boards:Mathematics, Grades 1-8Grand Erie District School BoardKawartha Pine Ridge District School BoardRenfrew District School Board

Science and Technology, Grades 1-8Lakehead District School BoardThames Valley District School BoardYork Region District School Board

Social Studies, History and Geography, Grade 1-8Renfrew District School BoardThames Valley District School BoardYork Region District School Board

The following organizations have supported the elementary curriculum unit project through team building andleadership:

The Council of Ontario Directors of EducationThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment Policy Branch


The Toy Factory Page 1

Measurement An Integrated Unit for Grade 2/3

Task ContextIn this unit, students will be studying and applying measurement concepts to enable them to plan the buildingand running of a toy factory. By using measurement in real life situations and then relating that learning backto an abstract project, such as a plan, it is hoped they will be able to demonstrate mastery of the conceptstaught. They will be encouraged to use diverse methods to arrive at solutions as would planners in the adultworld. They will also be exploring geometry, time, and numeration concepts in order to better develop andpresent their ideas. Their choices of strategies and tools must be qualified by the students in light of theirsuitability. Knowledge and skills necessary to complete the subtasks will be studied in isolation and then thelearning will be applied to the relevant part of the project.

Task SummaryThe unit "The Toy Factory " is based on preparing a plan and trying to convince others to support it. This is areal-world activity in which the students may very likely be engaged sometime in their adult lives. By linkinglearning of abstract concepts to such a concrete task, it is hoped that there will be greater retention of theknowledge and skills. By making the focus a toy factory, it is hoped the children will be more engaged in theprocess.By using exercises that gradually narrow the focus of the application of that skill, students will be able tosuccessfully complete the task by taking the exercises one step further.This is primarily a measurement unit with additional components in geometry, number sense, and numeration.As well as the basic concepts covered, the students will also have to learn to choose between alternateproblem-solving strategies. Beginning with linear measurement, the students will then explore geometry,followed by time.The subtasks will begin with an assessment of prior knowledge so the teacher can ensure that students areadequately grounded in basic concepts. The culminating activity will be discussed and the necessary skillsfor its completion identified. Each required skill will then be addressed in isolation in the subtasks and thenapplied to the project. The students will develop a potential scenario, choose, and present it.Students are placed in the position of having to prepare a business plan for a proposed toy factory. Includedin the business plan are drawings of the proposed factory with measurements indicated on scale drawings.Schedules are to be made up for the employees for days and hours worked. As an additional exercise, anadvertisement will be made for potential employees.After the design work for the plan is complete, a floor plan, a drawing of the factory, a geometric model ofthe factory, a work schedule, a storage plan, and an advertisement for employees are placed on a posterboard and an oral presentation is prepared to deliver to the entire class.

Culminating Task AssessmentThe completion and presentation of the business plan is the culminating activity. In the presentation andsubsequent question session by students and teacher, it will be possible to assess the students' overallunderstanding of the concepts in context. Examination of the hard copy of the plan will allow assessment ofthe accuracy with which the student is able to apply skills in the context. The individual measurementconcepts and skills that are taught in isolation are also evaluated in isolation.The choice of a toy factory was made for its appeal to young students. The idea of a business plan will beconsiderably simplified. Students are placed in the position of having to prepare a business plan for aproposed toy factory. Included in the business plan are drawings of the proposed factory withmeasurements indicated on scale drawings. Schedules are to be made up for the employees for days andhours worked. As an additional exercise an advertisement will be made for potential employees.After the design work for the plan is complete, a floor plan, a drawing of the factory, a geometric model ofthe factory, a work schedule, a storage plan, and an advertisement for employees are placed on a posterboard and an oral presentation is prepared to deliver to the entire class.The task makes connections between the basic concepts of measurement and the very concrete businessof making toys. Some assessment of how well these connections are made is also done.

Unit Overview

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The advertising and presentation components allow for assessment in the area of oral and visualpresentation. Students will be using rubrics for self- and peer assessment of the designs and presentations.

Links to Prior KnowledgeThe students are expected to have studied and shown a reasonable understanding of the need formeasurement in their immediate environment.They must understand measurement using non-standard units of measure (repeating), and be able to usecomparators when describing physical objects.They must possess basic drawing skills.They must know the days of the week and be able to tell time to the half hour.Note: The first subtasks in each area will assess and provide opportunities for remediation in each of theseareas.Additionally, they must be able to read and independently follow simple written instructions appropriate fortheir grade level.

Considerations

Notes to TeacherEvery effort must be made at the start of the unit to simplify the concept of a business plan in order that thestudents understand and are able to anchor their learning in a concrete and practical experience.Although the primary focus in this unit is measurement, there is a strong geometry component as well.Every effort is made to keep the required additional resources to a minimum in order to speed theimplementation of the unit.If the teacher wishes to provide enrichment for the grade 2 students, judicious use of the blackline mastersdesigned for the grade 3 students. That lesson would take them the logical next step in their learning of theconcept. Depending on the students in the class, the teacher may wish to provide alternative enrichmentactivities for the grade 3 students.The subtasks should be done in the order that they are presented in the unit as some subtasks aredependent on prior subtasks for understanding of the concepts presented.A folder should be provided for each student to store accumulated work over the course of the unit. Ideally,these should be bi-pocket folders, colour-coded for each subtask.As a lot of new and difficult learning is expected to take place in a relatively short period of time, every effortmust be made by the teacher to provide a supportive environment for the students. Suggestions are to usevisuals for reference where possible (pictures of toys, factories, other places of work, etc.), word wallcharts for the various units of time and linear measure, digital and analog clock faces linked to variousactivities (lunch time, break time, etc.), and charts of shapes and solids.Telling time on analog clocks is very difficult for many young students today. The ministry expectations statingthat a student emerging from grade 1 should be able to tell time to the half hour using analog clock faces isone that requires careful use of a variety of teaching strategies. This unit is based on the ministryexpectations and so additional time will most likely have to be invested in bringing the students up toexpectations prior to beginning subtask 4.Teachers should familiarize themselves with students' IEPs, as they may require adaptations oraccommodations. These may include additional time, assistance with reading, and repetition of instructionsand prompts.Every effort has been made to use a large typeface in production of the blackline masters. Also wherepossible, blackline masters have been designed so that they may be presented in two or more parts simplyby folding them prior to reproducing and enlarging them. Multiple-choice questions are presented using asimilar format to the EQAO testing of grade 3 students.

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Subtask List Page 1List of Subtasks

Assessment of Prior KnowledgeIn this first subtask, prior knowledge will be assessed in the areas of measurement and geometry as areasonable understanding of concepts is necessary as a starting point for new learning. As such, wewill be looking to meet the expectations on the prior grade in each case.In the area of measurement, grade 2 students will be reviewing and subsequently tested onunderstanding height and width and comparing objects according to these characteristics. Tilingsurfaces to compare areas will also be reviewed. Concepts of time, digital and analog, to the half hour,and days of the week will all be reviewed. In geometry, grade 2 students will review names andcharacteristics of two-dimensional shapes and practise manipulating three-dimensional solids to createmodels.Grade 3 students in the area of measurement will review the concepts of centimetre and metre, andcompare objects according to their dimensions. The meaning and application of area and perimeter willbe reviewed. Concepts of time, the relationships of minutes, hours, days, weeks, months, and years;digital and analog time to the 1/4 hour and names of the days of the week will all be reviewed.In geometry, grade 3 students will review the names and characteristics of various solids and how touse them to construct irregular solids.

1

Planning the BuildingThe teacher will first introduce the idea of designing a toy factory by looking at toys and where theycome from. The concept of borrowing money for a project and convincing people to lend that moneywill be explored. The class will then begin looking at area and the need to have such a measurement.The class will be led through a series of exercises that will give them an understanding of how tocalculate area with non-standard units. They will be led through a continuum of exercises that beginwith calculating the areas of existing regular shapes, to areas of irregular shapes, to drawing shapes;both regular and irregular of given areas. The grade 3 students will also explore perimeter and learn tocalculate it for regular and irregular shapes. As the extension activity in this subtask, they will designtheir factory floor plan according to certain established parameters and calculate its area and perimeter(the grade 3 students use standard units).

2

What Are the Parts?The first activity in this subtask will involve exploration of shapes and exploration as to how regularshapes can be put together to make irregular shapes. The need for differentiation of areas in a factoryfor varying needs will be discussed and the factory design from the first subtask will then be brokenup into smaller regular shapes that would correspond to the rooms in a factory. This would befollowed by an exploration of solids and how irregular solids can be made up using regular solids.As a culminating activity in this subtask, students will construct 3D-models of their proposed factories.

3

Who Works When?The students will be assessed for prior knowledge of time concepts. Analog and digital time will beexplored as will the days of the week, weeks, months, and years. The idea of work and its place inour lives will be discussed, eventually bringing students to an appreciation of the need for schedulingof time, especially as it relates to work and the parrallel needs of their imaginary factories. Somepractice will be needed with simple schedules, working and extracting information from an existingschedule, and eventually, designing simple schedules according to specific requirements. Theculminating activity in this subtask will be the preparation of a work schedule for the toy factories.Preparation of a yearly as well as a daily schedule will allow students to become more familiar withcalendars, statutory holidays, and scheduled holidays.

4

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Subtask List Page 2List of Subtasks

The Storage RoomStudents will review regular shapes and solids and examine ways in which they may be organized.The grade 2 students will have an addition component whereas the grade 3 students will beintroduced to arrays as well as an application of various characteristics of solids (i.e., they stack, roll,etc.). The culminating activity for the subtask will be a completion of a diagram showing how variouspackaged toys can be stored in their hypothetical factory.

5

Finding WorkersA discussion will be led by the teacher identifying skills and attitudes that are valued in a classroom.This is then extended to the workplace and the value to an employer of certain employees over others.The students will then design and make an advertisement for potential employees for their factories.This subtask can be taught in a language arts period.

6

Selling the IdeaThe completion and presentation of the business plan is the culminating activity. In the presentation andsubsequent question session by students and teacher, it will be possible to assess the students'overall understanding of the concepts in context. Examination of the hard copy of the plan will allowassessment of the accuracy with which the student is able to apply skills in the context. The individualmeasurement concepts and skills that are taught in isolation are also evaluated in isolation.The choice of a toy factory was made for its appeal to young students. The idea of a business planwill be considerably simplified. Students are placed in the position of having to prepare a business planfor a proposed toy factory. Included in the business plan are drawings of the proposed factory withmeasurements indicated on scale drawings. Schedules are to be made up for the employees for daysand hours worked. As an additional exercise an advertisement will be made for potential employees.After the design work for the plan is complete, a floor plan, a drawing of the factory, a geometricmodel of the factory, a work schedule, a storage plan, and an advertisement for employees are placedon a poster board and an oral presentation is prepared to deliver to the entire class.The task makes connections between the basic concepts of measurement and the very concretebusiness of making toys. Some assessment of how well these connections are made is also done.The advertising and presentation components allow for assessment in the area of oral and visualpresentation. Students will be using rubrics for self- and peer assessment of the designs andpresentations.

7

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The Toy Factory Subtask 1Assessment of Prior Knowledge

Measurement An Integrated Unit for Grade 2/3 mins180

Expectations2m35 • identify relationships between and among

measurement concepts (e.g., shorter time, longerlength, colder temperatures);

2m34 • demonstrate an understanding of and ability toapply measurement terms: centimetre, metre,second, minute, hour, day, week, month, year, coinsto $1 value;

2m61 • investigate the attributes of three-dimensionalfigures and two-dimensional shapes using concretematerials and drawings;

3m34 • demonstrate an understanding of and ability toapply measurement terms: centimetre, metre,kilometre; millilitre, litre; gram, kilogram; degreeCelsius; week, month, year;

3m35 • identify relationships between and amongmeasurement concepts;

3m37 • estimate, measure, and record the perimeter andthe area of two-dimensional shapes, and comparethe perimeters and areas;

3m55 • investigate the attributes of three-dimensionalfigures and two-dimensional shapes using concretematerials and drawings;

DescriptionIn this first subtask, prior knowledge will be assessed in the areas of measurement and geometry as areasonable understanding of concepts is necessary as a starting point for new learning. As such, we will belooking to meet the expectations on the prior grade in each case.In the area of measurement, grade 2 students will be reviewing and subsequently tested on understandingheight and width and comparing objects according to these characteristics. Tiling surfaces to compare areaswill also be reviewed. Concepts of time, digital and analog, to the half hour, and days of the week will all bereviewed. In geometry, grade 2 students will review names and characteristics of two-dimensional shapes andpractise manipulating three-dimensional solids to create models.Grade 3 students in the area of measurement will review the concepts of centimetre and metre, and compareobjects according to their dimensions. The meaning and application of area and perimeter will be reviewed.Concepts of time, the relationships of minutes, hours, days, weeks, months, and years; digital and analogtime to the 1/4 hour and names of the days of the week will all be reviewed.In geometry, grade 3 students will review the names and characteristics of various solids and how to use themto construct irregular solids.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesBrainstormingDirect TeachingDiscussionEstimatingHomeworkWorking With Manipulatives

AssessmentAs this is mostly a review of previousknowledge, assessment is mostly in the formof quizzes and answer sheets. It would behelpful as well to keep anecdotal records ofthe students; identifying general conceptsthat they have difficulty with.

Assessment StrategiesQuizzes, Tests, ExaminationsObservation

Assessment Recording Devices

Teaching / LearningLesson 1 Measurement (Linear Focus) Approximate Time 45 min1- Using brainstorming, the teacher writes on the board all words that students associate with the concept ofmeasurement, eventually through more pointed questions reaching a stage where units for every simple typeof measurement are on the board. Don't be fussy at the accumulation stage about metric, imperial, standardand non-standard, accept them all.

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2- With the aid of students, the teacher groups the vocabulary into terms that represent similar characteristics(e.g., capacity, mass, temperature). Non-metric terms creep into the lists so this will be followed by anexplanation of metric and imperial systems.

3- This is to be followed by a discussion with students as to why we need to be able to measure thingsaccurately and how that can be done using non-standard units of measure. This is then extended to anexplanation that for reasons of comparison and standardization, standard units of measure are used.

4- The terms length and width, and the units centimetre and metre, are introduced. Students then find anapproximate equivalent to the centimetre and the metre that they can use to estimate lengths (i.e., their thumbis about 1 centimetre wide, their arm span is about 1 metre).

5- In pairs, the students then measure items from their classroom using their newly discovered non-standardunits. Keeping the whole class using non-standard units at this point will help lessen the confusion and allowthe link to be more clearly made in the next step.

6- On the board the teacher lists the various items measured and expresses the measurements in thumbs orspans or whatever the student has used for measuring. The measurements are then expressed in theirmetric equivalents.

7- On the board the items are organized in order of size. Comparators are then discussed (wider, longer,bigger, smaller).

8- The teacher then administers a test to assess the level of prior knowledge using Blackline Master: BLM201 for grade 2 students, and Blackline Master: BLM 301 for grade 3 students. The tests are used todetermine the level of remediation required. These are based on the previous year's expectations. Homeworkmay be assigned by choosing from worksheets used in programs from the previous grade.

Lesson 2 Measurement (Time Focus) Approximate Time 45 min1- The teacher begins by putting on the board 10 subtraction questions of moderate difficulty and tells thestudents to begin calculating the answers mentally. After about one minute, the students are told to stop asthe test is finished. The complaints of the students lead to a discussion of time. Leading questions have to dowith estimates of how many seconds or minutes or hours or days would be required to complete the task.This leads into a discussion of each of the standard units and their relationships to each other.

2- The students are to complete Blackline Master: BLM 202 for grade 2 students, or Blackline Master:BLM 302 for grade 3 students in class. These are then corrected as a class. Each should be corrected onlywith that grade level.

3- The teacher then administers a test to assess the level of prior knowledge using Blackline Master: BLM203 for grade 2 students, and Blackline Master: BLM 303 for grade 3 students. The tests are used todetermine the level of remediation required. These are based on the previous year's expectations.

Lesson 3 Geometry Approximate Time 45 min1- The teacher leads a class discussion by drawing various shapes (square, circle, rectangle, triangle, oval,pentagon, hexagon) on the board and asking students to identify them. Their individual characteristics arethen discussed.

2- The teacher then discusses the difference between two- and three-dimensional figures. The 3D figuresare then identified as solids and they are described and named. Characteristics such as faces, edges, andvertices are pointed out, paying particular attention to the fact that the faces may be linked to the named 2D




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shapes discussed earlier. The students are then given access to various solids and asked to fill out aworksheet looking at characteristics of the various shapes and solids. Use Blackline Master: BLM 204 (Gr.2) or BLackline Master: BLM 304 (Gr. 3). Examination of these worksheets should provide adequateassessment of prior knowledge in the area of geometry.

Lesson 4 Area Approximate Time 45 min1- The students are asked how much carpet it would take to cover the floor of the classroom. After fieldingvarious answers, the discussion is led to the need for a non-standard unit of measure. The suitability ofdiffering sizes is discussed and the need for a standard unit that all the carpet stores could use is broughtup. The term area is discussed and defined. Reference is made to the need to measure area for variousproducts (paint, wallpaper, floor coverings, shelf paper, etc.) and some transactions (buying land, rentingstore space, etc.).

2- Students are then given Blackline Master: BLM 205 (Gr. 2) or Blackline Master: BLM 305 (Gr. 3) to fillout. These are then assessed.

AdaptationsThe general level of answers in the class discussions will indicate the speed at which the previous year's materialshould be reviewed and in what depth. It is possible, especially with teaching time and area, that extensiveremediation will be required. The teacher may then wish to use practice sheets from the previous year's program.

BLM 201 LM201.cwk

BLM 301 LM301.cwk

BLM 202 LM202.cwk

BLM 203 LM203.cwk

BLM 303 LM303.cwk

BLM 204 LM204.cwk

BLM 304 LM304.cwk

BLM 302 LM302.cwk

BLM 302SE LM302a SE.cwk

Quest 2000 Gr.2 Extra Practice and TestingMasters

Addison Wesley


Addison-Wesley




Notes to TeacherThis subtask is a review and assessment of prior knowledge. Depending on the time of year, the students mayrequire much remediation before continuing onto the next subtask so teachers are advised to leave a lot offlexibility in their schedules.

Teacher Reflections


The Toy Factory Subtask 2Planning the Building


Expectations2m58 – estimate and measure specified areas using

uniform non-standard units, and record themeasures (e.g., the area of the page is four pencilcases);

2m56 – estimate, measure, and record the lineardimensions of objects using non-standard andstandard units (centimetre, metre), and compareand order objects by their linear dimensions;

3m51 – measure the perimeter of two-dimensional shapesusing standard units (centimetre and metre), andcompare the perimeters;

3m52 – estimate and measure the area of shapes usinguniform non-standard units, and compare and orderthe shapes by area;

DescriptionThe teacher will first introduce the idea of designing a toy factory by looking at toys and where they comefrom. The concept of borrowing money for a project and convincing people to lend that money will beexplored. The class will then begin looking at area and the need to have such a measurement. The class willbe led through a series of exercises that will give them an understanding of how to calculate area withnon-standard units. They will be led through a continuum of exercises that begin with calculating the areas ofexisting regular shapes, to areas of irregular shapes, to drawing shapes; both regular and irregular of givenareas. The grade 3 students will also explore perimeter and learn to calculate it for regular and irregularshapes. As the extension activity in this subtask, they will design their factory floor plan according to certainestablished parameters and calculate its area and perimeter (the grade 3 students use standard units).


Teaching / Learning StrategiesDirect TeachingOpen-ended QuestionsDiscussion

Assessment

Assessment StrategiesQuestions And Answers (oral)Performance TaskQuizzes, Tests, Examinations

Assessment Recording DevicesAnecdotal RecordChecklistRubric

Teaching / LearningLesson 1 Where Do Toys Come From? 45 min1- This activity is mostly a discussion. The teacher has on hand a number of different toys that are examinedby the class. This is done in groups of three students with each group having one toy to look at. Studentsare asked to write on a sheet of paper everything they know about that toy. In the ensuing discussion, whengroups share their findings with the teacher and class, at least one group should mention the country oforigin stamped on one of the toys. If this does not happen, the teacher may ask students to look for any suchinformation. The teacher leads the discussion into how toys are manufactured and where. Students areasked what sort of toys they would make given the choice. The discussion then is brought around to the factthat they would need a factory to produce that toy.

2- They are then asked how they would go about building a factory to manufacture those toys. In the ensuingdiscussion, the teacher should list on the board all the requirements that the students come up with.

3- The list should include things such as a plan, building materials, workers, and especially money.




4- The need for money should be stressed and where it would come from. Potential lenders could be family,friends, venture capital firms, and banks. This leads into discussing how money is borrowed and generallyunder what conditions (i.e., proposal must be sound, borrower must be trustworthy, etc.).

5- The students are then told that this unit in math is going to revolve around designing a toy factory. The planis going to be used to sell the idea to the rest of the class as if they were lenders. The teacher must stressthat in addition to being borrowers when presenting their plans, they will also be lenders when the otherstudents are presenting theirs. They are told what things will be included in their business plans and whichconcepts they will be covering in the course of the unit. The students are shown a rubric indicating how theywill be assessed.

Lesson 2 Exploration of Area 45 min1- The teacher begins this lesson by showing the students some pictures of the outside and inside of somefactories. These should be as large as possible. The factories are compared in terms of size to the schoolthey are in. The teacher introduces the concept of area as being the flat space that something covers. Theareas of the school and the factories in the pictures are then compared. The students are asked to comparethe size of various rooms in their school (e.g., the bathroom with the size of the classroom). Eventually, theamount of floor space is brought up.

2- The students are asked why we would wish to know the size of a room in more than a comparativesense. The sales of floor and wall coverings could be used as an example. The students should be remindedthat area is not just horizontal and that any flat surface has area.

3- The teacher asks how we could measure the floor space. It would be useful at this point if the teacher hadon hand a number of squares, rectangles, and irregular shapes of approximately one metre square. Thestudents are asked which shapes would be best suited to measuring, and eventually the square should besettled on. The need for different size squares for measuring different sized objects (and what would bemost appropriate) should also be discussed. Using an overhead projector and BLM 309, the teacher thendemonstrates to the students how the area of various regular shapes may be determined by covering themwith one-centimetre tiles. The teacher must draw shapes on the grid. (This may need considerablerepetition.)

4- The students are then given BLM 206 (Gr. 2) or BLM 306 (Gr. 3), a set of one-centimetre tiles, and theyare placed in groups of two. They are to determine the areas of the shapes and organize them into shapesof increasing area. The teacher may then take the grade 3 students aside and explore the concepts of findingthe area of shapes where the measuring unit does not always fit evenly into the shape being measured. Thegrade 3 students are then given BLM 306 for homework.

Lesson 3 Applying the Concepts 90 min1- The idea of a plan or model of something is discussed as well as the need to sometimes make plans thatare not full scale. The students are told that they will be making a plan of the floor space of their toy factory.A floor plan is defined as a drawing of what the floor of a particular room or building would look like. Theteacher then draws the floor plan of the classroom on the board and places some of the furniture on thedrawing. Comparisons of the drawing to the edges of the room they represent are made.

2- The students are then shown again the pictures of the factories that were used in the previous lesson.With the help of the students the teacher generates a list on the board of those rooms that would be neededin a factory. They decide together which would be the biggest and which the smallest.

3- The students are told that they will now be designing a floor plan for their factories. Their first plan will bemade on one-centimetre squared paper. They are told that one square on their paper is equal to about thesize of one large square (one metre squared) of light cardboard in real life. They will need to have a number




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of different rooms in their factories for the different things that are done there. They are to use BLM 207 (Gr.2) or BLM 307 (Gr. 3) to aid them in planning their floor space. Each room is planned individually and therooms are then cut out and added together on a larger sheet of paper to determine the size and layout. At thistime, it is necessary to remind the students again of the various requirements of a factory: Production area,office, storage, staff room, shipping. It would be very helpful if the teacher demonstrated how two roomscould be designed by deciding on how big a room should be (in squares) and colouring in that number ofsquares on the grid paper, cutting it out, and taping it to the board. After doing two rooms, the studentsshould have a good idea of what is required.If additional explanations are required, the teacher can prepare a one metre squared piece of cardboard andshow the students how she/he could estimate the size of the room needed using the cardboard and thentransfer those squares to the grid paper by colouring them in.

4- Once all the rooms have been coloured in on grid paper, they are to be cut out and then glued on to alarger sheet of paper that will be their factory floor plans.

5- If there is sufficient time and the teacher wishes to take the learning further in this area, the students maybe given BLM 208 (Gr. 2) or BLM 308 (Gr. 3), which asks them to draw regular shapes of a given area, and(for the grade 3 students) to draw irregular shapes of given areas.

Lesson 4 Applying the Concepts 45 min1- The grade 2 students are given the task of drawing a sketch of their proposed factories in some detail. Theteacher should elicit from the students a list of those things that would be important to have in the drawings.The students are told to work very carefully as these drawings will become part of their business plans.

2- While the grade 2 students are drawing, the grade 3 students study perimeter. The perimeter of an objectis defined to the students as the distance around it. The teacher continues by asking the students to estimatehow long it would take to walk around various objects such as a car or the school. The correlation of timeneeded to the length of the perimeter is then made; the greater the perimeter, the longer it would take to walkaround it.

3- On the board the teacher could then draw a number of regular shapes that are covered by grids. Theteacher should demonstrate how to calculate the perimeter by counting the units around the outside of theshapes. Continue with this exercise until the students can reliably calculate the perimeter of a regular shapedrawn on the board. Repeat this exercise using irregular shapes (i.e., a rectangle with a square added to oneside).

4- As an extension, the grade 3 students can use BLM 309 and colour in the squares that would representtheir factory floor plans. These could then be used to calculate the perimeters of their factories. They mayneed to put together two or more of BLM 309 depending on the size of their factories.

AdaptationsExtensions: Students can further explore the concepts of area and perimeter.

BLM 206 LM206.cwk

BLM 306 Lm306.cwk




BLM 306H Lm306H.cwk

BLM 207 LM207.cwk

BLM 307 Lm307.cwk

BLM 208 LM208.cwk

BLM 308 Lm308.cwk

BLM 309 LM309.cwk

1 cm Tiles 1 class set

Overhead Projector 1

Notes to TeacherLesson 1A list of the parts of the business plan should be posted somewhere in the class.

Lesson 3If possible a visit from a lender of some kind to talk to the students about what she/he does would help thestudents to link the concepts to real life.

Lesson 4Teachers may wish to preface this lesson with some basic drawing lessons, especially on perspective.These are well-addressed in a book called, Mark Kistler's Draw Squad.

GeneralAlthough it is difficult to arrange, a class visit to any sort of manufacturing installation would very much helpthe students understand factory layouts and floorplans. Teachers may also find virtual tours of variousfactories on the Internet.

Teacher Reflections


The Toy Factory Subtask 3What Are the Parts?


Expectations2m66 – explore and identify three-dimensional figures

using concrete materials and drawings (e.g., prism,pyramid);

2m68 – create a three-dimensional model from anillustration, using concrete materials (e.g., make ahouse from clay or Plasticine);

2m70 – describe and name three-dimensional figures(e.g., cube, cone, sphere, prism);

2m71 – explain how they used different three-dimensionalfigures and concrete materials in building a structureor model;

2m75 – compare and contrast two-dimensional shapes;3m62 – build rectangular prisms from given nets and

explore the attributes of the prisms;3m64 – sketch a picture of a structure or model created

from three-dimensional figures;

DescriptionThe first activity in this subtask will involve exploration of shapes and exploration as to how regular shapes canbe put together to make irregular shapes. The need for differentiation of areas in a factory for varying needswill be discussed and the factory design from the first subtask will then be broken up into smaller regularshapes that would correspond to the rooms in a factory. This would be followed by an exploration of solidsand how irregular solids can be made up using regular solids.As a culminating activity in this subtask, students will construct 3D-models of their proposed factories.

GroupingsStudents Working In Small GroupsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesDemonstrationDiscussionLectureModel Making

AssessmentThe work done on the blackline masters maybe assessed ito determine students' abilitiesto identify solids in complexthree-dimensional shapes. The final productis a model which is assessed for accuracy indepicting the desired three-dimensionalshape. The students' abilities to applymeasurement skills may also be assessed byexamining the model.

Assessment StrategiesQuizzes, Tests, ExaminationsExhibition/demonstration

Assessment Recording DevicesRating Scale

Teaching / LearningLesson 1 Exploration of Solids Approximate Time 45 min1- The teacher will review the names and characteristics of the basic shapes. These shapes will then beidentified in the classroom environment. The idea that every object in real life has an added dimension, that ofdepth, will be explored. The solids from a basic kit should then be named and characterized. The shapes thatmake up their faces is an important characteristic and should be stressed.

2- The students are placed in groups of three and asked to practise naming the various solids. They shouldalso practise naming all the faces while examining the solids.

3- The students are then encouraged to make larger solids, both regular and irregular, by putting together thebasic solids from their kits.




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4- Students are to complete BLM 210 (Gr. 2) or BLM 310 (Gr. 3), in which they are asked to identify basicsolids within three-dimensional shapes of varying complexity.

Lesson 2 Solids in My Factory Approximate Time 45 min1- The concept of regular and irregular solids being made up of smaller regular solids is reviewed. In thesame groups as in the previous lesson and using the sets of solids, the students are encouraged toexperiment with different complex shapes made up of different combinations of the basic solids. They arethen to identify the three-dimensional shape of their proposed factory (keeping in mind the already designedfloor plan).

2- The students are then to individually create simple skeleton models of their proposed factories. Thestudents are to build the models using straws that are joined by pipe cleaners. The grade 3 students shouldmake one that is approximately the same size as their floor plan drawing. With the grade 2 students, it is onlynecessary that they have an identifiably similar shape. It may be simpler for the students to build the bases oftheir models directly over their floor plan drawings. It would be very helpful to the students if the teacherdemonstrated the construction techniques using the straws and pipe cleaners.

3- As an extension, the teacher could have students cover the models with some type of heavy card orconstruction paper. The students may also wish to add details to the model.

AdaptationsEncourage students with difficulties seeing more than one solid to simplify the model to perhaps a rectangularprism (leaving the building with a flat roof). They may also be allowed to make only one section of the plannedbuilding.The teacher should also provide samples of expected models of differing sizes.The teacher may find that allowing some students to work with a variety of materials that are more familiar to them(i.e., craft sticks, modelling clay) may be beneficial.These students will benefit from repeated demonstrations.Those students that complete the work quickly and accurately should be encouraged to include additional detail intheir models.

BLM 210 LM210.cwk

BLM 310 LM310.cwk

Drinking Straws 1 Box

Pipe Cleaners Lg. Bag

Solids Class set




Notes to TeacherTry to get as many solids as possible for the students to experiment with. Try to make solids as homogeneous aspossible.When making the the models, use the thickest pipe cleaners available or double them up by bending them over.Cut them to a length of approximately 10 cm before doubling them up. If you wish to make the models moredurable, put a dab of low-temperature hot melt glue at each of the joints. Regular hot melt glue tends to melt thestraws.

Teacher Reflections


The Toy Factory Subtask 4Who Works When?


Expectations2m42 – demonstrate an understanding of some standard

units of measure: for length and distance(centimetre, metre) and time (second, minute, hour,day);

2m45 – demonstrate an understanding of the relationshipbetween days and weeks, months and years,minutes and hours, hours and days;

2m48 – read digital and analog clocks, and tell and writetime to the quarter-hour;

3m43 – demonstrate an understanding of the relationshipbetween days and years, weeks and years;

3m44 – estimate and measure the passage of time infive-minute intervals, and in days, weeks, months,and years;

3m45 – tell and write time to the nearest minute in 12-hournotation using digital clocks;

3m46 – read and write time to the nearest five minutesusing analog clocks;

DescriptionThe students will be assessed for prior knowledge of time concepts. Analog and digital time will be explored aswill the days of the week, weeks, months, and years. The idea of work and its place in our lives will bediscussed, eventually bringing students to an appreciation of the need for scheduling of time, especially as itrelates to work and the parrallel needs of their imaginary factories. Some practice will be needed with simpleschedules, working and extracting information from an existing schedule, and eventually, designing simpleschedules according to specific requirements. The culminating activity in this subtask will be the preparation ofa work schedule for the toy factories. Preparation of a yearly as well as a daily schedule will allow students tobecome more familiar with calendars, statutory holidays, and scheduled holidays.


Teaching / Learning StrategiesBrainstormingChantingDirect TeachingDiscussionEstimatingHomework

Assessment

Assessment StrategiesObservationPerformance Task

Assessment Recording DevicesChecklist

Teaching / LearningLesson 1 Time: The Basic Units 45 min1- The teacher starts the lesson by having the students orally generate a list of units employed in themeasurement of time. These are placed on the board and after the most common units have been suggested,the teacher gets the students to arrange them in order of increasing length.

2- The teacher, again with the aid of the students, then looks at the number of each unit that is found in thenext larger unit (i.e., 60 minutes in an hour).

3- At this point, the teacher should take an analog clock to model each of the units and how they add up tothe next larger unit.

4- The students are asked to suggest which units of time are appropriate to use to measure the duration ofcertain activities (i.e., the time it takes to eat lunch, play a game of tag, sharpen a pencil, walk across Canada,grow old, etc.).

5- The grade 2 students are given BLM 211 to complete which will help them practise the basic units of time




and estimate the passage of time.

6- The teacher works with the grade 3 students to reinforce the concepts of time already covered, and looksmore closely at months and years (i.e., the varying numbers of days in a month, months in a year, and days ina year).

7- The grade 3 students are given BLM 311 to practise the concepts just covered. These may be assignedfor homework as the allotted time for this lesson will have been used up.

Lesson 2 Practising Time Approximate Time 45 min1- Using a large model of a digital clock, the teacher explains again how the passage of time is recorded. It isexplained that this is a digital clock and that it is one way of measuring time but that it is a relatively moderninvention.

2- The teacher then uses a large model of an analog clock and shows the passage of time on it. It may beexplained that analog clocks are the more traditional of the time pieces and the students may be interested ina discussion as to why (gears, pendulums, etc.). As a class, the students count off the minutes by ones,fives, tens, and fifteens.

3- The students are given small models of analog clock faces and the teacher models certain times which thestudents copy on their clock faces. The teacher then writes a time on the board and the students attempt toshow that time on their clocks. Times to the hour, half hour, and quarter hours are done with the whole class.The grade 2 students are then asked to pair off and practise a similar exercise with their partners.

4- The teacher then works with the grade 3 students and has them practise time to 5-minute intervals. Oncethe students have a reasonable grasp of the concept they also are to break off into pairs and practise withtheir partners. Continue this exercise to the end of the lesson.

Lesson 3 Passage of Time Approximate Time 45 min1- The teacher draws an analog clock on the board with the time to the hour and asks the class what time itshows. The time is written on the board. A similar clock with the time an hour later is then drawn on the boardand the students again are asked what time it is. The time is again written on the board. The differencebetween the two times is calculated. The students are asked what they could do with that amount of time.

2- The entire exercise is repeated a number of times with varying time differentials but never using divisionssmaller than a quarter of an hour.

3- The teacher should then reinforce the concept by showing on a large model of an analog clock the actualpassage of time by moving the hands through from one time to another and having the students count thepassage of time in 5-minute intervals.

4- At this point, it is valuable to remind the students of how hours can be broken down into fractions of 1/2and 1/4 and having them practise counting hours by halves and quarters.

5- The grade 2 students complete BLM 212.

6- The grade 3 students are reminded how to count hours in 5-minute intervals, and the teacher leads themthrough an exercise where the time to 5-minute intervals is put on a large clock face and the students try tocalculate mentally the time shown.

7- The grade 3 students then complete BLM 312 in order to practise calculating the passage of time in5-minute intervals.




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Lesson 4 What Is a Schedule? 45 min1- The teacher holds up a number of different types of schedules (a TV schedule from the newspaper, theschool timetable, sports team schedule, etc.) and asks students what they are. Examples of differentschedules are suggested by students. A definition of a schedule is then put on the board.

2- The teacher stresses that schedules can be made for very long or very short periods of time. The monthsof the year are written horizontally on the board. With the help of the students, the school schedule is writtenunder each month (e.g., under September is written 'school year begins').

3- The teacher draws on the board a 2-column grid in which she/he could make a daily schedule (for ageneric day of classes). With the class the schedule is filled in, putting times on the left and events on theright.

4- The students are then asked to make a schedule of their average day, from the time they get up until theygo to bed. Encourage the grade 3 students to be reasonably accurate with times.

Lesson 5 My Toy Factory Schedule 45 min1- This lesson is prefaced with a reminder of the business plan that the students are preparing for their toyfactories. The teacher enters into a discussion with the students as to the nature of work and what some ofthem expect to do once they finish their educations. The jobs their parents or acquaintances do can bediscussed with particular attention to what sort of hours they work (start times, duration, etc.), what breaksthere are during the day, and what they are used for. The days worked during the week should also bediscussed as well as the concept of shift work. The merits of different schedules from the point of view ofemployee and employer should also be touched on.

2- The students are then told that they are to decide what the daily work schedule will be like in theirfactories. The grade 2 students are to complete BLM 213 which will direct them in developing a daily workschedule where time is entered in digital and analog form with substantial guidance as to the expectations.The grade 3 students are to complete BLM 313 which will direct them in completing a similar but morecomplex task.

AdaptationsLesson 1 - As an extension, grouping and multiplication concepts using units of time could be explored.Lesson 2 - As an extension, students could be encouraged to look into the origins of clocks and the unit of time.Lesson 3 - Students having difficulty with breaking down time into 5-minute intervals could be given a hundredschart and told to highlight the '5' spots.Lesson 4 - An extension to the activity would be asking the students to make a yearly schedule for the factorybased on what they would perceive to be peak periods of demand for toys (i.e., Christmas). This could be furtherextended by having them conduct a survey in class to find out if there are other times in the year when there are adisproportionately higher number of birthdays. These results could be graphed as could proposed toy production.The worksheets in this unit may be overwhelming to some students. Teachers may fold them in half and presentthem in two parts.Identified students that are having an inordinate amount of difficulty with analog clock faces may be permitted toexpress and calculate the passage of time digitally only.

BLM 211 LM211.cwk




BLM 311 LM311.cwk

BLM 212 LM212.cwk

BLM 312 LM312.cwk

BLM 213 LM213.cwk

BLM 313 LM313.cwk

Large Analog Clock Face 1

Large Digital Clock Face 1

Small Analog Clock Faces 1

Notes to TeacherMuch practice is needed in this subtask. Time is a concept that young students have difficulty learning and evenmore difficulty retaining. Teachers should take every opportunity to make references to time and the passage oftime. Analog clock faces should be used around the classroom to diplay the start and stop times of activitiesthroughout the day.

Teacher Reflections


The Toy Factory Subtask 5The Storage Room


Expectations2m39 – demonstrate an understanding that the measure

of one object can be used to describe a similarattribute of another object (e.g., the mass of a boxcan be used to measure the mass of a larger box);

2m54 – use mathematical language to describe relativetimes, sizes, temperatures, amounts of money,areas, masses, and capacities (e.g., higher tower,fewer cups);

3m42 – compare and order objects by their lineardimensions;

3m23 – interpret multiplication and division sentences in avariety of ways (e.g., using base ten materials,arrays);

2m66 – explore and identify three-dimensional figuresusing concrete materials and drawings (e.g., prism,pyramid);

2m69 – compare and sort three-dimensional figuresaccording to one geometric attribute (e.g., shape);

3m65 – compare and sort two-dimensional shapesaccording to two or more attributes;

DescriptionStudents will review regular shapes and solids and examine ways in which they may be organized. The grade2 students will have an addition component whereas the grade 3 students will be introduced to arrays as wellas an application of various characteristics of solids (i.e., they stack, roll, etc.). The culminating activity for thesubtask will be a completion of a diagram showing how various packaged toys can be stored in theirhypothetical factory.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesDemonstrationDiscussionClassifyingHomeworkLectureMini-lessonProblem-solving Strategies

Assessment

Assessment StrategiesPerformance TaskQuestions And Answers (oral)

Assessment Recording DevicesChecklist

Teaching / LearningLesson 1 Characteristics of Solids 45 min1- The teacher reviews the names of the various shapes and solids with the whole class. Characteristicssuch as the different faces each has, whether or not they are pointy, are able to be stacked, and if they willroll or not are explored.

2- The grade 2 students are given an activity where they must trace all the faces of each solid onto a pieceof paper and record how many of each shape there are. This is first demonstrated on the board by theteacher.

3- The grade 3 students are taught the meaning of the terms vertices, edges, and faces. The teacherdemonstrates on the board how to go about making a table of these characteristics using a number ofdifferent solids as examples.

4- For homework, the grade 2 students should complete BLM 214, and the grade 3 students should completeBLM 314. These may be evaluated to establish how well the students have consolidated the learning.

Lesson 2 What Fits Where? 45 min1- The teacher starts by reviewing some of the characteristics of various solids but focuses specifically onwhether or not they stack or roll.




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2- The students are to fill in a sheet where they must place different solids on a drawing of a storage rack.Each shelf space has certain requirements; solids that roll cannot be stored on the ends of shelves, objectsthat cannot stack must not be placed on the lower part of the taller spaces. Use BLM G01 for this exercisefor the entire class. It is important to review the limitations of each shelf space with the students. The grade 2students must only place one solid in each of the shelf spaces. The grade 3 students must use up all thesolids by stacking some of them in the taller spaces provided in the lower shelves.

Lesson 3 Arrays 45 minNote: This lesson is optional and does not contribute to the culminating activity. It is however a goodopportunity to fit in a study of addition for the grade 2 students and of arrays for the grade 3 students.

1- On the board the teacher draws an array of two rows of four rectangles. Lines are drawn under eachrow. It is explained that this represents a shelf in the storage room of their proposed toy factory. Eachrectangle represents a boxed toy. The students are asked how they could figure out how many toys thereare in all if each box contained one toy. Using suggestions from the students, the teacher then takes thestudents through the various ways of solving the problem; starting with simply counting the boxes, thenprogressing to addition, and then to grouping (adding of groups and multiplying). The teacher then does anumber of similar examples in the same way.

2- The grade 2 students are then given BLM 215 to practise addition, sorting, tallies, and grouping.

3- While the grade 2 students are engaged in this task, the grade 3 students are taken through an exercise inusing arrays. A number of simple arrays are drawn on the board and these are represented in various ways(i.e., (4, 4), 4+4+4+4, 4/8/12/16, ending with 4 x 4). The link between the array and the expressions of thatnumber are made for as many arrays as time permits. Have the grade 3 students then complete BLM 315 topractise linking arrays, addition, and multiplication.

AdaptationsIn the lesson on arrays, the concepts will be beyond most grade 2 students and may simply be confusing to them.Stronger students will benefit from the logical extension it presents and at the very least it will preview things to beseen next year.

BLM 214 LM214.cwk

BLM 314 LM314.cwk

BLM 215 LM215.cwk

BLM 315 LM315.cwk

BLM G01 LMG01.cwk

BLM G01 Gr3 Lmg01Gr3.cwk

Large Solids 1 Set

Solids 1 set




Notes to TeacherFor demonstrating the faces found on solids it would be beneficial to have a very large model of a solid. Thiswould allow the teacher to demonstrate the tracing and identification of the faces more easily.

Teacher Reflections


The Toy Factory Subtask 6Finding Workers


Expectations2e65 A – create some simple media works (e.g., design an

advertisement for a toy).3e64 A – identify basic elements of text (e.g., size of print)

and basic techniques (e.g., different tones of voicein audio productions) that help convey the messagein print and media materials;

DescriptionA discussion will be led by the teacher identifying skills and attitudes that are valued in a classroom. This isthen extended to the workplace and the value to an employer of certain employees over others. The studentswill then design and make an advertisement for potential employees for their factories. This subtask can betaught in a language arts period.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesDirect TeachingDiscussionExpressing Another Point Of View

AssessmentThe final product of this subtask is anadvertisment for potential employees for thestudents' proposed factories. These areassessed using a rubric which checks for theapplication of features common to printadvertising and knowledge relevant to theapplication (a toy factory).

Assessment StrategiesObservationPerformance Task


Teaching / LearningLesson 1 Characteristics and Qualities of a Good Employee 45 min1- The teacher begins by discussing with the students their proposed toy factories and what they arethinking of producing. This leads into estimating the number of toys that they would want to produce in a year.The teacher may choose to extend this line of thinking in order to give the students an appreciation of thecomplexities of running a business (especially the need for a good working knowledge of mathematics andproblem-solving strategies) and also of the scale of most manufacturing done today.

2- The students are then asked what they will be doing day to day in their proposed factories. Eventuallythey will be led to the realization that they will need employees in order to help them run the business. Theteacher will then lead a discussion identifying those attitudes and skills that are valued in their classmates.The class will then seek to identify the characteristics that would make for a good employee or co-worker.These could be listed on the board. The teacher accurately defines each of these qualities or characteristicsand perhaps what would makes them more or less valuable to an employer. As a class it might be a valuableexercise to rate them in order of importance (this provides an opportunity for debate among the students). It isimportant for the teacher to point out that though some attributes are held in high regard by employers in anyposition, others may be more or less valued, depending on the different jobs that would need doing. The




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students make a list of those qualities they would greatly value in their potential employees. This will helpthem in the next lesson in this subtask.

3- At this point, if a guest speaker is available he or she is introduced and asked to speak to the class abouthis or her experiences hiring and dealing with employees, stressing those qualities that are looked for inpotential employees, and the value of human resources to any business. Encourage the speaker to talk abouthis or her business, especially aspects covered in this unit. Having heard the introduction by the teacher,hopefully the speaker will have a good idea of the level at which to engage the students.

4- As some students would simply resort to offering their potential employees exorbitant salaries in order toattract the best potential employees, a discussion of what people are paid on an hourly or weekly basiswould benefit the student. With this age group it would be of value to balance this with a rough approximationof the cost of living on a weekly or monthly basis. A good starting point could be the minimum wage.

Lesson 2 Putting It All on Paper 45 min1- The teacher displays a number of posters, flyers, and advertisements (one of these could be anewspaper advertisement). A discussion is initiated on advertising and its value and presence in our livesevery day (it should not at this point be limited to any particular form or media).

2- The class is broken down into small groups and asked to discuss amongst themselves how convincing theadvertisement is and the particular strategies that were used in its execution (i.e., large type, funny picture,etc.) These findings are then presented to the class by the group spokesperson. During these presentations,the teacher may wish to list the features identified by each group. Following the presentations, the featuresthat were common to all or most of the advertisements are identified as well as those that were thought bythe class to be the most effective. Each group will then make note of these on paper. A class listincorporating these features is made and then displayed.

3- At this point, the students are to make an advertisement with which they are to attract potential employeesfor their proposed factories. The advertisement should be suitable to place in a newspaper. The teachershould stress the information applicants would need to know in order to decide whether or not they wouldlike to work for that particular employer and whether or not they would be suited for the position/s (shortdescription of business and what the employer is looking for). The students should be reminded to use thoseconventions (often referred to as tricks with this age group) they identified in analysing the advertisements.Remind them that they are listed on the class list made in the last exercise.

AdaptationsSome students would benefit from doing the entire advertisement on a computer. The teacher may even wish tomake a generic template of the advertisement on the computer and have students simply replace prescribed fieldswith their own words more suited to their application.

Selection of Print Advertisements

Small Business Person/Guest Speaker




Notes to TeacherIf the class has access to a sufficient number of computers, it would be an excellent opportunity to have thestudents work on their word processing and page layout skills by producing final copies of the advertisements ona computer. The finished look of the advertisements would be much closer to the look of the advertisements thatwere studied by the students and would therefore add to the air of authenticity of the business plan.The degree to which the teacher delves into the obvious complexities of the subjects covered in this subtaskdepends to a great extent on the level of sophistication of their particular group of students and the time theywish to give over to the lessons. The author feels very strongly about children gaining an appreciation of thenature of work and entrepreneurship. Thoroughly covering the concepts introduced in this unit should greatlyimprove the students' understanding and therefore their success in the culminating activity.

Teacher Reflections


The Toy Factory Subtask 7Selling the Idea


Expectations2m36 A • solve problems related to their day-to-day

environment using concrete experiences ofmeasurement and estimation;

2e59 A – use appropriate gestures and tone of voice, aswell as natural speech rhythms, when speaking;

3e61 A – use appropriate volume, tone of voice, gestures,and stance when speaking, making a presentation,or reading aloud;

3e62 A – use pauses and repetition effectively for emphasisin speech;

3e60 A - speak on a variety of topics in classroomdiscussions using some specialized language (e.g.,metres in measurement), and select words carefullyto convey their intended meaning;

DescriptionThe completion and presentation of the business plan is the culminating activity. In the presentation andsubsequent question session by students and teacher, it will be possible to assess the students' overallunderstanding of the concepts in context. Examination of the hard copy of the plan will allow assessment ofthe accuracy with which the student is able to apply skills in the context. The individual measurement conceptsand skills that are taught in isolation are also evaluated in isolation.The choice of a toy factory was made for its appeal to young students. The idea of a business plan will beconsiderably simplified. Students are placed in the position of having to prepare a business plan for aproposed toy factory. Included in the business plan are drawings of the proposed factory with measurementsindicated on scale drawings. Schedules are to be made up for the employees for days and hours worked. Asan additional exercise an advertisement will be made for potential employees.After the design work for the plan is complete, a floor plan, a drawing of the factory, a geometric model of thefactory, a work schedule, a storage plan, and an advertisement for employees are placed on a poster boardand an oral presentation is prepared to deliver to the entire class.The task makes connections between the basic concepts of measurement and the very concrete business ofmaking toys. Some assessment of how well these connections are made is also done.The advertising and presentation components allow for assessment in the area of oral and visualpresentation. Students will be using rubrics for self- and peer assessment of the designs and presentations.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesBrainstormingDiscussionDemonstration

AssessmentUse rubrics for teacher assessment andsimplified checklists for peer assessment.Students may also fill in a checklist in orderto provide some self-assessment.

Assessment StrategiesClassroom PresentationPerformance Task

Assessment Recording DevicesRubric

Teaching / LearningLesson 1 The Poster 45 min1- The teacher begins with a simplified review of the concepts covered so far in the unit giving particularemphasis to the idea of a business plan. The students are reminded that all the business planning in theworld is worthless if the entrepreneur is unable to secure financing for her/his project. The students are toldthat they will be presenting their plans for a toy factory and that they will be given the next three periods toprepare their plans. They will incorporate some of the work already completed into a large poster, and thenprepare a short oral presentation (five minutes) outlining their ideas. They are informed that thesepresentations will be rated by the teacher and classmates in their roles as possible investors in their




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proposed toy factories.

2- The teacher has the students affix the building plan, the work schedule, the employee advertisement, andthe storage room puzzle to a poster board. Grade 2 students should also affix their pictures that weredrawn of their proposed factories. At some time prior to to the actual presentations, the grade 3 studentsshould also be given an opportunity to complete a similar drawing so that these could also be added to theposter.

Lesson 2 How to Talk the Talk 90 min1- The teacher begins a discussion by writing on the board. "Today's lesson is about the importance of beingable to make a convincing oral presentation." The teacher keeps writing until the class begins to lose interest.The teacher then begins to mime and use gestures to try getting the message across. Eventually, the teacherdoes start speaking and points out to the students just how much people rely on the spoken work to getinformation out to people. The teacher then points out the various strategies that are used in public speakingto engage and convince listeners such as voice, eye contact, and gestures. Parallels are drawn between the'strategies' they used in getting people's attention with their advertisements and how they can do the samewhen speaking in public.

2- The students are given an exercise in which they must write out their presentations. They must decide ona name for their factory and what it is they will be producing. They must include in their presentations whatgood the factory will do for the general public and why they think their factory will be successful. It may beeasier for the teacher to make up a sheet for the students to assist with their work. Things like the name ofthe factory, benefits of the factory, building plan, and production schedules could be included on the sheet.The assessment rubric for this exercise will be shared with the students prior to beginning so they are moreaware of the criteria.

Lesson 3 This Is It! 90 minThe students do their presentations for the entire class. The teacher may wish to provide a peer assessmentrubric for the presentations. The teacher uses a rubric for assessing the presentations.

AdaptationsSome students that are too shy to do their presentations in front of the class may be encouraged to present to theteacher and a small group of friends.

Presentation Assessment

Video Camera




Notes to TeacherIf the teacher has followed the lesson plans for the other subtasks reasonably closely, theconcept of a business plan and the need for and importance of it is now well ingrained in the students and itneeds only to be reviewed at the start of this subtask.It could be great fun for the teacher and students to make a big deal about the final presentations byencouraging them to get dressed up. An older student or parent could also be asked to videotape thepresentations for review by the class as a whole.Students may be inexperienced with peer assessment and time may need to be taken to familiarize them withthe process in general and this case in particular.

Teacher Reflections


Black Line Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List


Page 1

Rubric

Presentation Assessment

Assessment of culminating activity3

ST 7

Blackline Master / File

BLM 201LM201.cwkMeasurement

ST 1

BLM 202LM202.cwkTime measurement

ST 1


ST 1

BLM 204LM204.cwkGeometry

ST 1

BLM 206LM206.cwkArea

ST 2

BLM 207LM207.cwkPlan sheet

ST 2

BLM 208LM208.cwkArea drawing

ST 2

BLM 210LM210.cwkIdent. basic solids in 3-D

ST 3

BLM 211LM211.cwkTime Practice

ST 4

BLM 212LM212.cwkPassage of Time

ST 4

BLM 213LM213.cwkFactory Schedule

ST 4

BLM 214LM214.cwkCharact. of Solids

ST 5

BLM 215LM215.cwkArrays and Addition

ST 5

BLM 301LM301.cwkMeasurement

ST 1


ST 1

BLM 302SELM302a SE.cwkSpec Ed version of LM302

ST 1


ST 1

BLM 304LM304.cwkGeometry

ST 1

BLM 306Lm306.cwkArea

ST 2

BLM 306HLm306H.cwkArea homework

ST 2

BLM 307Lm307.cwkPlan sheet

ST 2

BLM 308Lm308.cwkArea drawing

ST 2

BLM 309LM309.cwkPerimeter planner

ST 2

BLM 310LM310.cwkIdent. basic solids in 3-D Gr.3

ST 3

BLM 311LM311.cwkTime Practice

ST 4

BLM 312LM312.cwkPassage of Time

ST 4

BLM 313LM313.cwkFactory Schedule

ST 4

BLM 314LM314.cwkCharact. of Solids

ST 5

BLM 315LM315.cwkArrays and Multiplication

ST 5

BLM G01LMG01.cwkStorage Shelf Gr.2

ST 5

BLM G01 Gr3Lmg01Gr3.cwkStorage shelf Gr. 3

ST 5

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 08, 2001 at 3:25:50 PM Page D-1


Resource List


Page 2

Print


Addison WesleyISBN 0-201-68270-2

ST 1


Addison-WesleyISBN 0-201-682755-3

ST 1

Material

Drinking Straws1 Boxper class

ST 3

Grid Paper 1 Pad

1 cm. squareper class

Unit

Pipe CleanersLg. Bagper class

ST 3

Equipment / Manipulative

1 cm Tiles1 class set

ST 2

Calculators1per person

Unit

Large Analog Clock Face1per class

ST 4

Large Digital Clock Face1per class

ST 4

Large Solids1 Setper class

ST 5

Overhead Projector1per class

ST 2

Ruler1

Metricper person

Unit

Small Analog Clock Faces1per person

ST 4

SolidsClass setsper pair

Unit

SolidsClass set

ST 3

Solids1 set

Class Setper person

ST 5

Tiles1 set

Tiles in sets of varying sizesper pair

Unit



Resource List


Page 3

Other

Selection of Print AdvertisementsTo include at least one newspaper ad

ST 6

Video CameraOptional for recording presentations

ST 7

Parent Community

Small Business Person/Guest Speaker

Representative with experience in human resourcesLocal

ST 6


LM 201- Linear Measurement Gr.2 Name _______________

Which of these things is longer? My pencil My foot My arm

Which of these things is shorter? My pencil My foot My arm

Which of these things is wider? My pencil My foot My arm

What is bigger than a car?

What is smaller than a cat?

What is taller than your classroom?

Estimate how long each of these things are in real life. Record in thumbs or arm spans.

LOWFATMILK

How would you measure the teacher’s desk?

Toy Factory

Name _______________

Write in each digital clock the time that you would do each thing:

Sleeping

Doing Homework

Playing After School

Cooking Supper

Eating Breakfast

Shower Time

Science Class

Write the days of the week in order:

1

7

6

5

4

3

2

LM 202- Time Measurement Gr. 2

Sunday

Toy Factory

Write the correct time under each clock.

__________ ______________________________

__________ ______________________________

1 2 123

457

8910

111 2 123

457

8910

11

1 2 123

457

8910

111 2 123

457

8910

111 2 123

457

8910

111 2 1

23

457

8910

11

1 2 123

457

8910

111 2 123

457

8910

11

Write in the numbers on the clock face.

BLM 203- Time Measurement (grade 2) Name _______________

Toy Factory

LM204- Geometry Gr.2 Name _______________

Write the name of each shape on the line below it

How Many Shapes?

How many of each shape can you find in the robot?

How many

triangles

squares

circles

rectangles

Basic Shapes

Toy Factory

BLM206- Area with Non-Standard Units of Measure Name ____________

This is one square unit: What are the areas of these shapes? (How many units are in each?)

Area = ____Units

Area = ____Units

Area = ____Units Area = ____Units

Area = ____Units

Area = ____Units

Area = ____Units

Toy Factory

BLM207- Planning Sheet for My Factory (grade 2)Name _____________

Draw your plan for the floor of your factory.

Toy Factory

BLM208- Drawing Specific Areas (grade 2) Name ________________

This is one square unit:

Draw a shape that has an area of 4 units.





Toy Factory

BLM210- Identifying Simple Shapes in Complex Shapes (grade 2)Name ______________

These are simple shapes.

In the drawings below find the simple shapes and colour them in.squares = red rectangles = yellow circles = green triangles = blue

square rectangle circletriangle

Toy Factory

BLM211- Estimating Time (grade 2) Name ______________

Circle the correct answer.

How many hours do you think there are in one week? How could you find out?

How long do you think it would take to walk from your home to school?Explain how you got your answer.

How long does it take to brush your teeth?

How long does it take to eat your supper?

How long does it take to play your favourite game?

How long does it take to watch your favourite TV show?

In one minute there are 4 7 12 24 30 60 seconds.

In one hour there are 4 7 12 24 30 60 minutes.

In one day there are 4 7 12 24 30 60 hours.

In one week there are 4 7 12 24 30 60 days.

In one month there are 4 7 12 24 30 60 weeks.

Toy Factory

BLM212- Telling Time (grade 2) Name ____________

Start End How Long

0 1 3 0

0 3 3 0

0 4 1 50 3 0 0

0 2 3 0

0 1 3 0

0 4 1 5 0 6 0 0Toy Factory

BLM213- Work Schedule (grade 2) Name ___________

Time Time What They Do

Home Time

Work

Afternoon Break

Work

Lunch Time

Work

Break Time

Start Work

Toy Factory

Solid Trace the FacesNumberof Faces

BLM214- Faces of the Solids (grade 2) Name __________

Toy Factory

BLM215- Arrays for Addition (grade 2) Name ___________

The boxes on the toy shelves can be stacked so they don’t take as much room. Try to find ways to add them up faster.

3+ 3

Add them up

Count them up

Toy Factory

LM 301- Linear Measurement Gr.3 Name _______________

Use your ruler to measure these pictures.

Length ___________________

Height ___________________

Length __________________

Width __________________

Length ___________________

Width ___________________

Length ___________________

Height ___________________

Using thumbs or spans measure the following:

A Book

The Teacher’s Desk

The Blackboard

The Classroom

Length __________ Width ___________

Length _________ Width ___________

Length __________ Width __________

Your DeskLength __________ Width ___________ Length __________ Width __________

What is the problem with using thumbs and spans to measure with?Toy Factory

LM 302 - Time Measurement Name _______________

Write in each digital clock the time that you would do each thing:Sleeping

Doing Homework


Cooking Supper

Eating BreakfastShower Time

Science Class


1

7

6

5

4

3

2

Write the months of the year in order:

4

4

5

6

2

1

3

7

8

9

10

11

12

Sunday January

Toy Factory

LM 302 a SE- Time Measurement Name _______________

Write in each digital clock the time that you would do each thing:Sleeping


Cooking Supper

Eating Breakfast

Science Class


1

7

6

5

4

3

2

Write the months of the year in order:

4

4

5

6

2

1

3

7

8

9

10

11

12

Sunday January

W

F N

O

S

A

J

J

M

A

M

F

D

12:00

08:00

04:0005:00

02:00

Choose 1 of these times.Toy Factory

Write the correct time under each clock

__________ ______________________________

__________ ______________________________

1 2 1234

57891011

1 2 1234

578

91011

1 2 1234

578

910111 2 1

234

578

91011

1 2 1234

57891011

1 2 1234

578910111 2 1

234

578

91011

1 2 1234

57891011

The Basics

How Much Time

Tell how much time has gone by between the first clock and the second.

10 00 20 15 hours minutes

There are minutes in an hour.

There are hours in a day.

There are days in a week.

There are weeks in a year.

How many?

Which hand is which?

This isthe ____hand

12

6

BonusThere are seconds in a minute.

There are days in a year.

This isthe ____hand

BLM 303 - Time Measurement Name _______________

Toy Factory

How Many Shapes?How many of each shape can you find in the robot?

How many?

triangles

squares

circles

rectangles

Name the Solids.

Write the name of each solid on the line below it.

BLM304 Shapes and Solids Gr. 3 P.1 Name ____________

Toy Factory

How Many Solids?

How many of each solid can you find in the robot?

How many

rectangular prisms

cubes

spheres

triangularprisms

pyramids

Name _______________

BLM304 Shapes and Solids Gr. 3 P.2

Toy Factory

BLM306- Area with Non-Standard Units of Measure Name __________

This is one square unit: What are the areas of these shapes? (How many units are in each?)


Area = ____Units

Area = ____Units

Area = ____UnitsArea = ____Units

Area = ____Units

Toy Factory

BLM306H

Area with Non-Standard Units of Measure

Name _____________

This is one square unit: What are the areas of these shapes?(How many units are in each?)


Area = ____Units

Area = ____Units

Area = ____Units

Area = ____Units

Area = ____Units

Toy Factory

BLM307- Planning Sheet for My Factory (grade 3)Name _____________Draw your plan for the floor of your factory.

Toy Factory

BLM308- Drawing Specific Areas (grade 3) Name _______________

This is one square unit:

Draw a shape that has an area of 7 units





Toy Factory

BLM309- Perimeter Planner (grade 3) Name _____________________

Make a copy of your plan for the floor of your factory. Count the units around the outside and then measure.

Perimeter = ____ unitsPerimeter = _____ cm

Toy Factory

BLM310- Identifying Simple Shapes in Complex Shapes (grade 2) Name ______________

These are simple solids..

cuberectangular prism sphere cylindertriangular prism cone

In the drawings below find the simple solids and colour them in.rectangular prism = orange cube = red triangular prism = blue sphere = brown cone = green cylinder = yellow

Toy Factory

BLM311- Estimating Time (grade 3) Name ______________

In one minute, there are _________ seconds. In one hour, there are __________ minutes.In one day, there are _________ hours. In one week, there are _________ days. In one month, there are _________ days. In one month, there are _________ weeks. In one year, there are _________ months. In one year, there are _________ weeks.In one year, there are _________ days.

Fill in the blanks.

How many minutes are in one day? How could you find out?

Name 3 things that take about 1 minute to complete.

Name 3 things that take about 1 second to complete.

Name 3 things that take about 1 day to complete.

Toy Factory

BLM312- Telling Time (grade 3) Page 1 Name ____________

Start End How Long

0 2 3 0

1 2 0 0

0 8 1 50 6 0 0

1 0 3 0

0 1 0 0

1 1 0 0 0 2 4 0

Toy Factory

BLM312- Telling Time (grade 3) Page 2 Name ____________

Start End How Long

0 5 3 5

0 2 0 5

0 8 4 00 7 4 5

0 9 5 0

0 2 0 5

1 0 1 0 0 4 2 5Toy Factory

BLM313- Work Schedule (grade 3) Name ___________

Time Time What They Do

Start Work

Toy Factory

Solid Faces Vertices

BLM314- Faces of the Solids (grade 3) Name __________

Rectangular Prism

Edges

Toy Factory

BLM315- Arrays for Multiplication (grade 3) Name ___________

The boxes on the toy shelves can be stacked so they don’t take as much room. Use multiplication to see how many there are.

x =

groups of =

x =

x =x =

Toy Factory

BLMG01- Toy Factory Shelf (grade 2) Name ___________

This is a set of shelves in one of the storage rooms of your factory. The toy boxes are solids. Put one box on each shelf but be careful of the ones that will roll off

the shelf. They must fit in the spaces.

ToyFactory

BLMG01Gr3- Toy Factory Shelf (grade 3) Name ___________

This is a set of shelves in one of the storage rooms of your factory. The toy boxes are solids. Put the boxes on the shelves but be careful of the ones that will roll off

the shelf or won’t stack. They must all be put on the shelves.

ToyFactory

Expectationsfor this Subtask to Assess with this Rubric:

Communication usingappropriate oralpresentation skills

Application ofmathematicalprocedures to concept

Communication ofknowledge related toconcepts, procedures,and problem solving

– demonstrates limited use ofappropriate oral andpresentation skills

– communicates (orally,pictorially, or in written form)limited understanding ofconcepts, procedures, andproblem-solving skills

– demonstrates some use ofappropriate oral andpresentation skills

– demonstrates someapplication of new learning

– communicates (orally,pictorially, or in written form)some understanding ofconcepts, procedures, andproblem-solving skills

– demonstrates considerableuse of appropriate oral andpresentation skills

– demonstrates considerableapplication of new learning

– communicates (orally,pictorially, or in written form)considerable understandingof concepts, procedures, andproblem-solving skills

– demonstrates thoroughuse of appropriate oral andpresentation skills

– demonstrates extensiveapplication of new learning

– communicates (orally,pictorially, or in written form)thorough understanding ofconcepts, procedures, andproblem-solving skills

Level 1 Level 2 Level 3 Level 4

Presentation Assessmentfor use with Subtask 7 : Selling the Ideafrom the Grade 2/3 Unit: The Toy Factory

Student Name:Date:

– demonstrates limitedapplication of new learning

2e59 – use appropriate gestures and tone of voice, as well as natural speech rhythms, when speaking;

2m36 • solve problems related to their day-to-day environment using concrete experiences of measurement and estimation;

3e60 - speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and select words carefully to convey theirintended meaning;

3e61 – use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud;

3e62 – use pauses and repetition effectively for emphasis in speech;

Category/Criteria

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 08, 2001 at 3:26:08 PM Page E-1

Expectation List

Selected


Page 1

Assessed

English Language---Oral and Visual Communication– use appropriate gestures and tone of voice, as well as natural speech rhythms, when speaking; 12e59

– create some simple media works (e.g., design an advertisement for a toy). 12e65

Mathematics---Measurement• demonstrate an understanding of and ability to apply measurement terms: centimetre, metre, second, minute, hour, day,

week, month, year, coins to $1 value;12m34

• identify relationships between and among measurement concepts (e.g., shorter time, longer length, colder temperatures); 12m35

• solve problems related to their day-to-day environment using concrete experiences of measurement and estimation; 12m36

– demonstrate an understanding that the measure of one object can be used to describe a similar attribute of another object(e.g., the mass of a box can be used to measure the mass of a larger box);

12m39

– demonstrate an understanding of some standard units of measure: for length and distance (centimetre, metre) and time(second, minute, hour, day);

12m42

– demonstrate an understanding of the relationship between days and weeks, months and years, minutes and hours, hours anddays;

12m45

– read digital and analog clocks, and tell and write time to the quarter-hour; 12m48

– use mathematical language to describe relative times, sizes, temperatures, amounts of money, areas, masses, andcapacities (e.g., higher tower, fewer cups);

12m54

– estimate, measure, and record the linear dimensions of objects using non-standard and standard units (centimetre, metre),and compare and order objects by their linear dimensions;

12m56

– estimate and measure specified areas using uniform non-standard units, and record the measures (e.g., the area of the pageis four pencil cases);

12m58

Mathematics---Geometry and Spatial Sense• investigate the attributes of three-dimensional figures and two-dimensional shapes using concrete materials and drawings; 12m61

– explore and identify three-dimensional figures using concrete materials and drawings (e.g., prism, pyramid); 22m66

– create a three-dimensional model from an illustration, using concrete materials (e.g., make a house from clay or Plasticine); 12m68

– compare and sort three-dimensional figures according to one geometric attribute (e.g., shape); 12m69

– compare and contrast two-dimensional shapes; 12m75

– describe and name three-dimensional figures (e.g., cube, cone, sphere, prism); 12m70

– explain how they used different three-dimensional figures and concrete materials in building a structure or model; 12m71

English Language---Oral and Visual Communication- speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and

select words carefully to convey their intended meaning;13e60

– use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud; 13e61

– use pauses and repetition effectively for emphasis in speech; 13e62

– identify basic elements of text (e.g., size of print) and basic techniques (e.g., different tones of voice in audio productions) thathelp convey the message in print and media materials;

13e64

Mathematics---Number Sense and Numeration– interpret multiplication and division sentences in a variety of ways (e.g., using base ten materials, arrays); 13m23

Mathematics---Measurement• demonstrate an understanding of and ability to apply measurement terms: centimetre, metre, kilometre; millilitre, litre; gram,

kilogram; degree Celsius; week, month, year;13m34

• identify relationships between and among measurement concepts; 13m35

• estimate, measure, and record the perimeter and the area of two-dimensional shapes, and compare the perimeters andareas;

13m37

– compare and order objects by their linear dimensions; 13m42

– demonstrate an understanding of the relationship between days and years, weeks and years; 13m43

– estimate and measure the passage of time in five-minute intervals, and in days, weeks, months, and years; 13m44

– tell and write time to the nearest minute in 12-hour notation using digital clocks; 13m45

– read and write time to the nearest five minutes using analog clocks; 13m46

– measure the perimeter of two-dimensional shapes using standard units (centimetre and metre), and compare theperimeters;

13m51

– estimate and measure the area of shapes using uniform non-standard units, and compare and order the shapes by area; 13m52

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 08, 2001 at 3:26:21 PM Page F-1

Expectation List

Selected


Page 2

Assessed

Mathematics---Geometry and Spatial Sense• investigate the attributes of three-dimensional figures and two-dimensional shapes using concrete materials and drawings; 13m55

– build rectangular prisms from given nets and explore the attributes of the prisms; 13m62

– sketch a picture of a structure or model created from three-dimensional figures; 13m64

– compare and sort two-dimensional shapes according to two or more attributes; 13m65

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 08, 2001 at 3:26:21 PM Page F-2


Expectation Summary


Selected Assessed

English Language2e1 2e2 2e3 2e4 2e5 2e6 2e7 2e8 2e9 2e102e11 2e12 2e13 2e14 2e15 2e16 2e17 2e18 2e19 2e202e21 2e22 2e23 2e24 2e25 2e26 2e27 2e28 2e29 2e302e31 2e32 2e33 2e34 2e35 2e36 2e37 2e38 2e39 2e402e41 2e42 2e43 2e44 2e45 2e46 2e47 2e48 2e49 2e502e51 2e52 2e53 2e54 2e55 2e56 2e57 2e58 2e59 1 2e602e61 2e62 2e63 2e64 2e65 1

Mathematics2m1 2m2 2m3 2m4 2m5 2m6 2m7 2m8 2m9 2m102m11 2m12 2m13 2m14 2m15 2m16 2m17 2m18 2m19 2m202m21 2m22 2m23 2m24 2m25 2m26 2m27 2m28 2m29 2m302m31 2m32 2m33 2m34 1 2m35 1 2m36 1 2m37 2m38 2m39 1 2m402m41 2m42 1 2m43 2m44 2m45 1 2m46 2m47 2m48 1 2m49 2m502m51 2m52 2m53 2m54 1 2m55 2m56 1 2m57 2m58 1 2m59 2m602m61 1 2m62 2m63 2m64 2m65 2m66 2 2m67 2m68 1 2m69 1 2m722m73 2m74 2m75 1 2m70 1 2m71 1 2m76 2m77 2m78 2m79 2m802m81 2m82 2m83 2m84 2m85 2m86 2m87 2m88 2m89 2m902m91 2m92 2m93 2m94 2m95 2m96 2m97 2m98 2m99 2m1002m101 2m102 2m103 2m104 2m105 2m106 2m107 2m108 2m109 2m1102m111 2m112

Science and Technology2s1 2s2 2s3 2s4 2s5 2s6 2s7 2s8 2s9 2s102s11 2s12 2s13 2s14 2s15 2s16 2s17 2s18 2s19 2s202s21 2s22 2s23 2s24 2s25 2s26 2s27 2s28 2s29 2s302s31 2s32 2s33 2s34 2s35 2s36 2s37 2s38 2s39 2s402s41 2s42 2s43 2s44 2s45 2s46 2s47 2s48 2s49 2s502s51 2s52 2s53 2s54 2s55 2s56 2s57 2s58 2s59 2s602s61 2s62 2s63 2s64 2s65 2s66 2s67 2s68 2s69 2s702s71 2s72 2s73 2s74 2s75 2s76 2s77 2s78 2s79 2s802s81 2s82 2s83 2s84 2s85 2s86 2s87 2s88 2s89 2s902s91 2s92 2s93 2s94 2s95 2s96 2s97 2s98 2s99 2s1002s101 2s102 2s103 2s104 2s105 2s106 2s107 2s108 2s109 2s110

Social Studies2z1 2z2 2z3 2z4 2z5 2z6 2z7 2z8 2z9 2z102z11 2z12 2z13 2z14 2z15 2z16 2z17 2z18 2z19 2z202z21 2z22 2z23 2z24 2z25 2z26 2z27 2z28 2z29 2z302z31 2z32 2z33 2z34 2z35 2z36 2z37 2z38 2z39 2z402z41 2z42 2z43 2z44 2z45 2z46 2z47 2z48

Health & Physical Education2p1 2p2 2p3 2p4 2p5 2p6 2p7 2p8 2p9 2p102p11 2p12 2p13 2p14 2p15 2p16 2p17 2p18 2p19 2p202p21 2p22 2p23 2p24 2p25 2p26 2p27 2p28 2p29 2p302p31 2p32 2p33 2p34 2p35 2p36 2p37 2p38 2p39 2p402p41

The Arts2a1 2a2 2a3 2a4 2a5 2a6 2a7 2a8 2a9 2a102a11 2a12 2a13 2a14 2a15 2a16 2a17 2a18 2a19 2a202a21 2a22 2a23 2a24 2a25 2a26 2a27 2a28 2a29 2a302a31 2a32 2a33 2a34 2a35 2a36 2a37 2a38 2a39 2a402a41 2a42 2a43 2a44 2a45 2a46 2a47 2a48 2a49 2a502a51 2a52 2a53 2a54 2a55 2a56 2a57 2a58 2a59 2a602a61 2a62 2a63 2a64 2a65 2a66 2a67

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 08, 2001 at 3:26:36 PM Page G-1


Expectation Summary


Selected Assessed

English Language3e1 3e2 3e3 3e4 3e5 3e6 3e7 3e8 3e9 3e103e11 3e12 3e13 3e14 3e15 3e16 3e17 3e18 3e19 3e203e21 3e22 3e23 3e24 3e25 3e26 3e27 3e28 3e29 3e303e31 3e32 3e33 3e34 3e35 3e36 3e37 3e38 3e39 3e403e41 3e42 3e43 3e44 3e45 3e46 3e47 3e48 3e49 3e503e51 3e52 3e53 3e54 3e55 3e56 3e57 3e58 3e59 3e60 13e61 1 3e62 1 3e63 3e64 1 3e65 3e66

Mathematics3m1 3m2 3m3 3m4 3m5 3m6 3m7 3m8 3m9 3m103m11 3m12 3m13 3m14 3m15 3m16 3m17 3m18 3m19 3m203m21 3m22 3m23 1 3m24 3m25 3m26 3m27 3m28 3m29 3m303m31 3m32 3m33 3m34 1 3m35 1 3m36 3m37 1 3m38 3m39 3m403m41 3m42 1 3m43 1 3m44 1 3m45 1 3m46 1 3m47 3m48 3m49 3m503m51 1 3m52 1 3m53 3m54 3m55 1 3m56 3m57 3m58 3m59 3m603m61 3m62 1 3m63 3m64 1 3m65 1 3m66 3m67 3m68 3m69 3m703m71 3m72 3m73 3m74 3m75 3m76 3m77 3m78 3m79 3m803m81 3m82 3m83 3m84 3m85 3m86 3m87 3m88 3m89 3m903m91 3m92 3m93 3m94 3m95 3m96 3m97 3m98 3m99 3m1003m101 3m102 3m103 3m104 3m105 3m106

Science and Technology3s1 3s2 3s3 3s4 3s5 3s6 3s7 3s8 3s9 3s103s11 3s12 3s13 3s14 3s15 3s16 3s17 3s18 3s19 3s203s21 3s22 3s23 3s24 3s25 3s26 3s27 3s28 3s29 3s303s31 3s32 3s33 3s34 3s35 3s36 3s37 3s38 3s39 3s403s41 3s42 3s43 3s44 3s45 3s46 3s47 3s48 3s49 3s503s51 3s52 3s53 3s54 3s55 3s56 3s57 3s58 3s59 3s603s61 3s62 3s63 3s64 3s65 3s66 3s67 3s68 3s69 3s703s71 3s72 3s73 3s74 3s75 3s76 3s77 3s78 3s79 3s803s81 3s82 3s83 3s84 3s85 3s86 3s87 3s88 3s89 3s903s91 3s92 3s93 3s94 3s95 3s96 3s97 3s98 3s99 3s1003s101 3s102 3s103 3s104 3s105 3s106 3s107 3s108 3s109 3s1103s111 3s112 3s113 3s114

Social Studies3z1 3z2 3z3 3z4 3z5 3z6 3z7 3z8 3z9 3z103z11 3z12 3z13 3z14 3z15 3z16 3z17 3z18 3z19 3z203z21 3z22 3z23 3z24 3z25 3z26 3z27 3z28 3z29 3z303z31 3z32 3z33 3z34 3z35 3z36 3z37 3z38 3z39 3z403z41 3z42 3z43 3z44 3z45 3z46 3z47 3z48 3z49 3z503z51

Health & Physical Education3p1 3p2 3p3 3p4 3p5 3p6 3p7 3p8 3p9 3p103p11 3p12 3p13 3p14 3p15 3p16 3p17 3p18 3p19 3p203p21 3p22 3p23 3p24 3p25 3p26 3p27 3p28 3p29 3p303p31 3p32 3p33 3p34 3p35 3p36 3p37 3p38 3p39

The Arts3a1 3a2 3a3 3a4 3a5 3a6 3a7 3a8 3a9 3a103a11 3a12 3a13 3a14 3a15 3a16 3a17 3a18 3a19 3a203a21 3a22 3a23 3a24 3a25 3a26 3a27 3a28 3a29 3a303a31 3a32 3a33 3a34 3a35 3a36 3a37 3a38 3a39 3a403a41 3a42 3a43 3a44 3a45 3a46 3a47 3a48 3a49 3a503a51 3a52 3a53 3a54 3a55 3a56 3a57 3a58 3a59 3a603a61 3a62

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 08, 2001 at 3:26:36 PM Page G-2


Page 1Unit Analysis


1 Anecdotal Record3 Checklist1 Rating Scale2 Rubric

Assessment Strategies

1 Classroom Presentation1 Exhibition/demonstration3 Observation5 Performance Task2 Questions And Answers (oral)3 Quizzes, Tests, Examinations

Groupings

7 Students Working As A Whole Class3 Students Working In Pairs2 Students Working In Small Groups7 Students Working Individually

Teaching / Learning Strategies

3 Brainstorming1 Chanting1 Classifying3 Demonstration4 Direct Teaching7 Discussion2 Estimating1 Expressing Another Point Of View3 Homework2 Lecture1 Mini-lesson1 Model Making1 Open-ended Questions1 Problem-solving Strategies1 Working With Manipulatives

Analysis Of Unit Components

7 Subtasks 39 Expectations 52 Resources 73 Strategies & Groupings

-- Unique Expectations -- 6 Language Expectations 32 Mathematics Expectations

Resource Types

1 Rubrics 33 Blackline Masters 0 Licensed Software 2 Print Resources 0 Media Resources 0 Websites 3 Material Resources 12 Equipment / Manipulatives 0 Sample Graphics 2 Other Resources 1 Parent / Community 0 Companion Bookmarks

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 08, 2001 at 3:26:55 PM Page H-1

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