EDCI 300 Assignment #Make Up Work

Grade 3 Lesson/Unit Plan

Dylan Joy

Target Prescribed Learning Outcomes

Prescribed Learning Outcome Suggested Achievement IndicatorsA11 demonstrate an understanding of multiplication to 5x5 by:- representing and explaining multiplication using equal grouping and arrays- creating and solving problems in context that involve multiplication- modelling multiplication using concrete and visual representations, and recording the process symbolically- relating multiplication to repeated addition- relating multiplication to division

extend a given skip counting sequence by 5s, 10s or 100s, forward and backward, using a given starting point- extend a given skip counting sequence by 3s, forward and backward, starting at a given multiple of 3- extend a given skip counting sequence by 4s, forward and backward, starting at a given multiple of 4- extend a given skip counting sequence by 25s, forward and backward, starting at a given multiple of 25- identify and correct errors and omissions in a given skip counting sequence- determine the value of a given set of coins (nickels, dimes, quarters, loonies) by using skip counting- identify and explain the skip counting pattern for a given number sequence

B1 demonstrate an understanding of increasing patterns by- describing- extending- comparing- creatingpatterns using manipulatives, diagrams, sounds, and actions

describe a given increasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues- identify the pattern rule of a given increasing pattern and extend the pattern for the next three terms- identify and explain errors in a given increasing pattern- locate and describe various increasing patterns found on a hundred chart, such as horizontal, vertical, and diagonal patterns

Activities: Students will be asked to explore multiplication from 1 x 1 to 5 x 5; they will do so by grouping objects together, illustrating and charting results. Adopting numerous methods like acting it out, charting results, and drawing a diagram will foster a deeper understanding of symbolic processes like multiplication; using multiple methods like these is a technique suggested by Trevor Caulkins and his Power of Ten website.

Introductory Activities:

Initially asking students to act out multiplication equations using concrete exercises like by acting it out; the following figure represents students exploring word problems (one group of one person has one marble, how many marbles are there? One group of three people, each person has one marble, how many marbles are there? One group of five people, each person has one marble, how many marbles are there?).

Once the task of acting out this operation begins to lose interest as students to draw out the results of their explorations, this pictorial exploration will enforce the tangible reference they have just explored together. The following figure shows a diagram that might be suggested to students who have difficulty working pictorially.

Creating a simple chart using graph paper will also serve as a pictorial account for the actions.

Once these methods have been explored, I would show a symbolic depiction of the operations we had just performed on a number line using Hindu-Arabic numerals.

These methods will be implemented to foster a meaningful understanding for multiplication up to 5 x 5. Specific questions can be used to explore fractions, for example 1 x 4 can be explored further by changing the conditions. If one group of four people have one marble each there will be four marbles, however, if two marbles are black and two are white, what fraction of marbles are white? The following figure shows possible demonstration on a tangible method to understand this concept.

To introduce monetary concepts or multiplication of decimals this could be built on further; using currency to explore the use of decimals can be useful in connecting a tangible reference for daily life, justifying the need for mathematical skills. The following figure demonstrates multiplying with quarters.

Using similar marble activities to explore number sequences:

Using concrete methods like handing marbles to one another can be a method for students to build their own number sequence. For example, if four students have 2 marbles each, the first student gives both of his marbles to the second, the second gives all four marbles to the third, the third student gives all six of the marbles he/she has to the fourth student who, in the end, has eight marbles. The following figure depicts this process and a written problem for students.

Four students have 2 marbles each, Andrew gives his 2 marbles to Bethany, and Bethany accepts them and gives all her marbles to Cecil, Cecil has so many marbles now but wants to give them all to David. How many

marbles does David have now?

This number sequence is also a tangible reference for multiplying by 2 (or skip counting); a pictorial understanding can be fostered by graphing the results with a line graph. The following figure is a simple line graph students can create.

As our introductory activity, we can also show a symbolic form of this number sequence on a number line. The following figure is a number line showing the results.

Rubric:

I have made a rubric for assessment for learning and assessment of learning:

Skill/Understanding

1 2 3 4

Understanding: acting it out

Needs constant assistance

Needs little guidance

Can develop understanding with peer assistance

Can fully understand and guide peers’ understanding

Creating pictorial representation of results

Needs constant assistance

Needs little guidance

Can develop understanding with peer assistance

Can fully understand and guide peers’ understanding

Symbolic understanding

Cannot relate previous activities to symbolic representation

Has difficulty relating previous activities to symbolic

Can relate previous activities to symbolic

Can fully understand relevance to previous

representation representation activities and can aid peer in developing an understanding

Summative A(group assessment will be developed to perform concrete and pictorial understanding)

Group cannot apply the methods explored earlier to understand suggested math problems without full guidance

Group can apply the methods explored earlier to understand suggested math problems with minor guidance

Group can apply the methods explored earlier and understand without teacher guidance

Group is unchallenged by this activity, finishes noticeably sooner

Summative B (independent assessment will be developed to relate the results from Summative A to create a symbolic understanding)

Student cannot relate data to a symbolic representation without guidance

Student can relate data to a symbolic representation with minimal guidance

Student can relate data easily to a symbolic representation

Students are not challenge by a symbolic representation.