Blankenship sara stage_3


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Blankenship sara stage_3

  1. 1. FRIT  7430:  UbD  Stage  3  Assignment                                       Sara Blankenship FRIT 7430: Instructional Design Stage 3, Understanding by Design Fall 2009
  2. 2. FRIT  7430:  UbD  Stage  3  Assignment Title of Unit Marvelous Multiplication Grade Level 2 Standard: Georgia Performance Standard: M2N3- Students will understand multiplication, multiplying numbers, and verify results. a.) Understand multiplication as repeated addition b.) Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1-digit numbers and construct the multiplication table. c.) Use the multiplication table (grid) to determine a product of two numbers. d.) Use repeated subtraction, equal sharing, and forming equal groups to divide large collections of objects and determine factors of multiplication. Understandings: Students will understand that: U1- Multiplication is simply repeated addition and can be applied to various given numbers.(INTERPRETATION) U2- Multiplication tables/ charts can be interpreted and used as a tool to help discover the product of two numbers, usually from 0- 12. (APPLICATION) U3- Previously acquired knowledge of addition and subtraction can be transferred and applied for use within multiplication. (PERSPECTIVE) U4- Arrays are a visual way to explain and understand multiplication. (SELF- KNOWLEDGE) U5- Skip counting is a tool to develop mental math strategies for multiplication. (APPLICATION) U6- Multiplication is a vital tool for future mathematical success. (PERSPECTIVE) U7- Multiplication can be applied in everyday situations throughout people’s lives. (EMPATHY) U8- Multiplication strategies must be internalized for quick recall. (APPLICATION) U9- There are multiple strategies for figuring out multiplication problems. (INTERPRETATION)
  3. 3. FRIT  7430:  UbD  Stage  3  Assignment Essential Questions: EQ1-What does math mean to you? EQ2-When and how can we use math in our daily lives? EQ3-Why is the understanding of math concepts important for your future? EQ4-Why is multiplication important to learn? EQ5-How do mental strategies help us calculate math faster? EQ6-How is multiplication part of the stepping-stones of math? EQ7-How can we “show” multiplication? EQ8-How is multiplication similar and/or different from addition and subtraction? Stage 3: Plan Learning Experiences Week 1 Day 1: 1.) The teacher will give the students a pre-test that ask questions students should understand at the end of the unit. This test will have questions that determine the student’s prior knowledge of multiplication and also the necessary basic from which to learn about multiplication, mainly their addition skills. (EQ1, W, H, E2, U3) 2.) The unit will begin by probing the students using the question “What does math mean to you?” This will lead to a class discussion. The question “How is math a building subject?” The teacher will show the students how everything that they have learned in math has prepared them for the next level of math. The new area that the class is going to cover is multiplication. “How many of you know what multiplication is?” (EQ1, H, U6) 3.) Teacher will present all the essential questions that are going to be explored during the unit. (EQ1-EQ8, H, W, U6) 4.) Introduce the students to multiplication by exploring multiplication concepts by using repeated addition. Playing a game with white boards, students will explore the connections between addition and multiplication. (EQ7, EQ8, W, E, U1, U3, U5, U9) Day 2: 1.) Begin the lesson by playing the math white board game to refresh the student’s understanding of the concept multiplication as repeated addition. (EQ7, EQ8, E, R, U1, U3, U5)
  4. 4. FRIT  7430:  UbD  Stage  3  Assignment 2.) Students will create their own math word problems using repeated addition. After writing their word problems, they will be presented for the class to try to find the answers. (EQ2, EQ7, T, O, R, E, U7, U9) 3.) Students will use manipulatives to explore many different types of repeated addition and then try to show how it would be written as a multiplication problem and begin exploring arrays. (EQ6-EQ8, E, R, U4) Day 3: 1.) Students will begin to use easy multiplication sentences to create a problem. The teacher will write several different problems on the board and students will draw out the answers using the same techniques that were explored the previous day. (EQ7-EQ8, E, H, U1, U3, U5, U9) 2.) Teacher will show the students how to read a multiplication grid and help the students practice using it. (EQ7, E, E2, T, O) 3.) Students will work in teams to create different types of arrays. They will role two dice to discover what their multiplication sentence will be. Using a multiplication grid the students will see the answer and create an array that correctly represents the sentence. (EQ5, EQ7, EQ8, E, R, E2, T, O, U9) Day 4: 1.) Students and the teacher will discuss how they are beginning to see multiplication as repeated addition through examples and illustrations. (EQ11, R, E2, T, O, U1, U3, U9) 2.) The teacher will play the white board game with the students to see their progress in the understanding of multiplication. (EQ3, EQ10, E, R, E2, T, U3, U5, U9) 3.) Students will complete math worksheets to work on their individual understandings at this point in the unit. (EQ1, EQ6, EQ8, EQ9, EQ10, EQ11, E, R, U1, U3, U5, U9) Day 5: 1.) Students will use manipulatives to answer various questions by the teacher to show how multiplication can be worked out. (EQ10, E, T, U9) 2.) Students will look through various materials to find ways that people use multiplication in daily life. Materials will include: internet, books, newspapers, magazines, and other various materials. (TECHNOLOGY, EQ1, EQ2, EQ3, EQ4, E, R, T, O, U6, U7) 3.) Students will show the class what things they found that show multiplication is use and explain how they are using it. (TECHNOLOGY, EQ1, EQ2, EQ3, EQ4, E, R, T, O, U6, U7)
  5. 5. FRIT  7430:  UbD  Stage  3  Assignment Week 2 Day 1: Math Scrapbook- Students will create a Multiplication Grid to insert into their Multiplication scrapbook. The students will figure out the different problems and then insert the answers into the appropriate columns. Students can use calculators and others around them to fill in the answers. The grid will be a tool for later use. (EQ4, EQ11, E, O, U2) Day 2: Math Scrapbook- Students will choose 5 different problems to create arrays that represent the problem. These arrays will be inserted into the Multiplication scrapbook. (EQ10, E, R, E2, T, U4) Day 3:Math Scrapbook- Students will create Multiple spinners with answers for their scrapbook. This is an activity where the participant can spin the two spinners and find the answer to a multiplication problem using the grid. (EQ10, E, R, E2, U2, U9) Day 4: Math Scrapbook- Students will write and solve 5 of their own math word problems. They will receive 10 index cards. On five they must write a real-life word problem. On the other 5 they must write the answer. Participants must match the cards to one another through the solving of each word problem. (EQ2, EQ3, EQ6, E, R, E2, T, U6, U9) Day 5:Math Scrapbook- Students will create multiplication flash cards to use in their scrapbook. The participant will try to figure out the problem using mental math strategies. (EQ5, R, E2, U8)
  6. 6. FRIT  7430:  UbD  Stage  3  Assignment Week 3 Day 1:The teacher will work with the students to refresh them on mental math strategies, how multiplication is important and what the Multiplication scrapbooks help them accomplish. Students will then have time to work on their final activity, which is to review the rubric, critique their own work, and add items that will show the importance of multiplication. They can explore the Internet and other computer programs, draw pictures, write words, print Internet items, or find any other examples of multiplication. (TECHNOLOGY, EQ1, EQ2, EQ3, EQ7, E, R, E2, T, U5, U6, U7, U8, U9) Day 2:Math Scrapbook- Finish up Math Scrapbook (EQ1-EQ8, E, R, E2, T, U1-U9) Day 3: Students present Math Scrapbooks to class and explore one another’s. The students will use the rubric to grade their own project and will keep the elements of the rubric in mind when exploring other student’s work. When the student is ready to turn in their project, the teacher will use the rubric to grade the student. (EQ4-EQ8, T, E, E2, R, U7, U9) Day 4: Students will be completing the “Cooking Up Math” task. The students will each be assigned a job to complete within the task. This is a fun way for students to see how multiplication is used in daily life. (EQ 2-EQ5, E, R, E2, T, U6-U8) Day 5: Students will complete end of unit test and assess their growth throughout the unit through the questions on the test. (EQ1-EQ8, R, E2, T, U1-U9) Notes to the Instructor The Multiplication Scrapbook is the major task in this unit. In completing a task like this, the students have the opportunities to explore their own creativity and use their strengths to create a unique, but very useful product. The rubric should be used by the student to deepen understandings and help the student grasp the purpose of the project. Differentiation is imperative in this task. Some students will not be capable of completing all tasks that are assigned, so proceed with caution when assigning the task. The multiplication grid can be overwhelming for some students; my suggestion is that some parts of the grid
  7. 7. FRIT  7430:  UbD  Stage  3  Assignment are filled in beforehand. When completing games with the students you must be aware of how the students come to their conclusions. A student might just have a wrong answer or there could be a much deeper issue that needs to be identified. By playing games, the teacher can gauge a student’s understanding better because the student feels more comfortable because there is nothing at stake. Use these times as a great assessment tool for the learning of the students. When assigning the task for the “cooking up math” activity, make sure that students are assigned task that they are comfortable with. We want students to grow and not feel defeated from the get-go. This is not a “challenge” task, we want the students to use this activity to understand how important multiplication can be to their future not to stretch their abilities. Overall Note: Keep in mind the purpose of each assignment. What are you trying to teach the students? Do not hinder the student from reaching their potential by imposing particular rules, instead embrace their needs and find the best way to fit their learning styles.