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A project based unit of work for grade 3 - 5 students around mathematics in the world around us. It embeds web 2.0 tools, multi-media and written narrative or instructional writing.
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Intel® Teach Program
Essentials Course
© 2008 Intel Corporation. All Rights Reserved. Page 1 of 5
WWhhaatt’’ss tthhee SSttoorryy??
Unit Author
First and Last Name Heather Carver
School District SMR
School Name Harrisfield Primary School
School City, State Vic.
Unit Overview
Unit Title
What’s the story? – Multiplicity!
Unit Summary
In this unit students will explore multiplication in the environment and literature. They will develop a narrative or
procedural text that has multiplication, its language, notation and rules, as part of its story line. Students’ story will
encompass multiplication concepts appropriate to their level of achievement/development. The can present this
story in a choice of media.
Subject Area
Mathematics and English
Grade Level
Grade 3 & 4
Approximate Time Needed
2 week unit – with approx 3 hours each week
Unit Foundation
Targeted Content Standards and Benchmarks
LEVEL 2
They add and subtract one- and two-digit numbers by counting on and counting back. They mentally compute
simple addition and subtraction calculations involving one- or two-digit natural numbers, using number facts such
as complement to 10, doubles and near doubles. They describe and calculate simple multiplication as repeated
addition, such as 3 × 5 = 5 + 5 + 5; and division as sharing, such as 8 shared between 4. They use commutative and
associative properties of addition and multiplication in mental computation (for example, 3 + 4 = 4 + 3 and 3 + 4 + 5
can be done as 7 + 5 or 3 + 9).
LEVEL 3
They devise and use written methods for:
whole number problems of addition and subtraction involving numbers up to 999
multiplication by single digits (using recall of multiplication tables) and multiples and powers of ten (for example,
5 × 100, 5 × 70)
division by a single-digit divisor (based on inverse relations in multiplication tables).
They devise and use algorithms for the addition and subtraction of numbers to two decimal places, including
LEVEL 4
Intel® Teach Program
Essentials Course
© 2008 Intel Corporation. All Rights Reserved. Page 2 of 5
They create sets of number multiples to find the lowest common multiple of the numbers. They interpret numbers
and their factors in terms of the area and dimensions of rectangular arrays (for example, the factors of 12 can be
found by making rectangles of dimensions 1 × 12, 2 × 6, and 3 × 4).
Students identify square, prime and composite numbers. They create factor sets (for example, using factor trees)
and identify the highest common factor of two or more numbers. They recognise and calculate simple powers of
whole numbers (for example, 24 = 16).
Personal Learning Standards!!!!
Student Objectives/Learning Outcomes
Students will understand that mathematics is a way of describing the world around us. It uses a language with a
set of conventions and notational representations. Students will demonstrate a multiplication concept or rule in a
real life situation and develop a story with visual and literal representation.
Curriculum-Framing Questions
Essential Question
• What’s the Story? – How do we share our experiences? How can we communicate?
Where’s the pattern?
Unit Questions
• How can we communicate the patterns and ideas we see around us in number?
• How can I communicate a number idea so that others can understand me?
• What does a number sentence represent?
Content Questions
•
• How can we write in maths what we think in English?
• What is multiplicity?
• Where is multiplication in the world around us? How can multiplication help us?
• What are Factors? Factorials? Integers? Square Numbers? Combinations?
• Maybe a bit more specific to the appropriate algorithm
Assessment Plan
Assessment Timeline
Intel® Teach Program
Essentials Course
© 2008 Intel Corporation. All Rights Reserved. Page 3 of 5
Before project work begins Students work on projects
and complete tasks
After project work is
completed
VCAA On
Demand adaptive
test in number.
VCAA On
Demand Linear
Test at
appropriate level
for multiplication
as indicated from
the adaptive test.
Survey Monkey
(linked in blog)
Class blog entry –
KWL
http://whatsthest
ory.globalstudent.
org.au/
Mathematics Goal
Setting recorded
on class wiki
Class Blog entry
setting personal
learning goals in
mathematics
Student progress
checklist
Multiplicity Self direction and progress checklist.docx
Rubric – to guide
work
Multiplicity Story Rubric—Gr 3-4.docx
COW graphic
organizer for
after walk
What's the Story_Where's the Maths_COW.pdf
Checklist for
teacher
observations
during working
sessions.
Teacher observation checklist.docx
Final
performance/pro
duct.
Rubric used to
assess work
What's the Story_rubric_v1.0.htm
Assessment Summary
We will be using some standardised formative and summative assesments provided by the VCAA – through the On
Demand Testing site. We will be using a graphic organiser on the class blog for students to self assess and a KWL
chart to help them choose areas to explore. A rubric will be used to help guide their work and to assess their final
product. They will make regular comments in their personal learning journal and in the class blog regarding their
progress and efforts. As a class group they will develop some personal learning rubrics to use to assess their efforts
at self managing, directing and assessing their work.
Unit Details
Prerequisite Skills
This unit aims to provide differentiated instruction and opportunities for students based upon their entry level
conceptual understandings of multiplication. They will however need to have a basic grasp of either procedural text
or narrative text writing or both, although some instruction/assistance in this will also be provided.
Instructional Procedures
PRE UNIT ASSESSMENT - ODT
Intel® Teach Program
Essentials Course
© 2008 Intel Corporation. All Rights Reserved. Page 4 of 5
Introduction
multiplicity.pptx
ENGAGE
Whole group – Read Annos Multiplying Jar to the whole class.
EXPLORE
Maths walk – where is the maths? (Finding examples of multiplication around the school/local precinct etc.)
Draw pictures of multiplication around us – write the word sentence- write the matching equation.
Read a range of other picture story books (List here) – in small group discussions – where’s the maths in the story?
Share their book with the class.
Self pre assessment survey monkey online
Use student blog to set goals – maths and personal learning
Find partners – with similar goals and interests/teacher chooses record on the class wiki
EXPLAIN
Use Jenny Eather’s Math’s dictionary and other online resources to learn about the concept or skill.
Workshops on each of the multiplication concepts students are exploring will be held during the first week of the
unit. Students will be expected to attend the appropriate one. And / or students access a podcast that teacher or
other students have made. These would be accessed through the wiki . and workshops from the teacher for explicit
instruction.
ELABORATE
Use Unit wiki to choose an appropriate scenario/project to write a narrative or procedural text that has
multiplication concept they are exploring in it.
Write text and illustrate using any media they choose: Make a book, Make a Digital Story (photostory/ animoto/
PowerPoint etc) , Make a movie (acting it out) Make an animated movie (Stop Go animation), Make a digital
animation (eg Kahootz, PowerPoint, Scratch, etc)
Post group time lines and roles on their personal blog and List topic on the class wiki
EVALUATE
Survey Monkey for self assessment
Sharing time for peer and teacher review
Present to appropriate audience – other grades (narrative texts) , teachers (some of the procedural texts)
POST UNIT – Students can re-sit the ODT Linear test to assess their achievement of their mathematics goals mark
off on personal VELS achievement record.
Accommodations for Differentiated Instruction
Special Needs Students
One on one support will be required for students with low reading ailities to complete all of
the online assessment elements. As the content will be directed at the students level of
ability the major support students will need is with writing conventions of their stories. The
abilitiy to use an mp3 player to record their storyfor podcast, movie or digital story will
assist here. I would still expect most students to write a draft which allows students to
further their english conventions skills but the final product will not identify the
diferentiation required.
Intel® Teach Program
Essentials Course
© 2008 Intel Corporation. All Rights Reserved. Page 5 of 5
Nonnative Speakers
One on one support will be required to complete the personal self assessment prior to the
unit and the ODT’s.
Gifted/Talented
Students
Gifted and talented students have the opportunity to work independantly, research their
topic and create a product that reflects their skills and level of achievement and
understanding.
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
�Computer(s)
� Digital Camera
DVD Player
� Internet Connection
Laser Disk
� Printer
� Projection System
Scanner
Television
VCR
� Video Camera
Video Conferencing Equip.
Other
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
� Desktop Publishing
E-mail Software
Encyclopedia on CD-ROM
Image Processing
� Internet Web Browser
� Multimedia
Web Page Development
� Word Processing
Other
Printed Materials
A range of picture Story Books:
Essential: “Anno’s Multipying Jar”, Mitsumasa Anno;
Suggested only: “Patterns in Peru – An Adventure in Patterning” C. Neuschwander,
Henry Holt & Co, New York, 2007;
Multiplying Menace – The Revenge of Rumplestilskin, Pam Colvert, Chalsebridge,
Watertown MA, 2006;
Supplies
A variety of materials need to be availalble as students will be selecting the final
presentation. Once decisions have been made by group then the teacher will need to
collect them together – paper, drawing media, plasticene, fabric, cardboard, glue, etc
etc.
Internet Resources All websites will be listed on the Unit wiki: http://multiplicity.pbwiki.com
Other Resources If desired a walk around the local community – outside of the school grounds would be
a useful addition to the schoolground walk.
Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are
trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.