Toni Bowers FRIT 7430: Instructional Design

Stage 3, Understanding by Design July 10, 2011

Title of Unit Standard:

Two Digit Frenzy

Grade Level

4th

M4N3 Students will solve problems involving multiplication of 2-3 digit numbers by 1- or 2- digit numbers. M4P3 Students will communicate mathematically. a. Organize and consolidate their mathematical thinking through communication. b. Communicate their mathematical thinking coherently and clearly to peers, teachers, and others. c. Analyze and evaluate the mathematical thinking and strategies of others. d. Use the language of mathematics to express mathematical ideas precisely. M4P4 Students will make connections among mathematical ideas and to other disciplines. a. Recognize and use connections among mathematical ideas. b. Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. M4P5 Students will represent mathematics in multiple ways c. Use representations to model and interpret physical, social, and mathematical phenomena. Understandings: Explanation: The use of different colored markers for explaining the multi-step process is for a visual to see the different steps of the process. Interpretation: Multiplying multi-digit numbers can be used not only in math, but across the curriculum. Application: The multi-step process for multiplying multiple digits can be used to figure out everyday situations. For example, how many pounds of hay must I feed my cows every day to ensure they have the right amount of food. Perspective:

That the teacher's and their perspectives are not the only way to comprehend and learn the multi-step process. Empathy: Each member of the class learns in a different way and that it is not about the teacher's way of learning the material. Self-knowledge: If they are having trouble with a step or the entire multi-step process, that asking questions to the teacher or a peer will beneficial.

Essential Questions: Overarching Questions: How is multiplication used and applied in the real world? Topical Questions: How can multiple digit multiplication problems be solved?

Stage 3: Plan Learning Experiences

Week 1 (Monday)1. Give a four problem pretest that includes multiplying two digit by two digit numbers and three digit by two digit numbers. W (Note: Pretest will be given at the beginning of the day before math class begins.) 2. Hook students with the colored sticky note on their desks and the multistep process on the Activboard. Have the students write the multistep process on their sticky notes. Introduce standard and topical essential question. H, E-1, W 3. Introduce the problem seventy-six times sixteen. Work through the problem using different colors to show the multistep process. W 4. Model another problem for the students. E-1 5. Have students assist with two new problems using the multistep process. E-1, T, O 6. Write four new problems on the board for the students to write down in their notebooks. These they will try on their own. E-1, T, O 7. Go over the problems with the students by having the students work the problems out on the Activboard. W (Note: Students will use different colors to

show the different steps.) 8. Once the problems have been worked out on the board the class will discuss if the answers are correct or incorrect. R, E-2 9. Working in a cooperative group of four, the students will complete a ten problem worksheet to be turned in. E-2 10. Worksheets have been handed in. Have students assist with one more problem. E-1, T, O 11. Assign ten problems in math textbook for homework and refer back to essential questions. E-1 (Tuesday)12. Put students in pairs to check answers to Monday's homework. Model more problems if needed. Introduce and revisit standards. O, E-1, R 13. Refer back to topical essential question from Monday and have a student read the overreaching essential question. W, H 14. Write five problems on the Activboard. Have five different students come up to the board to work out problems with their peers assisting them. E-1, R (Note: word problems will include problems in everyday life.) 15. Introduce two digit by two digit word problems. E-1 16. Model example word problems on the Activboard. E-1 17. Have students, on their own, complete a six word problem worksheet to be gone over in class. E-2, R, O, T 18. Refer back to the topical and overreaching essential question. W (Wednesday)19. On Wednesday, begin with having the class read the standards and essential questions out loud. W, H 20. Give out practice quiz that consists of five two digit by two digit numbers for students to complete. E-1, O, T (Note: Mid-week quiz is not graded.) 21. Students will trade with the person beside them to check answers. (Note: Students will circle answers that were marked wrong.) R 22. Working in pairs, the students will help each other correct missed problems. Teacher will be walking around the room to assist where needed. E-1, O, R 23. Assign a two digit by two digit worksheet for homework and refer back to essential questions. E-1 (Thursday)24. Go over homework worksheet with class. Have students call out the steps aloud. R, E-2 25. Refer back to standards and essential questions. W, H 26. Assign five problems out of math textbook for students to do on their own. E-1, T 27. Working in cooperative groups, students will check the five problems and then complete five word problems. Teacher observes and assists where needed. E-2 28. Assign ten problem worksheet for homework. E-1 29. Refer back to standards and essential questions. W (Friday)30. Have desks spread out and turned around. Take up homework from Thursday. H 31. Refer back to standards and essential questions. W 32. Pass out end of the week test for students to complete. E-1, O

33. After grading tests, teacher will call back a group of four students to go over missed problems. Teacher will go through each problem step by step with assistance from students. R, E-2, O (Note: end of the end tests are graded.)

Week 2 (Monday)1. Have a stop sign on their desks that says "Don't sit down! Line up!" H (Note: Students will be informed they are going to the computer lab.) 2. While in line, have students read the standards and essential questions. W, E-1 3. Working in the computer lab, students will get on the website http://www.mathplayground.com/multiplication05.html to review two digit by two digit multiplication. E-1, T, O 4. Back in the classroom, introduce multiplying with three digit numbers using the multistep process to solve three hundred forty-five times sixteen. W 5. Model two problems on the board. Walk through the problems using the multistep process. W 6. Students assist with two or three problems using the multistep process. E1, T, O 7. Write four new problems on the board for the students to copy down in their notebooks. These problems will be done individually for homework. E-1, T, O 8. Refer back to the standards and essential questions. W, E-1 (Tuesday)9. Begin by asking students what they have been learning about. H 10. Have essential questions covered up and have students recall the essential questions. W 11. Have students work four everyday situation word problems from the Activboard individually. E-1, T, O 12. Put students into groups of four to discuss and correct answers. R, E-2 13. In those same groups, have students complete a six problem three digit by three digit worksheet to be turned in. E-2, R, O, T 14. After worksheets have been handed in, teacher will write four three digit by three digit word problems on the board. Four different students will come up to the board to complete each problem with assistance from the class. E1, R 15. Once the problems have been worked on the board the class will discuss if the answers are correct or incorrect. R, E-2 16. Assign problems from math textbook for homework. E-1

17. Refer back to standards and essential questions. W (Wednesday) 17. Teacher will put desks into groups of four before students get to class. Students will sit in the groups to go over homework from Tuesday. H, R, E-2, T 18. Refer back to the standards and essential questions. W 19. Give out practice quiz that consists of five three digit by two digit numbers for students to complete. E-1, O, T (Note: Mid-week quiz is not graded.) 20. Students will trade with the person beside them to check answers. (Note: Students will circle answers that were marked wrong.) R 21. Working in pairs, the students will help each other correct missed problems. Teacher will be walking around the room to assist where needed. E-1, O, R 22. Teacher will have another problem on the board for students to guide her through how to work it out. E-1, O 23. Assign a three digit by two digit worksheet for homework. E-1 24. Refer back to standards and essential questions. W (Thursday) 25. Refer back to the standards and essential questions. W, H 26. Go over homework worksheet with class. Have students call out the steps aloud. R, E-2 27. Assign eight problems out of math textbook for students to do on their own. E-1, T 28. Working in cooperative groups of three or four, students will check the eight problems and then complete two word problems. Teacher observes and assists where needed. E-2 29. Assigns six problem worksheet for homework. E-1 30. Has students recall the essential questions and standards. W (Friday) 31. Have two desks facing back-to-back. Take up homework from Thursday. H 32. Refer back to standards and essential questions. W 33. Pass out end of the week test for students to complete. E-1, O 34. After grading tests, teacher will call back a group of four students to go over missed problems. Teacher will go through each problem step by step with assistance from students. R, E-2, O (Note: End of the week tests are graded.)

Week 3

(Monday) 1. Teacher places a plastic calf on each desk. Begin with a question about what the students think the calf has to do with math and multiplication. E-1, H, T, O 2. Explain for the next five days, with the rubric, the students have been given the task to design a five day meal plan for the calf. W, O 3. Refer back to the standards and essential questions. W 4. Show on the Activboard how the schedule should be set up with a chart. E1, O 5. Writes the problem fifteen times ten on the board for the students to write under Monday. E-1 6. Instruct students to try on their own and then check with two other people. R, E-2 7. Discuss how the correct answer was found and how to find the correct answer if students got the incorrect answer. R, E-2, T 8. Instruct students to clear their desks for the not graded quiz. Pass out the quiz for the students to complete on their own. E-2 (Note: the quiz has ten problems, five two digit by two digit problems and five three digit by two digit problems.) 9. Working in pairs, the students will check and correct their work with a partner to be turned in. R, E-2, T 10. Refer back to standards and essential questions. W (Tuesday)11. Have little plastic bale of hay sitting on the desk. H 12. Ask students about what they are trying to do this week. E-1 13. Refer back to the standards and essential questions. W 14. Instruct students to get out their meal plan and write twenty times fourteen under Tuesday. E-1 15. Instruct students to try on their own and then check with two other people. R, E-2 16. Discuss the correct answer and how to find the correct answer if students got the incorrect answer. R, E-2, T 17. Teacher explains they are going to the computer lab to work on multiplication facts. E-1 (Note: Teacher has noticed some students still having trouble with multiplication facts.) 18. Instructs students to go to this website http://www.oswego.org/ocsdweb/games/SumSense/summulti.html to practice multiplication facts. E-1, T, O 19. Return to the classroom and reviews essential questions and standards. W (Wednesday) 20. Teacher does not place any object on students' desks. Explains to students that from today on they will be completing the schedule on their own. H, W, E-1 21. Refer back to standards and essential questions. W 22. Instructs students to complete twenty-five times fifteen under Wednesday. E-1 23. Explains to students that they will be having a graded quiz with ten

problems, five two digit by two digit problems and five three digit by two digit problems. E-1, O 24. Teacher calls back the ones that finish early to go over their quiz. Teacher will go over each student's quiz with them individually. R, E-2, T 25. Refer back to standards and essential questions. W 26. Assigns ten problems for homework out of math textbook. E-1 (Thursday)26. Have a picture of a calf with the problem thirty times eleven under it on the Activboard. H 27. Instruct students to solve the problem under Thursday. E-1 28. Refer back to essential questions and standards. W 29. Have students get into pairs to check homework from Wednesday. R, E2, T 30. While in groups have students complete four word problems that consist of finding the amounts of food for a dog, cat, horse, and chicken. Teacher observes and assists when needed. E-1, R, E-2, O 31. Discuss in correct answers to word problems as a class. R, E-2 32. Assign a front and back worksheet with example problems from previous weeks. E-1 33. Refer back to standards and essential questions. W (Friday) 34. Teacher has a smiling calf on the board with the problem thirty times seventeen. H 35. Instructs students to complete problem under Friday. E-1 36. Has students retell the essential questions and discuss the standards. W, R, O 37. Explain to students that they will also be drawing a line graph for the past five days to show the increase or decrease in food. The schedules will be taken up for a grade. E-1, T, O 38. Teacher passes out end of the week test to students. The test covers everything the students have learned in the previous two weeks and will be graded. E-1, O 39. After grading tests, teacher will call back a group of four students to go over missed problems. Teacher will go through each problem step by step with assistance from students. Teacher will also go through each schedule with the students. R, E-2, O 40. Students can keep plastic objects if they can explain how the five day meal plan fit into the standards. R, E-2, T 41. Refers back to the standards and essentials questions. W

Notes to the Instructor

I planned my activities according to my learner analysis. Some of my students like working by themselves and some like working in groups. I wanted to give each student a chance at success so I made sure I tried to accommodate for each set of students. I looked back to my learner analysis to check my activities against how I saw my students with Gardner's multiple intelligences. I used visuals when I was showing the students how to complete a problem and when they helped each other in solving a problem on the Activboard. This was reinforced by going to the computer lab to work on the computers. For my kinesthetic students, I provided the plastic objects and the chance to draw out their own schedule. Even though I gave them guidelines, the schedule would ultimately be their own. My interpersonal and intrapersonal students were given many chances to work individually and in groups. This was true with homework, quizzes, and daily work. I added the line graph to give the students another visual. It helped them to see the increase or decrease of the amount of food each day. Having a graph like this would most likely be something that an actual farmer would use to keep track of his amount of hay given each week.

Stage 3 Scoring Rubric

(0 Points) 1 Does not clearly . communicate WHERETO for learning activities Fails to provide a pretest for learners. (3 Points) Codes some learning activities with WHERETO (5 Points) Clearly codes each activity with WHERETO Includes a pretest to check for prerequisite skills and knowledge.
Your Scor e

2 Alignment is not . demonstrated between instructional strategies, standards, and understandings of the unit.

There is evidence of alignment between some of the instructional strategies, standards, and understandings of the unit.

Alignment is clearly demonstrated between instructional strategies, standards, and understandings of the unit. Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy.

3 Instruction has one . global starting point for all learners. No evidence of an attempt at differentiation

Utilizes Gardners strategy to provide different Entry Points. Evidence of an attempt at differentiation exists Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work. Includes the use of technology

Utilizes Gardners strategy to provide different Entry Points to meet the needs of all types of intelligences. Clear plan for differentiation Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work. Includes the use of technology in a meaningful way. Off the shelf resources are properly referenced Assignment is organized Assignment Instructions followed No errors in grammar or form that distracted the reader.

4 Fails to provide . opportunities for students to RETHINK ideas, REFLECT, and to REVISE work. 5 Does not indicate . the use of technology in a meaningful way 6 Assignment is not . organized Assignment Instructions not followed Several errors in

Assignment somewhat organized Most assignment instructions followed A few errors in grammar and form

grammar and form, which distracted the reader

which distracted the reader

Your Total Score

/30