Final Project: Multiplication unit

1. Final Project: Multiplication unit Tavares j. bussey Edu 625 Instructor: John jamison

2. Purpose statement • The purpose of this unit is to begin conceptual understanding of multiplication as a mathematical function. In order for students to do this, they must learn what factors and their products represent in various contexts.

3. Background information • This unit of study is intended for 20 third graders of various abilities and learning styles. • This unit of study will take place on-site in a classroom within a 3-8 grade school building. • This unit is projected to last 15 school days. • The level of knowledge in the context of Bloom’s Taxonomy will go from remembering up to analyzing. • In order for students to be successful in this unit, they should have mastered basic addition.

4. Background information • Content Standards (Common Core): • 3.OA.1 – Interpret products of whole numbes, e.g., interpret 5 x 7 as the total numbe of objects in 5 groups of 7 objects each. • 3.OA.3 – Use multiplication…within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. • 3.OA.4 – Determine the unknown whole number in a multiplication equation relating three whole numbers. • 3.OA.5 – Understand properties of multiplication and the relationship between multiplication and division. • 3.OA.7 – Fluently multiply within 100. • 3.OA.9 – Solve problems involving the four operations and identify and explain patterns in arithmetic.

5. Learning objectives • Students will model skip counting objects in equal groups. • Students will write an addition sentence and a multiplication sentence for a model. • Students will use an array to model products and factors. • Students will describe how the Commutative Property of Multiplication helps to find products. • Students will use the Associative Property to solve multiplication problems with three factors. • Students will identify patterns on a multiplication chart. • Students will constructa story problem for a multiplication number sentence.

6. Learning activities • Activity One -- This will be delivered in two 45 minute blocks of instruction. It will be delivered in the classroom. • Students will need to know how to orally define and visually identify an array. • The specific technology will be the Kidspiration Software utilized on a Windows PC. This activity is related to Bloom’s primarily on the analysis level. Students will be breaking the large concept of multiplication down into a smaller fragment by visually creating a diagram of an array to illustrate it. • Kidspiration is appropriate for this activity because it will directly allow students to show mastery of the objective. It will also address the needs of students who learn better with visual representatives of a concept. • This is a formative assessment that will allow the teacher to determine if students are understanding the concept of multiplication through the visual representation of it via an array.

7. Learning Activities • Activity Two – This will be activity will be delivered in two 45-minute blocks of instruction. This will be delivered in the classroom. • Before integrating, students will need to be able to orally define multiplication, the vocabulary of its components in a number sentence, an example and how that example can be showed in repeated addition and in an array. • The specific technology utilized will be Videolicious (https://videolicious.com). This activity relates to Bloom’s primarily in remembering and understanding. Based on the planning steps, the information the students will have to know will be the same information required to be included in the small video production. • Videolicious will engage students as they create the production to showcase that they know how to plan a script, find and/or create visuals to represent key components of the script and then produce a final product that encompasses the requirements and their creative process used to complete it. • This activity will both be summative and formative. This will be something that I will use in lieu of a multiple choice test to assess the overall learning of the class. It will also be used summatively to plan next-steps for future learning.

8. Learning activities • Activity 3 – This activity will be an ongoing activity throughout the learning. It may be delivered as a starter activity or as an assessment. • Students will need to know basic wordprocessing functions: using the spacebar, return and delete keys. Students will need to know how to orally communicate new learning and be able to ask questions about that new learning for further study. • The specific technology will be an online blog site entitled Kidblog (www.kidblog.com). This learning activity will touch on all levels of Bloom’s taxonomy based on the design of the questioning of the instructor. • Kidblog will allow students to answer critical thinking questions utilzing a blog-style approach for sharing with classmates and allowing the instructor to give feedback. • This activity will be formative because the instructor will be using student responses to teacher-generated questions to determine individual student understanding of assessed content and readiness for more advanced content.

9. Learning Activities • Activity 4 – This activity is delivered independently for each child as time is available for early-finisher and at times, whole class instruction. • Students will need to know how to utilize a computer number keypad and read to follow directions to successfully use the technology tool. • The specific technological tool is an interactive game entitled Timez Attack ® (http://www.bigbrainz.com/index.php). This activity addresses the remembering and understanding levels of Bloom’s Taxonomy because students will be taught to memorize multiplication facts through the understanding of repeated addition and skip counting. • Timez Attack ® is an engaging fantasy-like game that makes it fun and motivating to learn facts. It starts with a pre-test and allows students to self-monitor progress to a summative post-test that shows mastery of the basic multiplication facts.

10. Learning activity highlighted for final project • Learning Objectives: • For my final project, I will use one piece of technology to support three learning objectives: • • Students will write an addition sentence and a multiplication sentence for a model. • • Students will use an array to model products and factors. • • Students will describe how the Commutative Property of Multiplication helps to find products. • The piece of technology that I will utilize is an iPad application entitled Videolicious. Based on the assignment, the students will produce a video of audio and visuals explaining the concept of multiplication based on it being repeated addition (addressed by first objective); visually showing multiplication as an array (second objective); and showing how he commutative property helps to find products (third objective). Before integrating this technology, students will need to be able to orally define multiplication, the vocabulary of its components, an example and how that example can be showed in repeated addition and in an array. This activity stimulates creativity because it requires students to write a script using their own words and it requires that students create the visuals that they will photograph to include in the video production. They will not be able to rely on any primary text to support their writing but they will be required to utilize the brainpower of themselves and a partner to write and produce this video.

11. Learning activity highlighted for final project • Lesson Plan for How the Teacher will Guide Learning • The teacher will guide learning through modeling expectations by using different exemplary finished products that address the expectations of the objectives. • The teacher will present students with a rubric to show what is necessary in order to be successful with the project. • Click to see Rubric. • Students will use rubric to write a script and create a storyboard with images they want to include in their video production • Students will then work with their groups to piece script and visual support for their videos. • Students will present products to class and self-reflect.

12. Learning activity highlighted for final project (1 of 2)

13. Learning activity highlighted for final project (2 of 2)

14. Learning activity highlighted for final project Exemplary production

15. Learning activity highlighted for final project • Assessment Evidence of Learning Activity: Formative • There will be both formative and summative assessments during and after this lesson. The formative, or ongoing, assessment for this lesson activity will be direct monitoring from the teacher. This will be done via daily conferencing with groups to maintain attention to time, understanding of rubric and understanding of content expectations. If a group is struggling, the teacher will provide the necessary modification or re-teaching to ensure that each group will be successful with their outcome. This informal assessing will be greatly useful in this lesson activity.

16. Learning activity highlighted for final project • Assessment Evidence of Learning Activity: Summative • The summative, or final, assessment for this product will be the video produced based on the rubric and teacher feedback. The rubric will be how the project will be graded. It will assess the student’s ability to explain multiplication orally and with visuals. By creating a tutorial using their own words and their own created visuals, the students are completing authentic assessment. This is the formal assessment and it will be based on group performance and presentation.

17. Learning activity highlighted for final project • User Notes: • Timing is key for this lesson. If time is wasted or if adequate time is not given to the process of planning and executing the activities for this lesson, then the students will have difficulty maintaining focus to finish the task. It is important to schedule the use of the appropriate number of iPads so that each group will have the technological tool necessary to complete the task. The exemplary models must be prepared and ready to show kids what they are expected to complete while showing various ways to present the content. • Students should be competent with the prerequisites of addition. The teacher made need to spend time making sure they understand the concept of repeated addition before allowing them to construct a script, create their images and piece together their storyboard for production. • You will need to familiarize yourself with Videolicious (the primary technological tool). Create an exemplar as seen in previous slide 14 to show to students so that they can see what is expected.

18. Learning activity highlighted for final project • Resource List:

19. Evaluation/assessment • Each activity is a form of evaluation prescribed by the instructor. • There will also be ongoing formative assessments using a classroom response system to assess the first two levels of Bloom’s: remembering and understanding. This will help decide if the projected time frame needs to be extended or shortened.

20. References • Common Core State Standards for Mathematics. (2012) Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf