Project II Part I

Adam Clements October 07, 2012

BIG Idea
The BIG Idea of my Unit Plan is that multiplication can mean growing in that a product is so many times bigger than one of its factors. Multiplication is intertwined in most of our daily lives, whether we are conscious of it or not. When we go to the store and need to buy multiples of one type of item, we multiply to figure out cost. When trying to re-organize our desks, we try to figure out how much space we have and we multiply to figure out how we should organize things so they fit. When we go to recess, we think about how fast we run comparing their speed to how fast we are going and multiplying how much faster we are than they are. The idea of multiplication is large, but not large enough to be a big Idea. For this unit, students will be focused on multiplication, but in a more specific way. Up to now, students have focused on multiplication as group of so many. For example if John has seven baskets of 6 apples, he has 7 groups of 6 which is 42. Students will be expanding their idea of multiplication and making connections to the work they have been doing with multiples and multiple towers in order to think about multiplication as growing. For example, if John has seven baskets of 6 apples he has 7 times the amount of apples that are in one basket. Another way to think of this is that his total 42 apples, is 7 times larger than one basket of 6 apples. This is purposeful because it begins to re-frame multiplication in a way that allows students to transition into multiplying fractions which can be thought of as shrinking. Topic: Understanding multiple ways to multiply multi-digit whole numbers. Strand: Operations (Multiplication) Objective: Students will solve multi-digit whole numbers multiplication problems by independently working using paper and pencil and be able to explain their reasoning for how they got their answer. BIG Idea: Multiplication can mean growing in that a product is so many times bigger than one of its factors.

Common Core State Standards

[5.NBT.5] Fluently multiply multi-digit whole numbers using the standard algorithm.
CCSS Unpacking: Student: I can multiply multi-digit numbers by hand. Explanation: This standard refers to fluency which means accuracy (correct answer), efficiency (a reasonable amount of steps), and flexibility (using strategies such as the distributive property or breaking numbers apart also using strategies according to the numbers in the problem, 26 x 4 may lend itself to (25 x 4) + 4 where as another problem might lend itself to making an

equivalent problem 32 x 4 = 64 x 2. This standard builds upon students work with multiplying numbers in third and fourth grade. In fourth grade, students developed understanding of multiplication through using various strategies. While the standard algorithm is mentioned, alternative strategies are also appropriate to help students develop conceptual understanding. The size of the numbers should NOT exceed a three-digit factor by a two-digit factor.
(Unpacking Content for 5th grade Common Core Sate Standards for Mathematics, North Carolina Department of Public Instruction: Instructional Support Tools. 2011. http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/5th.pdf)

Connection to BIG Idea: In discovering multiple strategies to solve multi-digit multiplication problems, students will observe that there is more than one way to reach an answer to a problem. Students will be encouraged to find the relationships between the algorithms and look for what mathematical facts they share in common. They will also reflect on which makes more sense to them and why. This will help them connect to their own learning and how the algorithm is able to use equivalence to transform the calculation into a simpler one. Examples: There are 225 dozen cookies in the bakery. How many cookies are there? Student 1 - Solution 225 x 12 = ? I broke 12 up into 10 and 2. 225 x 10 = 2,250 225 x 2 = 450 2,250 + 450 = 2,700 Student 2 - Solution 225 x 12 = ? I broke up 225 into 200 and 25. 200 x 12 = 2,400 I broke 25 up into 5 x 5. So, I had 5 x 5 x 12 or 5 x 12 x 5. 5 x 12 = 60. 60 x 5 = 300 I then added 2,400 and 300 2,400 + 300 = 2,700 Student 3 - Solution I doubled 225 and cut 12 in half to get 450 x 6. I then doubled 450 again and cut 6 in half to get 900 x 3 which is 2,700

Student 4 Solution I drew an array model for 225 x 12. 200 x 10, 200 x 2, 20 x 10, 20 x 2, 5 x 10, 5 x 2
200 10 2 2,000 400 20 200 40 5 50 10

2,000 200 400 50 40 + 10 2,700

(Unpacking Content for 5th grade Common Core Sate Standards for Mathematics, North Carolina Department of Public Instruction: Instructional Support Tools. 2011. http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/5th.pdf)

[5.NF.5.a] Interpret multiplication as scaling (resizing) by comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
CCSS Unpacking: Student: I can visualize multiplication as growing or shrinking. For example, 6 x 7 = 42 can mean 42 is 7 times larger than 6 rather than 7 groups of 6. I know that multiplying by a number greater than 1 makes the answer grow (larger). Connection to BIG Idea: By having students work with and understand the idea of multiplication as growing, they will use that to understand the expanded form and array model of multiplication. To this point, the math curriculum has framed multiplication as groups of so many. Now, they will look at it in a new way as so many times larger. This helps them to look at new strategies and help make new connections which makes the multiplication process easier. Examples: Example 1: Mrs. Jones teaches in a room that is 60 feet wide and 40 feet long. Mr. Thomas teaches in a room that is half as wide, but has the same length. How do the dimensions and area of Mr. Thomas classroom compare to Mrs. Jones room? Draw a picture to prove your answer. Example 2: How does the product of 225 x 60 compare to the product of 225 x 30? How do you know? Since 30 is half of 60, the product of 225x 60 will be double or twice as large as the product of 225 x 30.

(Unpacking Content for 5th grade Common Core Sate Standards for Mathematics, North Carolina Department of Public Instruction: Instructional Support Tools. 2011. http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/5th.pdf)

Standards for Mathematical Practice

Construct viable arguments and critique the reasoning of others. - Students will work in pairs to reason through problems. They will share their ideas on how to solve a problem and be challenged to think of a different way to solve it. They will work on explaining the strategies that others are using and try to compare those to the strategies that they are using. Make sense of problems and persevere in solving them. - Students will be given complex and challenging problems to solve. They will be learning to approach a problem with an open mind and participate in solving the problem even if they feel they are unable to solve it at first.

Work with a partner to solve and explain various problems using teamwork, active listening skills, and by responding respectfully. - Students will be learning how to have a discussion and work with a partner during the literacy lesson which is happening simultaneously. They will be expected to participate, stay on topic and on task, build off other's ideas, use positive body language, ask questions for understanding, listening, think, and then respond, use other's names, be positive and encourage others, and support their opinions with evidence.

Relevance to Students Lives

Multiplication is a foundational mathematical principal. For this and many other reasons, it is extremely important for students to understand. Students may see this connection in many real life examples. For example, baking cookies requires that you might have to double or triple a recipe. Going to the store and buying multiples of the same item means you will have to figure out how many times bigger the total price is compared to the price of one item. Riding a bike uses multiplication skills in that if you have traveled a certain distance in a certain amount of time, you could use that information to figure out how many times father you have to repeat that to get to your destination. If you a student is having a sleepover, he or she may need to figure the total floor space he or she has available. One sleeping bag takes up so much space, how many will fit in the entire room.

Project II Part II - A
Adam Clements October 07, 2012

Pre-Assessment
Creating the pre-assessment was actually surprisingly a challenge. It was hard to not just write down a few math problems and see if the students could solve them. I found it helpful to really focus on the big idea and go from there. What can my students actually do? How could I get them to show me more of their thinking? Still, I thought it was important to include the standard solve and find the answer type of question since that is such a heavy driving force behind the MEAP and the main CCSS that I will be using. [5.NBT.5] Fluently multiply multi-digit whole numbers using the standard algorithm. However I focused it and explicitly told them that these are MEAP-like questions. I want to help them understand that not all of math is dictated by the kinds of questions the MEAP will ask, but that by understanding math more deeply, hopefully they will find those types of problems easier to solve. Even if the skills and abilities that they work on dont necessarily help them arrive at the correct answer, they should at least help them figure out obviously wrong answers. Since my learning goals focus on multi-digit multiplication and recognizing multiple strategies to solve them, I wanted to use the pre-assessment to figure out a few different things. First I want to see if they already recognize some of the strategies or algorithms. Perhaps they have learned similar strategies in previous grades. Knowing this will be helpful to build off and then relate it to multiplication with multidigit numbers which will later translate itself to fractions and decimals. Second, I want to not only see if they are able to use the strategies and algorithms correctly, but also to find out if they can actually understand why they work. Third, I wanted to see if they could catch on to some of the patterns some of the different strategies use, without being explicitly taught them. How developed is their pattern recognizing skills? Lastly, how do they understand multiplication? By having them explain it to someone else, I will be able to see how well they have mastered the concept and where they are in their understanding of it (groups of so many vs. transitioning into relationships of how much larger or smaller). I also kept in mind my learning goals and math practices. Since we will be focusing on constructing viable arguments and critiquing the reasoning of others, I decided to see how they would handle a question that asked them to do this. By looking at someone elses work and trying to figure out how they solved it or where they went wrong, it uses higher leveled-thinking skills and more math knowledge to think of and eliminate reasons that would explain it. During the unit, I will be integrating the discussion skills that they will be learning in literacy and applying them to discussions in all content areas. Getting to see how they talk about others work and how they explain something that is not theirs will be helpful to see what skills they have and which we will need to develop.

Analyzing the Pre-Assessment

Well the students kind of freaked when they had to do this pre-assessment. It was shortly after they finished MEAP testing, so I think that they may have viewed it as another test that they werent going to feel good about. They started after I gave directions and within a minute it became clear from the puzzled looks on the students faces that they were not understanding what was being asked of them. Analyzing how someone else figured out a problem is a very challenging task and requires a lot of thought. Most of these students (based on their math interests assessments done earlier) have set in their minds that math is out of a textbook and are just problems that you have to complete. What I am asking them to do is not out of a textbook and requires multiple different parts of the brain to solve and complete. Having this new information leads me to believe that I will need to be much more deliberate in scaffolding the skills of partner talk and comparing different solutions of problems. Since they are so unfamiliar and inexperienced with looking at other peoples work let along talking about it, I think it would be a good idea to give them conversation starter cards will help them to have a script that they can follow to help build these conversations. Many of the students are also able to do the multi-digit multiplication. Some but not all, are able to use the standard algorithm to complete the problem. However, when asked to explain their strategy or how they solved it and why, they admit that they are not good at explaining. These students will be a strength in the lesson because the understanding is there and they have some knowledge of how to solve a multi-digit problem. I can help build off that by providing open ending problems that push and encourage a student to represent how they solved it in different ways like with pictures or with words. Some of the students seemed very uninterested in even attempting the pre-assessment. They gave it one look, decided they had never seen something like it before, and completely gave up and were unwilling to even try. These same students have admitted in a previous math interest survey that they do not like math, they do not believe they will need it in their future to be successful, and do not buy-in. I will need to really connect the content that my unit is focused around to something that really interests these students. Many of them enjoy videogames so I believe this will be very instrumental in helping them buy-in to doing the math activities.

What do I know about my students now?

I know some of my students are involved/invested in math. Based on my math attitude survey, many of my students (KyJuan, Destin, Sarina, Luke, Rayna, Precious, Nevaeh, Brooklyn, Victoria, Bernardo, Rayn, Lamariyee) said they agreed or strongly agreed that they loved math. Having an interest in a subject is half of the battle. When someone in interested in a topic, they are more willing to pay attention, use their brain to answer questions, and think beyond the standard. I know some of the students (Correanna, Dezirae, Brent, Alex, Indya, Joel) marked that they disliked math, and Brent, Alex, and Joel said they strongly disliked math. Brent is very smart. While behavior can sometimes be an issue, mostly this is because he is simply not engaged in

the learning. Often he says he is bored. Whether the material is too easy for him is still unclear. What is clear is that Brent has an active mind that thrives on creativity. When asked what his favorite parts of school are beside recess, he talks about activities where they got to build something, or were given a task and they had to figure out an answer. He is an independent worker when on task and very capable. Joel also strongly dislikes math, but most likely because he doesnt fee successful at it. Joel missed 80% of 4th grade because of suspensions and an expulsion. With the change in schools and districts, he somehow slipped through the cracks. However, on the math interest survey, he marked doing many of the activities I had listed that use some form of math or math skills. Helping him connect those ideas/skills to school math may help him feel more successful in the subject. I know that students have been working with multiples and factors. The year started out with skip counting and creating number patterns. Most caught on very quickly to the basics. We spent more time on skip-skip counting. For example if I said I am counting by 5s and I want to know how many people will have said a number when I get to the 14th person. We then moved to focused skip counting and filled in the Sieve of Eratosthenes discovering which numbers were prime and only had factors of 1 and itself. This went well and students quickly caught on to the idea of prime and composite. We then moved into multiple towers and looked for patterns with different starting numbers. After, we moved into more complex puzzles that helped extract these emerging ideas of factor pairs, multiples, and the basics of multiplication and division. Many students got stuck here. We worked for about a week, working through these kinds of problems together as a class. They are now at the point where they are working in small groups to solve them. (ex: If I start at 120 and count to 360 and said between 15 and 35 numbers, what number(s) can I count by?)

What is the nature and content of the final assessment for this unit?
As of now, I would like to do some type of project based assessment paired with a more typical paper and pencil test assignment. I am definite in that I want to have two summative assessments in two different mediums. Often students have more knowledge than what we are able to test, so by testing it in different ways we as teachers can get a better perspective of what they actually know. The project would perhaps focus on them creating a lesson for how to teach one of the strategies of multiplying multi-digit numbers that they will have learned. This would assess how well they understand the strategy, whether they can effectively explain how to use it and why it works. This would cause students to think of it from a mastery point of view and teaching it to a small group would allow for feedback and discussion.

What dont I know about my students? (content knowledge/critical thinking/process or skill demonstration)
I dont have a very good sense of what math the students actually know. How well developed are their basic skills. When they multiply, have they been exposed to it enough that the answers are routine? Were they able to memorize basic math facts, but not understand the concepts behind them? I dont know how well they will respond to more open-ended thinking. Many of them have expressed that they would rather just work some problems out of a book so they can be done with math. Others seem to enjoy the few investigatory activities we have done thus far. I think that the activities I use over the course of the unit will need to be engaging and reach across a

wide spectrum of intelligences, interests, and learning styles. If they are in their seats every day for every lesson, I have not done my job well.

Name: _________________ Student Number: ________ Date: __________

Mr. C needs to grade some multiplication homework. Can you help him figure out if the students got the problems right and how they might have gotten their answers. If they made a mistake, where did they get confused?

5 x 6
30

6 6 6 6 6

1. Are they correct? Explain how they solved the problem? How would you solve it?
___ 12 ___ 18 ___ 24 ___

30

22 x 8
176

20 x 8 = 160 2 x 8 =____ 16 176

2. Are they correct? Explain how they solved the problem? How would you solve it?

225 x 12
450 + _________ 225 675

450 <

2700
____

3. Are they correct? Explain how they solved the problem? How would you solve it?

2250
____ ____ ____ ____ ____ ____ ____

450 225

Alex scored 109 points on each level of his video game. If Alex is on level 13, how many total points has he scored?

4. Explain how you know.

467 = ____________
A) 4 + 6 + 7 B) 40 + 60 + 70

5. Explain how you know.

C) 400 + 6 + 7 D) 400 + 60 + 7

Mark is in second grade and just starting to learn about multiplication. Can you explain to him what 8 x 3 means?

6. Explain it to Mark.

7. Can you explain it in a different way?

Can you solve the puzzle?

Example: 200 20 5 8. 9. How could this help you solve 379 x 46?

300

70

10
2

2,000
400

200
40

50
10

40
6

Mr. J and Mr. C teach in a room that is about 60 feet wide and 40 feet long. Mrs. Seagren and Miss. Hamlin teach in a room that is half as wide, but has the same length.

10. How do the dimensions and area of Mr. J/Mr. Cs classroom compare to Mrs. Seagren/Miss. Hamlins room? Draw a picture to prove your answer.

MEAP TEST 11) 7 x 6 = ____

A. B.

12) 10 x 56 = ____
A. B.

13) 13 x 6 = ____
A. B.

14) 223 x 48 = ____

A. B.

49 13 36 42

56 560 5,600 540

78 120 72 118

10,344 4,089 49,876 10,704

C.
D.

C.
D.

C.
D.

C.
D.

Use the space below to show your work.

Project II Part II - B
Adam Clements October 07, 2012

Formative Assessment
Unit Big Idea: Making a shift in thinking that multiplication can mean growing in that a product is so many times bigger than one of its factors. Day 1 Topic - Math Game - Intro Problem Standards/Goals - Students will apply their multiplication background knowledge and skills during a math game played against a timer. - Students will be able to solve a multi-digit multiplication problem in an open-ended manner. Formative Assessment Anecdotal Record: Requirement 1: Solves the problem using any strategy that makes sense to them and is able to express their thinking through pictures and words. 3: Is able to express their strategy extremely effectively through pictures and words. 2: Is able to show their work or ideas through pictures and words. 1: Attempts to draw a picture and writes something about how they solved it. 0: No effort. *The anecdotal records will be kept together for further reference and evaluation of growth. Students who are not showing growth will receive 1:1 attention during work times. Anecdotal Record: Requirement 2: Discusses the problem with their class using the discussion Rs. 3: Full participation and is actively listening and contributing to the conversation without needing to use the discussion starter cards. 2: Contributes to the conversation in a thoughtful way and uses the discussion cards as a guide. 1: Relies heavily on the discussion starter cards and barely participates in the discussion. 0: No effort. Exit Pass: State and describe one of the discussion Rs that we are using during out discussions. Give an example of something you could say during a math discussion. *After upon review, students that dont complete the task with satisfactory answers, will be called to the back of the room tomorrow and I will review the discussion Rs with them as a small group. Anecdotal Record: Requirement 1: Solves the problem using any strategy that makes sense to them and is able to express their thinking through pictures and words. 3: Is able to express their strategy extremely effectively through pictures and words. 2: Is able to show their work or ideas through pictures and words.

[5.NBT.5]

- Discussion Centers - Discussion Practice

- Students will apply the discussion skills of Reply, Reason, and Reflect by discussing as a class a puzzle problem that they have solved in a group. They will use prompt discussion starter cards to engage in a full class discussion where they will verbally share their ideas, ask questions, and make comparisons.

- Video Game Problem Intro - Halloween Problem

- Students will be able to solve a multi-digit word problem in an open-ended way by working with a partner and then explain their reasoning and engage in a mathematical discussion with their classmates.

[5.NF.5.a]

- Video Game Problem cont.

- Students will apply their multiplication background knowledge and skills during a Halloween themed math game played for points. - Students will be able to solve a multi-digit word problem in an open-ended way by working with a partner.

1: Attempts to draw a picture and writes something about how they solved it. 0: No effort.

[5.NF.5.a]

Anecdotal Record: Requirement 1: Solves the problem using any strategy that makes sense to them and is able to express their thinking through pictures and words. 3: Is able to express their strategy extremely effectively through pictures and words. 2: Is able to show their work or ideas through pictures and words. 1: Attempts to draw a picture and writes something about how they solved it. Anecdotal Record: Requirement 2: Discusses the problem with their class using the discussion Rs. 3: Fully participation and is actively listening and contributing to the conversation without needing to use the discussion starter cards. 2: Contributes to the conversation in a thoughtful way and uses the discussion cards as a guide. 1: Relies heavily on the discussion starter cards and barely participates in the discussion. 0: No effort. Requirement 3: Solves a multiplication problem using the understanding that multiplication can mean growing in that a product is so many times bigger than one of its factors. 3: Fully understands the concept and is able to teach it to someone else. 2: Uses background knowledge and highlighted strategies of multiple towers to understand the concept and can use it to solve problems. 1: Understands the concept but is having trouble applying or explain it as related to a specific problem. 0: No effort. Exit Pass: After just having heard an overview and explanation of the Video Game Project, summarize the components and requirements of the project by writing them in your own words. Also include one question you have about the project. * I will use the responses to evaluate how much reexplaining I need to do about the project tomorrow. I will also use that time to answer the questions the students provided. Its Your Turn to be the Teacher: Take your puzzling journal home, to your neighbors, or to an afterschool program and complete the following with someone

- Video Game Discussion - Intro to Video Game Project

- Students will apply the discussion skills of Reply, Reason, and Reflect by discussing as a class a puzzle problem that they have solved in a group. They will use prompt discussion starter cards to engage in a full class discussion where they will verbally share their ideas, ask questions, and make comparisons. - Students will summarize the components and requirements of the Video Game Project they remember by writing them in their own words from their memory.

- Video Game Builder Exploration COMPUTER LAB DAY

- Students will explore the Video Game Builder website and gain familiarity with the controls,

layout, and how it works.

- Video Game Project Work Day

- Students will be able to design a platform Video Game using a set of requirements that ask them to use multi-digit multiplication to complete the task. The tasks require students to begin to think about multiplication in terms of growing in that a product is so many times bigger than one of its factors.

[5.NF.5.a]
8 - Video Game Project Discussion - Video Game Project Work Day - Students will apply the discussion skills of Reply, Reason, and Reflect by discussing as a class a puzzle problem that they have solved in a group. They will use prompt discussion starter cards to engage in a full class discussion where they will verbally share their ideas, ask questions, and make comparisons. - Students will be able to design a platform Video Game using a set of requirements that ask them to use multi-digit multiplication to complete the task. The tasks require students to think about multiplication in terms of growing in that a product is so many times bigger than one of its factors.

Retell what you did in class today. If able and you have computer/internet access, visit http://www.sploder.com/free-platformer-gamemaker.php Explain the requirements of the project Tell how it relates to multiplication Give an example of a problem you might solve during your design phase of the project. Ask them to try to solve the problem. Show how you would solve this problem. Discuss the two solutions using the discussion Rs. Anecdotal Record: Requirement 1: Solves the problem using any strategy that makes sense to them and is able to express their thinking through pictures and words. 3: Is able to express their strategy extremely effectively through pictures and words. 2: Is able to show their work or ideas through pictures and words. 1: Attempts to draw a picture and writes something about how they solved it. 0: No effort. Anecdotal Record: Requirement 2: Discusses the problem with their class using the discussion Rs. 3: Fully participation and is actively listening and contributing to the conversation without needing to use the discussion starter cards. 2: Contributes to the conversation in a thoughtful way and uses the discussion cards as a guide. 1: Relies heavily on the discussion starter cards and barely participates in the discussion. 0: No effort. Requirement 3: Solves a multiplication problem using the understanding that multiplication can mean growing in that a product is so many times bigger than one of its factors. 3: Fully understands the concept and is able to teach it to someone else. 2: Uses background knowledge and highlighted strategies of multiple towers to understand the concept and can use it to solve problems. 1: Understands the concept but is having trouble applying or explain it as related to a specific problem. 0: No effort. Anecdotal Record: Requirement 1: Solves the problem using any strategy that makes sense to them and is able to express their thinking through pictures and words. 3: Is able to express their strategy extremely effectively through pictures and words. 2: Is able to show their work or ideas through pictures and words.

- Video Game Project Work Day COMPUTER LAB DAY

- Students will be able to create a platform Video Game using their designs and the multi-digit multiplication problems that they solved. The tasks require students to begin to think about multiplication in terms of growing in that a product is so many times

bigger than one of its factors.

10

- Video Game Project Presentations COMPUTER LAB DAY

1: Attempts to draw a picture and writes something about how they solved it. [5.NF.5.a] 0: No effort. - Students will be able to solve Summative Assessment: multi-digit multiplication problems Their Video Game Project plans, the actual final based off someone elses game. project that they created on the computer, and their The tasks require students to think ability to solve someone elses game will all be taken about multiplication in terms of into account and evaluated based on a rubric. growing in that a product is so many times bigger than one of its factors.

Formative Assessment: Anecdotal Records

Mr. Jaskolski / Mr. Clements Attwood Elementary School 5 Grade
th

Main Focus/Purpose: ____________________________________________________________________________________ Date: _____________ Subject: _____________ Lesson: ____________________________________________________

3 = Exemplary: The student met all components of the requirement and exhibited thoughtfulness and mastery. 2 = Accomplishing: The student met most of the requirement components and completed them to satisfactory standards. 1 = Beginning: The student has a basic understanding of the requirement and needs more practice or instruction. 0 = No Effort: The student was non-participatory in trying to meet the requirement. Requirement #1 Requirement #2 Requirement #3

3= 2= 1= 0 = No Effort

3= 2= 1= 0 = No Effort

3= 2= 1= 0 = No Effort

Rayn Destin Indya Brent Lamariyee Coreanna Nevaeh Rayna Lukas Dezirae Bernardo KyJuan Brooklyn Joel Sarina Alex Precious Victoria

Exit Pass - I will take written responses to a question to assess student understanding of key concepts. Full participation is required to get an idea of which students need more/less re-teaching. Its Your Turn to be the Teacher - After important key lessons, I will pass this sheet out as homework. It will get the student thinking about the topic outside of school and give them an opportunity to solidify the concepts they learned that day and previously. Explaining it or teaching the idea to someone else is one of the best ways to check for understanding. Also, it pulls in the community and gets the student and their family or community connected in a new scholastic way. Name: ______________________________________________________ Date: ______________

Its Your Turn to be the Teacher...

Directions: Take your puzzling journal home or to an afterschool program and complete the following

Comments:

Find someone who you can talk to for about 10 minutes. Explain to them what you did in class today. If you are able and you have computer/internet access, visit http://www.sploder.com/freeplatformer-game-maker.php and give them a tour of the website. Explain the requirements of the project and tell how it relates to multiplication. Give an example of a problem you might solve during your design phase of the project. Ask them to try to solve the problem. Show how you would solve this problem. Discuss the two solutions using the discussion Rs.

Signature of who you taught the topic to: _______________________ Relationship: ______________

Summative Assessment:
- Project: o Students will create a platform video game. Using this medium they will create, identify, solve, and explain three separate multiplication problems. Explanation
Students would develop some sort of project that they will have worked on during the latter part of the unit. It would showcase their understanding and ability to represent a solution to a multi-digit multiplication problem in more than one way.

Connection to Big Idea

By creating a platform videogame, students will be showing how they can not only solve, but create their own multiplication problems. They will specifically be comparing sizes to form multiplication questions that focus on the product being so many times bigger than one of its factors.

Connection to Standards
[5.NBT.5] Fluently multiply multi-digit whole numbers using the standard algorithm. [5.NF.5a] Interpret multiplication as scaling (resizing) by: 5.NF.5.a] Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication

Project

the adventures of

BLOCK MAN

BUILD YOUR OWN

Name: _________________

VIDEO GAME

Student Number: ________

Date: __________

Puzzle #1: ___ x ___

Word Puzzle
My game has 4 times as many crystals as it does extra lives. I put 2 extra lives in my game. How many crystals does my game have?

Number Sentence
4x2=8

Solution
My game has 8 crystals.

Puzzle #2: ___ x ___ ___

Word Puzzle
My water pool is 11 cells wide. I have 22 total cells of water. How deep is my water pool?

Number Sentence
2 x 11 = 22

Solution
My water pool is 2 cells deep.

Puzzle #3: ___ ___ x ___ ___

Word Puzzle
My game is 20 cells wide. The total cell blocks used in my game is 13 times bigger than the one row of 20. How many total cell blocks does my game use?

Number Sentence
13 x 20 = 260

Solution
My game uses 260 cell blocks.

the adventures of

BLOCK MAN

BUILD YOUR OWN

Name: _________________

VIDEO GAME

Student Number: ________

Date: __________

Puzzle #1: ___ x ___

Word Puzzle
My game has 4 times as many crystals as it does extra lives. I put 2 extra lives in my game. How many crystals does my game have?

Number Sentence
4x2=8

Solution
My game has 8 crystals.

Puzzle #2: ___ x ___ ___

Word Puzzle
My water pool is 11 cells wide. I have 22 total cells of water. How deep is my water pool?

Number Sentence
2 x 11 = 22

Solution
My water pool is 2 cells deep.

Puzzle #3: ___ ___ x ___ ___

Word Puzzle
My game is 20 cells wide. The total cell blocks used in my game is 13 times bigger than the one row of 20. How many total cell blocks does my game use?

Number Sentence
13 x 20 = 260

Solution
My game uses 260 cell blocks.

Make Your Own Video Game - After working with multiple different multiplication puzzles, students will create their own individual video game. They will be given a key showing them how big certain elements of the game are. They will also be given graph paper to create their game on. The main point of the assignment is to assess how well they are able to recognize multiplication problems from a real world setting. Do they make the connection between their game and the relationships of size and amount that exist within it? How many times bigger is one space compared to the other? How many times bigger is the total number of villains compared to the total number of powerups? Do these relationships make sense in their game? [5.NBT.5] Fluently multiply multi-digit whole numbers using the standard algorithm. [5.NF.5a] Interpret multiplication as scaling (resizing) by: [5.NF.5.a] Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication - Students will be creating and solving their own multiplication problems. This allows for multiple different entry points and shows me what type of multiplication problems they are most comfortable with solving and how they solve them. They also have to create a multiplication question. This allows me to see how much they have learned in terms of being able to represent a multiplication problem as the product being so many times bigger than the factors. What did students learn? - Though the lesson, the major assignments were able to show me the progression of learning by the students. The pre-assessment showed me where students were in their mathematical thinking and ability to not only solve their own multi-digit multiplication problems, but how comfortable they were with explaining someone elses work and trying to figure out how they solved it. Taking this information, I moved them forward to the first puzzle of the stop the clock problem, which not only gave me clear insight into how well students were able to simply solve a problem, but more so how well they were able to explain the relationships that existed in the problem. The Halloween Jelly Bean problem allowed students to specifically focus on trying to explain the relationship of multiplication in terms of so many times bigger. The Donkey Kong Tower Climb and the Extreme Basketball video game problems game them the opportunity to show how they could expand on what they have learned so far and explicitly focus on trying to visually represent multiplication in terms of so many times bigger. They final Build Your Own Video Game project gave them the opportunity to show how well they have been able to take all of the scaffolded exploration, and create a product that deliberately addresses the big idea of this unit. - Many students succeeded during this unit. One particular student left most of her preassessment blank or wrote in IDK (I Dont Know). In looking at her progress, one can visibly begin to see her making connections to the big idea. She begins to label her Donkey Kong video game, showing the repeated addition and comparing the size of the first floor to the size of the entire tower. On her Video Game project, she was able to identify a multiplication problem and frame it in terms of the big idea: My game has 5 times as many crystals as it does have extra life. I put 4 extra lifes in my game. How many crystals did I use? She then showed that 5 x 4 = 20 and explained that her solution is 20 crystals. Her video game also visually reflects this problem and answer.

Project II Part III

Adam Clements October 14, 2012

Differentiation Strategies
Student choice in theme of problems During some of the activities, I will set them up to allow choice in theme. The content and problems will be the same, but the topic that they are created around will differ. This allows students who typically arent interested in a subject, the option to choose. Choice always brings value to something because you feel in control. Increased difficulty with completion of tasks This allows me to build up knowledge. Starting at an entry problem allows all learners the opportunity to progress through. Those that need more time to understand and build knowledge of the concept are able to spend more time on the first problem, and those that finish it quickly are able to advance to the same material but simply arranged to require more thinking. All students are getting what they need. It also helps me to assess where students are. Looking at how many groups successfully made it past the initial first problem lets me know at what pace I can continue with in my unit. Variety of instructional strategies used within a classroom Whole class discussions allow all members of class to participate and the opportunity to all be thinking about the same example. It gives students an opportunity to listen to how other people solved something and gain information that they can understand and build off of. o Students learn by processing information, applying reasoning, hearing ideas from others, and connecting new thinking to what they already know, all for the goal of making sense for themselves of new concept and skills (p.20)
o

Chapin, Suzanne H., Mary Catherine. O'Connor, and Nancy Canavan. Anderson.Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. 2nd ed. Sausalito, CA: Math Solutions Publications, 2009. Print.

Partner Pair problem solving allows members to build off one anothers knowledge and support their partners learning. It helps them begin to ask questions of math. Open-ended tasks allow students the opportunity to use the skills in math they already have and apply them to new problems. They gain more skill by observing, thinking about, and learning how other people solve the same problem.

Multiple types of expressions Hands on building activities give kinesthetic learners the chance to think 3-dimenionally and attack a problem from a more concrete approach. Drawing gives visual learners the opportunity to express their thinking. Often in math it is hard to explain what you did, and much easier to represent it as a picture. Writing helps students reflect on what they did and how it worked. It forces them to slow down and really think about what happened and what they are still confused about. Verbal discussion gives students the chance to share their ideas with their peers and explain their thoughts and questions. Working with a partner gives shy students a teammate to work with and use to express their ideas in a smaller less intimidating setting like that of a whole class. They can build their confidence there and then share those ideas out to the whole class.

One idea to help shy students is to tell them that you value their contributions and that you want them to learn to participate and you hope they have that same goal for themselves. Explain that you expect each of them to raise his or her hand at least once every lesson: to ask a question, to answer a question, or even just to ask Could you repeat that? (p.193)
Chapin, Suzanne H., Mary Catherine. O'Connor, and Nancy Canavan. Anderson.Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. 2nd ed. Sausalito, CA: Math Solutions Publications, 2009. Print.

Using Other Adults in the Room

My Mentor Teacher (MT) is in the room full time. I plan on utilizing him as a resource during my unit plan by having him help with classroom management, work to engage students who seem unmotivated, and helping to run stations/centers. On the days he comes in, I will have Mr. Clark, the math specialist, help run centers and give 1:1 attention to those students who need it most based off of the formative assessments. This may be students who are behind, but also could be students who seem to be getting bored with the material because they understand it already.

Scaffolding and Support for Students

All IEP students go to the special education resource room for Literacy and Math. There are not ELL students in the classroom. Instruction is still scaffold because I am using partner pairs so that during most work time, students are asked to solve the problems in partners. This allows for learning through the zone of proximal development as well as really focuses on social interaction learning.