EDUC 522 Unit Title: Multiplication Everywhere! Teacher: Ms !al"eras #ra"e $evel: 2 n" #ra"e %u&'ect: Multiplication Time (rame: ) *ee+s ,&'ectives: Students will collaborate in groups while using technology. Students will be exposed to multiple activities that will develop their understanding of multiplication arrays and how they connect to multiplication facts. Intelligences: Visual-Spatial, Verbal-Linguistic, Mathematical-Logical, Naturalistic odily-!inesthetic, "nterpersonal, "ntrapersonal, Musical Technologies in the unit: #ocument $amera Labtop $omputers %ai&u #ec& ' www.hai&udec&.com NoteShelf application on i(ad !idlog ' www.&idblog.org i(ads MindMeister- www.mindmeister.com Screencast o matic ' www.screencast-o- matic.com )logster- edu.glogster.com Common Core stan"ar"s: CSS.Math.Content.2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. CCSS.Math.Content.2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Technology stan"ar"s: 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing &nowledge to generate new ideas, products, or processes. b . create original wor&s as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d . identify trends and forecast possibilities. 2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b . communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d . contribute to pro*ect teams to produce original wor&s or solve problems. 3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide in+uiry. b . locate, organi,e, analy,e, evaluate, synthesi,e, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tas&s. d . process data and report results. 4. Critical Thinking !roblem "olving and #ecision $aking
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant +uestions for investigation. b . plan and manage activities to develop a solution or complete a pro*ect. c. collect and analy,e data to identify solutions and-or ma&e informed decisions. d . use multiple processes and diverse perspectives to explore alternative solutions. %. #igital Citi&enshi'
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology. b . exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d . exhibit leadership for digital citi,enship. (. Technology )'erations and Conce'ts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current &nowledge to learning of new technologies. Materials: -"igital an" non."igital/ Digital #ocument $amera Labtop $omputers %ai&u #ec& ' www.hai&udec&.com NoteShelf application on i(ad !idlog ' www.&idblog.org i(ads MindMeister- www.mindmeister.com Screencast o matic ' www.screencast-o-matic.com )logster- edu.glogster.com 0on.Digital Multiplication flashcards #ec& of cards that have one-digit numbers per pair of students Maga,ines )lue Scissors Scrapboo& per student .riting /ournals per student Stic&s 0oc&s Leaves (oster (aper ingo oard eans (ennies $ounters 0aisins /ellybeans "nstruments 1valuation sheets Intelligences: Visual, "nterpersonal Visual, !inesthetic, "ntrapresonal Visual, !inesthetic, "ntrapersonal, "nterpersonal Visual Verbal Verbal Verbal, Visual Visual Verbal Verbal, Visual Mathematical Mathematical Visual !inesthetic !inesthetic Visual, !inesthetic Verbal Naturalistic, !inesthetic Naturalistic, !inesthetic Naturalistic, !inesthetic !inesthetic, Visual Visual !inesthetic !inesthetic !inesthetic, Mathematical !inesthetic Musical Mathematical, Verbal Proce"ures: *ee+ ,ne: 1rrays Day 2 2he teacher will open the unit by displaying multiplication flashcards on the document camera. 3sing manipulatives, the teacher will explain to the students that the two numbers of a multiplication fact have a meaning behind them. 4or example, if a card shows 56x78 then the teacher will say 5" have 6 rows of 7 pennies8 9counters, *elly beans etc.: 2he teacher can also reverse the problem and say, 5" have 7 rows of 6 pennies.8 2he teacher will parallel this instruction by ma&ing arrays with the pennies. Modeling this with several flashcards allows students to ma&e the connection between a multiplication math fact and an array. 2he teacher will then place students into groups of two. 1ach pair will be given a dec& of cards that have one-digit numbers. 2hese cards will be flipped upside down. 2hey will ta&e turns grabbing two cards each and creating a multiplication fact with the two numbers. 2hey will then create a multiplication array using manipulatives. 9pennies, counters, *ellybeans etc.: 2hey will ta&e a picture of each array using a camera. Day 2 Student pairs will create a slideshow on a computer at www.hai&udec&.com using yesterday;s pictures. 2hey will be re+uired to present their slideshows to at least two other groups. 2his will increase collaboration and allows students to analy,e one another;s wor&. Day 3 2o assist students in noticing arrays in their everyday life. Students will examine maga,ines loo&ing for arrays and cutting them out with scissors. 2hen, the students will glue them into their own scrapboo&. .ithin this scrapboo&, students will do their best to organi,e the arrays from least to greatest, and also categori,e similar arrays together on the same page. Day ) Students will view one another;s scrapboo&s and evaluate them in their writing *ournals. 2he will be re+uired to describe what they learned. Intelligences: Visual-Spatial, Verbal- linguistic, Mathmatical- Logical, "ntrapersonal, odily-!inesthetic Visual-Spatial, Verbal-Linguistic, "ntrapersonal, "nterpersonal, "ntrapersonal, Musical Visual-Spatial, Verbal-Linguistic, Mathematical-Logical, Naturalistic, odily-!inesthetic, "nterpersonal, "ntrapersonal, Musical Visual-Spatial, Mathematical-Logical, Naturalistic, Day 5 "n preparation for more arrays next wee&, students will independently ta&e a wal& and examine their environment. 2hey will photograph 5natural8 arrays 9tiles, fallen leaves, classroom lights, windows: with a camera. Students will evaluate their photos and write a description for each one on their i(ad Note shelf application. *ee+ Two: More 1rrays! Day 2 Students will begin the second wee& of the unit by using the photos they too& last wee& and creating them into a %ai&u #ec& Slideshow at www.hai&udec&.com to display their discoveries. 2he teacher will wal& to students through a step by step process of how to use %ai&u #ec& on a computer. 2he teacher will model of how to create a slideshow using examples of photos. Students will then be given a computer to wor& on. Day 2 Students will continue wor&ing on their %ai&u #ec& Slideshows and have them completed by today. Students will then present their %ai&u #ec& Slideshows to the class. Day 3 <fter loo&ing at multiple different arrays, students will have an opportunity to create their own array by building them with stic&s, roc&s, and leaves. Students will get into groups of four and wal& outside to collect ob*ects for their arrays. 2hey will rearrange them on a poster paper to create a multiplication array. "nterpersonal, "ntrapersonal, Visual-Spatial, Mathematical-Logical, Naturalistic, odily-!inesthetic, "nterpersonal, Visual-Spatial, Naturalistic, "nterpersonal, Visual-Spatial, "nterpersonal, "ntrapersonal, Visual-Spatial, Mathematical-Logical, Naturalistic odily-!inesthetic, "ntrapersonal, Day ) Students will individually write about the array they created and the ob*ects they used to create the array on the class;s !idlog .ebsite. 2he student groups will then present the posters they created to the rest of the classroom. <fterwards, the students will be re+uired to comment on two other classmates; writings on !idlog using a computer. Day 5 4or 4un 4riday the students will play <rray ingo. 2he teacher will hand out a sheet of paper with empty s+uares in the shape of a bingo board. Students will fill in the s+uares with different arrays using a pencil. 2he teacher will hand out beans so that students can use them to mar& their bingo board. 2eacher will call out different multiplication facts and students will mar& their bingo board until someone yells out ingo. *ee+ Three: Ma+ing Connections -&etween arrays an" multiplication 4acts/ Day 2 Students will thin&-pair-share with a partner to name as many multiplication facts as they &now and record them onto their i(ads Note shelf application. Students will review these multiplication facts with their partner by arranging them into arrays. 2he will build an array by building it out of their manipulatives= pennies, counters, raisins, *ellybeans. Day 2 Students will ta&e one of the multiplication math facts from their NoteShelf application and ma&e a mini-video recording of themselves describing how they could create an array for that specific math fact. Students may use manipulatives to exemplify their array. Students will ta&e turns holding the camera and recording their peer. Day 3 Students will continue on wor&ing to finish up their mini-video recordings >nce each student has finished their videos they will present them one-by- Verbal-Linguistic, Mathematical-Logical, "nterpersonal, "ntrapersonal, Visual-Spatial, Mathematical-Logical, Naturalistic odily-!inesthetic, "nterpersonal, Visual-Spatial, Verbal-Linguistic, Mathematical-Logical, Naturalistic odily-!inesthetic, "nterpersonal, "ntrapersonal Visual-Spatial, Verbal-Linguistic, Mathematical-Logical "nterpersonal, "ntrapersonal, Visual-Spatial, Verbal-Linguistic, one to the class. Meanwhile the rest of the class will be writing in their *ournals what they li&e about each video and what array the student created. Day ) Students will recall how to use the commutative property, repeated addition method, create e+ual groups, and create arrays by writing them down in their math *ournal. Students will select one multiplication math fact and insert it on an anchor map which will be created on a computer program called MindMiester. Students will calculate all the answers that belong to the multiplications math fact using multiple methods. 2hese multiple methods include the commutative property, repeated addition, creating e+ual groups, and creating arrays. 2hey will then create a screen cast with www.screencastomatic.com, which is where they will describe the process they went through on their anchor map on Mind Miester. Day 5 2he teacher will pro*ect each students screen cast onto the board. Students will evaluate each other;s screen casts and write in their math *ournal about what they learned viewing others wor& *ee+ (our: Practice Practice Practice! -Multiplication 4acts/ Day 2 Students will listen to the teacher sing a multiplication facts chant, containing the ?;s facts. "t will be displayed on the board with a document camera. 2eacher will then display a variety of different instruments that students could use to create their own song. Students will select an instrument and create a rhythmic pattern in order to prepare for their own multiplication facts chants. Students will write their own songs lyrics which will incorporate the ?;s, 7;s, or 6;s facts onto the Noteshelf app on an i(ad. Day 2 Students will connect their rhythmic patterns and their song lyrics from the previous day in order to finish their chant and record it with an i(ad camera. 2he students will receive the help of a peer to record each other singing their songs. Day 3 Students will compare and evaluate each other;s music videos, which the Mathematical-Logical, odily-!inesthetic, "nterpersonal, "ntrapersonal, Visual-Spatial, Verbal-Linguistic, Mathematical-Logical, "nterpersonal, "ntrapersonal, Visual-Spatial, Mathematical-Logical, "nterpersonal, Visual-Spatial, Verbal-Linguistic, Mathematical-Logical, "nterpersonal, "ntrapersonal, Musical Visual-Spatial, Verbal-Linguistic, "nterpersonal, "ntrapersonal, Musical Visual-Spatial, teacher will have display with the document camera. 2he evaluation sheets will re+uire peers to decide whether or not students followed the guidelines. Day ) Students will conclude the unit by creating a )logster about what they have learned. "t will include pictures of arrays that they used throughout the unit and details about what they have learned about multiplication. Day 5 2o conclude the lesson, the students will present their )logs to the entire class. Mathematical-Logical, "nterpersonal, "ntrapersonal, Musical Visual-Spatial, Mathematical-Logical, "nterpersonal, Visual-Spatial, Verbal-Linguistic, Mathematical-Logical "ntrapersonal, Pro"uct: *ee+ 2: @?- %ai&u #ec& Slideshow on multiplication arrays where students use manipulatives such as pennies, counters, *ellybeans. @7- Scrapboo& where students organi,e pictures of multiplication arrays and categori,e similar arrays together. .ee& 7= @?- %ai&u #ec& Slideshow with pictures of 5natural8 arrays 9tiles, fallen leaves, classroom lights, windows:. Intelligences: Visual !inesthetic "ntrapersonal Verbal Mathematical Visual !inesthetic "ntrapersonal Mathematical Naturalistic Visual @7- (oster with multiplication arrays made with stic&s, roc&s, and leaves. @A- !idlog .ebsite where students write about the array they created on the poster with 5natural8 ob*ects. .ee& A= @?- Video 0ecording of themselves describing how to create an array for a specific multiplication math fact. @7- <nchor Map on MindMeister that incorporates the commutative property, repeated addition, e+ual groups, and arrays. @A- Screencast of their MindMeister explaining and describing the process they went through on their anchor map. .ee& B= @?- Music video of student;s multiplication songs. Songs will include lyrics of ?;s, 7;s, or 6;s. @7- )logster culminating presentation. "nterpersonal !inesthetic "ntrapersonal Verbal Mathematical Naturalistic Visual "nterpersonal !inesthetic "ntrapersonal Verbal Mathematical Naturalistic "ntrapersonal Verbal Mathematical Visual "nterpersonal !inesthetic "ntrapersonal Verbal Mathematical Visual "nterpersonal "ntrapersonal Mathematical "nterpersonal Verbal Mathematical Musical "nterpersonal !inesthetic "ntrapersonal Verbal Mathematical Visual "ntrapersonal Verbal Mathematical 1ssessment -5uantitative ru&ric/: $ulti'lication *nit !lan !ro+ects 2 2 3 ) %core6$evel @? %ai&u #ec& Slideshow= Manipulative <rrays Student had ?- B arrays in there presentation. No variety in arrays. No captions. Student had 7- B arrays in there presentation. 1ach array was different. No captions. Student had A- B arrays in there presentation. 1ach array was different. 2hey all had captions. Student had 6- ?C arrays in there presentation. 1ach array was different. 2hey all had captions.
Multiplication <rrays Scrapboo& Scrapboo& is not organi,ed. No variety in arrays. Not labeled. Scrapboo& is not organi,ed. %as A-B arrays. No variety. Labeled. Scrapboo& is neatly organi,ed. %as A-B arrays. 1ach array is different. Labeled. Scrapboo& is neatly organi,ed. %as 6-?C arrays. 1ach array is different. Labeled.
@7 %ai&u #ec& Slideshow= Natural <rrays Student had ?- B arrays in there presentation. No variety in arrays. No captions. Student had 7- B arrays in there presentation. 1ach array was different. No captions. Student had A- B arrays in there presentation. 1ach array was different. 2hey all had captions. Student had 6- ?C arrays in there presentation. 1ach array was different. 2hey all had captions.
Multiplication <rray (oster with natural ob*ects. Student had ?- B arrays on their poster. No variety in arrays. No captions. Student had 7- B arrays on their poster. 1ach array was different. No captions. Student had A- B arrays on their poster. 1ach array was different. 2hey all had captions. Student had 6- ?C arrays on their poster. 1ach array was different. 2hey all had captions.
!idog log post only log post log post log post 2 2 3 ) %core6$evel .ebsite (ost states array or ob*ects used. explained ?-7 details of the array that the student created. Mentions the array but does not mention ob*ects used. explained A-B details of the array that the student created. Mentions the array and ob*ects. explained 6-?C details of the array that the student created. Mentions the array and ob*ects. Video 0ecording of Multiplication 4act Students verbally say what array they used. #onDt use manipulatives. Students verbally describe their array with more than 7 details. #onDt use manipulatives. Students verbally describe their array with more than A details, while demonstrating with manipulatives. Students verbally describe their array with more than 6 details, while demonstrating with manipulatives.
MindMeister <nchor Map <nchor map includes ? of the B following= commutative property, repeated addition, e+ual groups, and arrays. <nchor map includes 7 of the B following= commutative property, repeated addition, e+ual groups, and arrays. <nchor map includes A of the B following= commutative property, repeated addition, e+ual groups, and arrays. <nchor map includes commutative property, repeated addition, e+ual groups, and arrays.
MindMeister Screen$ast Screencast describes in detail how the students used ? of the B following= the commutative property, repeated addition, e+ual groups, and arrays. Screencast describes in detail how the students used 7 of the B following= the commutative property, repeated addition, e+ual groups, and arrays. Screencast describes in detail how the students used A of the B following= the commutative property, repeated addition, e+ual groups, and arrays. Screencast describes in detail how the students used the commutative property, repeated addition, e+ual groups, and arrays.
Music Video Lyrics include a few multiplication facts from ?Ds, 7Ds and 6Ds Lyrics include ? of the following= ?Ds, 7Ds, and 6Ds multiplication facts. Lyrics include 7 of the following= ?Ds, 7Ds, and 6Ds multiplication facts. Lyrics include all of the following= ?Ds, 7Ds, and 6Ds multiplication facts.
)logster )logster includes ? of the following= pictures, details, arrays. )logster includes 7 of the following= pictures, details, arrays. )logster includes A of the following= pictures, details, arrays. )logster includes five of the following= pictures,