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# Backward Design - UNIT PLAN

## Critical and Creative

Literacy Numeracy ICT
General Thinking
Capabilities (GP)
Ethical Behaviour Personal and Social Intercultural Understanding

Cross-curriculum
Priorities (CCP) Aboriginal and TSI Asia and Australias
Sustainability
Histories and Culture Engagement with Asia

## Year Level Students are able to

Recognise and represent multiplication as repeated addition,
Content Year Level Achievement represent multiplication as
groups and arrays (ACMNA031)
groups and arrays
Knowledge Skills

Multiplication is an another way of saying repeated addition Group items equally to represent multiplication number sentences

Arrays and equal groups are useful strategies to help solve Arrange objects into arrays to represent and solve multiplication
multiplication number sentences. number sentences

LEARNING OUTCOMES:

## arrange objects in equal groups to represent multiplication number sentences,

arrange objects in an array to represent multiplication number sentences,
and write a multiplication number sentence as a repeated addition number sentence and vice versa

## UNDERSTANDING BY DESIGN STAGE 2: SUMMATIVE ASSESSMENT EVIDENCE

Task description: This activity assesses the knowledge and skills built on over the preceding four weeks. Students are to pictorially represent
equal groups and arrays. First, the task asks the students to chose muffin baking trays to reflect the word problem. Then students have to record
the multiplication number sentence to reflect the word problem. This should also match their chosen array. Students work individually. This task
will be completed at the end of the unit of work. Then students complete a multiplication number sentence with whichever strategy they chose.

Assessment Criteria: Students will be marked against a rubric (See Appendix C). This rubric assesses students application of multiplication
strategies developed over the preceding weeks. The three strategies of repeated addition in addition to the construction of arrays and equal
grouping are being assessed. Students are also given an opportunity to demonstrate their understanding through language as they are asked to
write a multiplication number sentence. There is a clear language focus as part of this unit in the activities of groups of as students explore equal
groups. Students are deemed proficient in language use if they demonstrate this understanding.

Feedback: Prior to the assessment, the teacher explains her expectations for each part and the class mentally reflect on what they have learnt.
Following the assessment, the teacher reads through and marks the assessments. It is vital the teacher focuses on identifying issues that could
potentially disrupt the subsequent unit of work on division. The concepts learnt in the unit of multiplication study underpin those in the division one
so timely intervention via means of feedback is essential. In this way, the summative assessment for the unit of multiplication study lends itself as
an assessment for learning of the unit of division study. Immediately following the assessment, the teacher should ask the class, as a whole, how
they believe they each performed. Next, depending on the class schedule, the teacher must approach any student identified as having performed
poorly and discuss with them how they believe they performed. The teacher then uses the assessment as a talking point to discuss where the
student went wrong and how they can improve.
Self-assessment: Self-assessment is known to enhance student engagement and maximise learning outcomes (Marsh, 2010). In
accordance with good teaching and learning, each lesson will close with a whole class verbal review of the lesson. Furthermore, the close of
the last lesson of each week will incorporate a small reflective activity whereby students individually respond to the teacher asking them if
they feel they know all about that weeks conceptual focus. Students indicate their response by circling either a smiling face, a neutral face or
a sad face. At the close of the unit of study, the students who did performed poorly will be approached and the teacher will discuss their
beliefs of their performance.

## UNDERSTANDING BY DESIGN STAGE 3: PLAN LEARNING EXPERIENCES AND INSTRUCTION

Each mathematics lesson is between half hour and forty-five minutes depending on the days schedule.

## Learning Experiences Assessment For/As Learning Resources

(Formative Assessment)

1 Lesson A: Introduction lesson. Diagnostic Assessment: Whole- Maths Book of the Week: 100
class discussion identifies prior Things by Masayuki Sebe.
Students read the Maths Book of the Week to bring focus to
mathematics. Students review what they have learnt about addition Block Pictures Cards Pack
and subtraction understanding.
and subtraction. The teacher presents them with the question, What if
Concrete objects (Unifix cubes,
I had a lot of items to count at once, how could I solve that problem Informal Assessment:
counters, unit base-ten blocks or
quickly? Students brainstorm strategies and discuss effectiveness. Classroom discussion
similar)
Teacher introduces idea of repeated addition as the time effective responses, closing review
method. Teacher introduces the role of a x in a multiplication number activity.
sentence and how the x indicates groups of and introduces students
to the idea that the repeated addition number sentence is another way
of writing a multiplication number sentence. Teacher hands out copies
of block pictures and number sentences and students, in pairs, have to
replicate concrete objects such as unifix cubes, counters, unit base-ten
blocks or similar and verbalise number sentence. Students rotate cards
until attempted all version. Teacher tells students that they will be
working on three different strategies to multiply over the next weeks.
To build suspense, the teacher says the next one will be revealed next
week. Review lesson with activity.

Lesson B: Students read the Maths Book of the Week to bring focus Informal Assessment: Closing Maths Book of the Week: 100
to mathematics. Students reflect on what they learnt in the previous review activity, response to Things by Masayuki Sebe.
lesson. Teacher writes a repeated addition number sentence on the class discussions.
board and then asks students what it would look like with objects.
cards.
Teacher reinforces idea of groups of. Students, in groups of four to
five, are given card with a number sentence written on it and have to Maths Journals
match with concrete objects such as unifix cubes, counters, unit base-
Concrete objects (Unifix cubes,
ten blocks or similar. Student rotate through different stations as they
counters, unit base-ten blocks or
match different cards to concrete objects at each station. All working in
similar)
Maths Journals. Lesson closes with review activity.

Lesson C: Students read the Maths Book of the Week to bring focus Formative Assessment: Maths Book of the Week: 100
to mathematics. Students review on what they learnt in the previous Checklist Things by Masayuki Sebe.
lesson on. Students rotate through activity station in groups of four to
Informal Assessment: Closing Emoji Reflection Activity
five. Activities are conceptually similar to previous lessons this week
review activity.
and are aiming to provide alternative contexts for students to develop Maths Journals
in. All working in Maths Journals. Lessons ends with emoji reflection
activity.
2 Lesson A: Students read the Maths Book of the Week to bring focus Informal Assessment: Closing Maths Book of the Week: Too
to mathematics. Review last weeks strategy. Teacher presents this review activity. Many Kangaroo Things to do! by
weeks focus which is equal grouping and asks students what it could Stuart J. Murphy
mean. Teacher runs through numbers one to ten and students go
Hoola Hoops
round their place in a circle on the mat and have to each brainstorm
and share where we see have groups of two through ten in real-life.
Teacher presents multiplication number sentence and four hoola
hoops. Teacher picks students to stand in hoola hoops and reminds
students of this weeks focus so groups must be equal. First, students
concept. Teacher then asks what would the number sentence be if we
were looking at legs in the hoola hoops rather than the people. Lesson
closes with review activity.

Lesson B: Students read the Maths Book of the Week to bring focus Informal Assessment: Closing Equal Grouping Cards
to mathematics. Teacher asks students to reflect on what they learnt in review activity.
Maths Book of the Week: Too
the last lesson what is important about the groups? Teacher models
Many Kangaroo Things to do! by
drawing circles with equal number of items in the circles to show equal
Stuart J. Murphy
grouping. Students work through stations where they match equal
group picture to multiplication number sentences and use concrete Maths Journals
objects to do so. This includes unifix cubes, counters, unit base ten
blocks or similar. There is focus on the groups being equal. Lesson
closes with review activity.
Concrete objects (Unifix cubes,
counters, unit base-ten blocks or
similar)

Lesson C: Students read the Maths Book of the Week to bring focus Formative Assessment: Maths Book of the Week: Too
to mathematics. Teacher reviews what has happened this week. Checklist Many Kangaroo Things to do! by
Students continued on similar concepts to previous lessons except Stuart J. Murphy
Informal Assessment: Closing
with different contexts. Students continue to work with concrete
review activity. Emoji Reflection Activity
materials to visualize number sentence. Reponses are completed in
Maths Journal. Two of the stations use word problems instead of Maths Journals
multiplication number sentences. Lessons ends with emoji reflection
activity.

3 Lesson A: Students read the Maths Book of the Week to bring focus Informal Assessment: Closing Maths Book of the Week: Each
to mathematics. Review last weeks strategy. Teacher introduces review activity Orange had 8 Slices by Paul
arrays. Students work through newspapers and catalogues to find Giganti Jr.
Formal assessment: Array
versions of arrays in the real world and create posters which are
poster constructed in pairs. Maths Journals
presented to class. Teacher facilitates discussions of how arrays are a
strategy used for multiplication and links to equal grouping and
repeated addition. Review activity to close lesson.

Lesson B: Students read the Maths Book of the Week to bring focus Informal Assessment: Closing Maths Book of the Week: Each
to mathematics. Teacher reviews last lessons introduction of the review activity. Orange had 8 Slices by Paul
concept. Did any students see any arrays at home? Students work Giganti Jr.
through rotational stations each with different arrays in different Concrete objects (Unifix cubes,
contexts. Concrete materials are provided for students to play with and counters, unit base-ten blocks or
visualise word problems. Review activity to close lesson. similar)

Maths Journals

Lesson C: Students read Maths Book of the Week to bring focus to Formative Assessment: Array Maths Book of the Week: Each
mathematics. Students are given a problem on the board and class painting recorded against Orange had 8 Slices by Paul
discussion about possible answers. Students then paint an array in checklist . Giganti Jr.
response to number sentence on the board. They also have to write
Informal Assessment: Closing Painting supplies (paints,
the multiplication word sentence Lessons ends with emoji reflection
review activity. brushes)
activity.
Students painting clothes

A3 paper

4 Lesson A: Students read the Maths Book of the Week to bring focus Informal Assessment: Closing Maths Book of the Week:
to mathematics. Review last weeks strategy. Teacher facilitates review activity. Amanda Beans Amazing
discussion using characters in the Maths Book of the Week about Dream by Cindy Neuschwander.