Running head: MINI UNIT 1

Mini Unit Assignment

Mathematics, Grade 3

Aidan Kidd

Education 3501

October 18, 2019

Darlene St. Georges

 MINI UNIT 2

LESSON PLAN 1

Grade: 3 Lesson Title: Introduction into Multiplication Lesson Duration: 40 minutes

Overview of lesson (150 words). Write a clear and concise paragraph that indicates what the
lesson is, how it is connected to the POS and what students will learn.

I am teaching a grade 3 math lesson plan that explores number sense and more specifically their
ability to comprehend multiplication up to 5X5. A quick introduction will be implemented through a
game to get the students thinking about number sequencing, as well to portray math positively,
making it less intimidating. I am using strategies for students to first physically see how
multiplication works, and progress to students using their learning to solve multiplication questions
without assistance. The lesson will begin with direct instruction with a couple examples by the
teacher. The lesson will then progress to kinesthetic collaboration between students, with it
culminating in students completing a worksheet. By the end of the lesson students should be able
to understand where multiplication comes from, its real-world applications and develop basic
problem-solving skills. The point of this lesson is not for the students to understand every concept
of multiplication, but rather start using ideas to think critically, and start a foundation for more
knowledge to be built upon.
Alberta Program of Study: Goals and Objectives. Carefully select GLO and SLO that pertain to
your lesson. Do not put in 10 SLO's just because you find a link. Choose selectively and think
carefully about what is achievable for students to learn by the end of the lesson/unit

GLO /GLE SLO/SLE

Develop number sense Specific Outcome 11- Demonstrate an understanding of
multiplication to 5X5
Critical Questions

The unit inquiry question guides the unit...at the end of the two lesson students must be able to
respond to the unit question. The inquire question is a broad question and is linked to curriculum
outcomes

Unit Inquiry Question: How can you demonstrate your understanding of number relations in
regard to classroom and real-world application for multiplication and division?

Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific
questions. These can facilitate dialogue, they can be used for formative assessment and can be
used to facilitate pedagogical discussion with your students. Guiding questions aim to provoke
thinking and can be used for share/pair activities. Guiding questions are just that - guiding. A
lesson should have several guiding questions.
Lesson Guiding Questions
What is the relationship between addition and multiplication?
What is the use of multiplication in real world application?
How does multiplication build upon prior math knowledge?
MINI UNIT 3

Learning Objectives
Students will…

- Demonstrate an understanding of multiplication up to 5x5 by using manipulatives and completing a

worksheet.

Annotated Learning Resources List

These must be relevant and age appropriate and from a reliable source. If it is on online resource
provide an active link.. If it a book, cite the book and author. Provide 2 -3 sentences (annotated)
to indicate what the resource is and why you have chosen it. How does it support your lesson
and student learning?

Resource #1: This resource I would use for demonstrating multiplication and using it for real world
examples. It is a good visual for the students to grasp what exactly multiplication is:
https://www.multiplication.com/learn/multiply/2/x/5
Resource #2: This is the resource I would use for a work sheet. It is easily followed and helps
students understand the concept being taught: http://lugezi.com/imgs/
Material and Equipment
List: Art supplies, manipulatives, smartboard, online white board etc…

 White board
 felt markers
 printed out math worksheets (1 per student)
 smartboard or projector
 laptop
 pencils (1 per student)

Lesson Procedures
Introduction (7 min):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicat
for each section

1) Before the class starts, I will have written out the lesson plan for the day and brief
description of my expectations for the day. (1 minute)
2) Hook- To engage the kids in numbers sense and get them thinking about math, I
would have a quick warmup game around numbers. I would get the class to make a
circle, and the point of the game is to not say multiples of 10. Each kid can add one or
two numbers to the previous one said, and the kid that says multiples of 10, 20, 30
etc. is out. Example- a kid says 4,5, the next kid can either say 6 or 6,7. The kid after
that can say either 8 or 8,9. And we would keep going up until we have a winner. (5
minutes)
3) Transition into the lesson plan. Get the kids settled down and ready for the main
activity. We will play a quick game called make ten. If I put up 3 fingers, they must
put up 7 so it equals 10. If I put up 6, the students must put up 4. This settles the
students back down and gets them ready and engaged for the lesson. (1 minute)
MINI UNIT 4

Body (33 min): This is the largest part of your lesson. Write clearly and concisely. Image a
substitute teacher picks up this lesson; will they be able to carry it out based on your descriptions
and instruction?

Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and

transitions in lesson. Indicate timing of each section. Identify teaching strategies, organization of
class etc. How and when are you using formative assessment in your lesson? Indicate
differentiation and accommodation in the provided tables

Steps and Procedures Identify Teaching Strategies: ex. Direct

1) Lecture- I am going to explain the concept of
what multiplication is and how it is used. I will
show them the symbol used for multiplication
(times), and how it is similar and different to
the adding, that they already understand. (5
minutes).
I am using direct instruction for this, because
they do not have a foundation for what
multiplication is, and I need to teach them
strategies and concepts to break down and
solve a question.
2) I will demonstrate how multiplication is done
by introducing the multiplication table and I
will demonstrate a couple of examples on the
board about the concept and strategies for
problem solving. I will hint that multiplying is
adding numbers repeatedly but will not
explicitly say it. The students will already have
a solid grasp on addition and want to see if
they can use a previously learned tool and
apply it to a new concept. (6 minutes)
e.g. I want the students to recognize that
4+4+4 is the same thing as 4x3. I will explain
that concept in the next lesson when we
revise multiplication and begin division. I want
to see if the students are able to make the
connection on their own accord. I think it will
be a better tool for learning if the kids can
realize on their own that multiplication is just
a form of manipulation and repeating adding.
3) Tiles will be handed out to every student and I
will demonstrate how you can group tiles to
help solve equations. I will write a few
questions on the board for the students to use
instructions, pair/share, jigsaw, whole
group discussion etc. When will you use
these and why?
Review: Direct instruction. I will briefly
review the content from last class, as
well as previous lessons that can be
applied for this one. By using direct
instruction every student is processing
the same information and allows for me
to have a set starting point.
Furthermore, direct instruction helps
focus the content for the current
lesson.
Games: Experiential Learning. I used a
math game where you cannot say
multiples of 10, to engage the kids. Kids
love games even if it is a math game, so
if a kid is struggling that day the game
might take their mind off of the issue.
Preparation for Activity: Direct
Instruction. I will be directly instructing
my students on how I want them to
complete the upcoming worksheet.
Activity: Collaborative/Independent
Study. The worksheet incorporates
collaboration because the students can
work in pairs or small groups. Because
all students must hand in a worksheet it
would fall under the category of
independent study. Collaboration is to
be used as tool to help students learn
from each other, rather than struggles
on their own.
MINI UNIT
the tiles, to see if they can figure it out. I will
encourage the students to work together and
solve the problems collaboratively. (8
minutes).
e.g. I have 4 tiles in a group, and I have 3
groups of 4. That way kids can tangibly see
how multiplication works and they can
physically count out what 4X3 equals. I would
also rearrange the piles into 4 groups of 3, to
show that 4X3 is the same as 3X4.
I will help students when really needed,
however, I want kids to sort through the
problems themselves. This will help develop
problem skill solving and independence within
the students.
4) I will hand out a quick worksheet to
determine if students have the ability to
transfer the knowledge from the sorting of tile
groups into questions on a worksheet. This is
not meant to be handed in for grades, but a
tool to see student’s understanding, as well as
identifying problems that might arise within
the lesson. This is a spot where students work
independently and show off their own
knowledge and I can see what individuals are
and are not struggling with. (5-7 minutes)
Closure
The remaining time I will quickly reiterate what has been
learned and how it is applicable outside of school. I will
also answer any questions students may have. This is
also a time where I can get the kids to clean up to make
sure the room is clean and ready to go for the next class.
At this time, I can clarify any final questions students
may have and reinforce the lesson.
As a side note, multiplication is a hard concept for grade
3 to understand in a 40minute lesson. My teaching
strategy would be to teach multiplication the one day,
division the next day and then a lesson where we go
over both. This way students can contrast the difference
and how they are intertwined and the inverses of one
another. It is not the end of the world if students are
5
Group Discussion: Grand Discussion.
The grand discussion will be used at the
end of the lesson to review the content
learned from the lesson. This is a place
where I can clarify any questions
student may have. By doing this I can
get a sense of where the class is at with
the lesson
Assessments
Indicate what these will be and when
you would use them.
Formative: Example:
Observation/Anecdotal,
Student/Teacher conferencing, check
list etc.. When will you administer these
and why?
Summative Assessment: Example
Rubrics, quizzes test etc, projects
I will be formally assessing the students
when they sit down at their desk/table
and see how well they conceptualize
multiplication with the tiles.
I will also formally assess students
when I demonstrate the multiplication
and see what questions are being
asked. Some students may already have
a bit of knowledge going into
multiplication, so I may be able to
streamline the process. Throughout the
lesson I will gage the class on their
strengths and weaknesses and make
the requisite changes for future lessons.
The last quarter of the class (5-10
minutes), I will be handing out the
worksheet to see how well they can
transfer their kinesthetic learning with
the tiles to a problem sheet. I do not
want to summative assess students on
the first class they learned a concept. I
will do a worksheet more as a gage on
their abilities (formative), rather than
MINI UNIT 6

having a difficult time grasping multiplication. It is for grades. The summative assessment
important to give the students a basic understanding of will come later, when I feel their
what it is, and a couple lessons down the road, we can abilities are at least competent enough
build upon their basic understanding. Multiplication is to be put in a place to be successful.
about repetition and familiarity, and it will take
hundreds of practice examples. Multiplication is a
concept that will keep being readdressed throughout the
unit. (7-9 minutes)
Differentiation
Provide at least one.

Provide an example of an alternative way to deliver information to students. Imagine that you
have some students that struggle with writing, what ways can you differentiate your instruction to
support students learning?

I would use computer games as a tool for math learning. Some kids are very energetic and enjoy
being on the computer. I would pick out a couple of sites for the students to explore and use as
tools for multiplication learning. This way a student has control over their own learning and can
make an informed decision. It is easy for a grade three student to get distracted on the computer,
so I would ensure check ins every so often to ensure they are staying on track. As well as to ensure
that the site is used for earning purposes only.

A video clip could also be beneficial in differentiating the assignment. A video clip could breakdown
the information in a way that a student understands. The same information is portrayed through a
different source, which may be beneficial to certain students. If a student is ESL, a video could
benefit them in their understanding and comprehension of the concept. Math symbolism is
universal, so a student can still follow along, but from a video in a different language that can be
re-watched or paused. This will be beneficial for student learning because students will have the
opportunity to learn at their own pace and go back when needed. If a student takes longer to
digest a piece of information the whole lesson does not need to be slowed down for the rest of the
class and the student is not pressured into hurrying through a concept they do not fully grasp yet.
Consolidating and Closure: In this part of your planning you are providing time for ensuring that
students learned and understood what was intended in the lesson. If they haven't you will need to
revisit your lesson plan or re-teach (if necessary) Here you could provide an exit slip or walk
through a guided whole group and/or small group discussion. This part of the lesson can act also as
a transition from lesson body into closure...cleanup and getting ready for the next class. Don't
forget to time this too and to indicate very clearly how you will facilitate consolidation and closure.
Provide Clear steps and indicate process. Often 5 mins is allotted for this section but that is not
enough time. To consolidate, clean up and get students ready for transition can take up to 10 - 15
mins depending on the lesson
Reflective Notes: You will only fill out this section after your deliver your lesson.
MINI UNIT 7

LESSON PLAN 2
Grade: 3 Lesson Title: Introduction into Division Lesson Duration: 40 minutes

Overview of lesson (150 words). Write a clear and concise paragraph that indicates what the
lesson is, how it is connected to the POS and what students will learn.

This is a follow lesson for my grade 3 math class, where we progressed from multiplication to
division. I will start the class with a quick introduction and an attention grabber exercise to
engage and settle the class down. From there I will do a quick overview of multiplication and
used that as an introduction into division. I will follow this with an explanation of the origin of
division and how the class can use concepts they already understand to help solve a problem.
Handouts will then be given out, and students will get the chance to demonstrate what they
have taken from instruction into a worksheet. Once they have finished up or time runs out, I
will run a closing exercise that stems from the attention grabber, reinforcing their
understanding of division, as well as it ends the lesson on a cliffhanger for the next lesson.
Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your
lesson. Do not put in 10 SLO's just because you find a link. Choose selectively and think carefully about what is
achievable for students to learn by the end of the lesson/unit

GLO /GLE SLO/SLE

Develop number sense Specific outcome 12- Demonstrate an
understanding of division (limited to division
related to multiplication facts up to 5 x 5)
Critical Questions
The unit inquiry question guides the unit...at the end of the two lesson students must be able to respond to the unit question.
The inquire question is a broad question and is linked to curriculum outcomes

Unit Inquiry Question: How can you demonstrate your understanding of number relations in
regard to classroom and real-world application for multiplication and division?

Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific questions. These
can facilitate dialogue, they can be used for formative assessment and can be used to facilitate pedagogical
discussion with your students. Guiding questions aim to provoke thinking and can be used for share/pair
activities. Guiding questions are just that - guiding. A lesson should have several guiding questions.

Lesson Guiding Questions

How do division and multiplication co-exist. What is their relationship.
How can subtraction be used as a tool to solve questions involving decision.
What applications could division have in real world scenarios.
Learning Objectives
Students will…
- demonstrate their understanding of division (as high as 25/5) by using manipulatives
and completing a worksheet.
MINI UNIT 8

Annotated Learning Resources List

These must be relevant and age appropriate and from a reliable source. If it is on online resource provide an active link.. If it
a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what the resource is and why you have
chosen it. How does it support your lesson and student learning?

Resource #1: I used this resource to help develop a hook exercise to engage the class and
found the graph one very practical for my class. It got the students thinking about math and
numbers and will be used at the end of the lesson to tie the lesson all together:
https://www.teachstarter.com/au/blog/10-lesson-hooks-to-maximize-learning/
Resource #2: I found this worksheet on Pinterest and really like it. It touches on the very
basics of division and gives the students a good visual representation to guide them through
the assignment: https://www.pinterest.ca/pin/488148047092483380

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…

 Laptop
 white board
 felt markers
 worksheets (1 per student)
 pencils

Lesson Procedures

Introduction (_6_min.):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate the timing for each

1) Before the class has even started, I would have written out the lesson plan for the day and brief
description of my expectations for the day. (2 minutes)
2) Hook- I am going to give the class sticky notes and we’re going to do a quick survey to grab
their engagement. I will ask them what their favourite number between 1-5 is and I will get
them to place their sticky note on the white board underneath their favorite number. They are
only allowed to vote once, so they have to put their one sticky note underneath 1,2,3,4 or 5.
This gets kids up and moving and quickly thinking about what their favorite number is and what
is the point of this. I am not going to explain it but tell them we will come back to it at the end
of the lesson once the students have learned the concepts being taught in class today. This
leaves some anticipation on what we are learning that relates back to the graph. (3 minutes)
3) Students will transition back to their seats and get ready to start the main part of the lesson. (1
minute)

Body (34 min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute
teacher picks up this lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and transitions in lesson.
Indicate timing of each section. Identify teaching strategies, organization of class etc. How and when are you
using formative assessment in your lesson? Indicate differentiation and accommodation in the provided tables
MINI UNIT
Steps and Procedures
1) In understanding division, it is important to
have a foundation to what multiplication is.
We will begin by going over some of the major
points from yesterday’s lesson and give the
students a quick refresher on what
multiplication is and its application. This way,
if a student has forgotten information from
the previous lesson or a student missed it
entirely, they will not be going into the lesson
completely lost. (5 minutes)
2) The students will need to understand the
symbol that represents division and a brief
explanation of what it is and how it is applied.
(2 minutes)
3) I will demonstrate how they can take the sum
and reverse engineer it, to explain division.
Without using this terminology, I will explain
how division is the inverse of multiplication
and vice versa. (10 minutes)
For example: I will give the class the question
“what is 4x3?”, and when they settle on the
answer 12, I will show them how we can take
3 groups away from 12 and that it will equal 4.
I will remind them how 4+4+4=4x3=12, and
division is the opposite of this. 12/3= 12-3-3-3-
3, where you subtract 3 until you get to 0 and
you can count the numbers of threes and
that’s what the answer will be 12/3=4. The
root of multiplication is adding numbers until
you get the desired number and counting up
the groups, where division is subtracting
numbers until you get the 0 and count up the
number of groups.
4) The students already grasp how and when to
use subtraction and it can be used as a tool to
explain division in a less intimidating way.
They realize that they can in fact do division
and have strategies to use when they are
stuck on a question.
5) Hand out tiles and worksheet for students to
work through and help when needed. I am
encouraging students to work together
collaboratively and use the tiles together as a
9
Identify Teaching Strategies: ex.
Direct instructions, pair/share, jigsaw,
whole group discussion etc. When will
you use these and why?
Review: Direct Instruction. I will briefly
go over multiplication from last class
and clarify any questions students may
have. This will also clarify and build
upon the division lesson.
Problem solving: Indirect Instruction.
When I hand out the tiles and
worksheet to the students, they must
use the strategies I have taught them
to problem solve. That is my objective
of the lessons, is to help students think
critically and use techniques they
know to go at a problem when they
are stuck.
Computer Assisted Instruction:
Independent study. When I
differentiated division, I used the
computer as a great resource, because
it allows the student to work at their
own pace. I can check in on them or
work through it with them and know
how fast they are progressing.
Assessments
Indicate what these will be and when
you would use them.
Formative: Example:
Observation/Anecdotal,
Student/Teacher conferencing, check
list etc.. When will you administer
these and why?
Summative Assessment: Example
Rubrics, quizzes test etc, projects
I will use formative assessment
throughout the lesson, so I can
gage on what kids have learnt, and
what place or stage they are
struggling to comprehend.
Class Discussion: The start of the body
of my lesson, where I quickly review
MINI UNIT 10

tool to help facilitate learning. If a student the previous lesson (multiplication),

wants to work on their own, they are welcome
to do so, but I encourage to get in pairs or
small groups and work as a collaborative unit.
(10 minutes)
I want the handouts to be handed in once they
are finished or once the time runs out. They
are not to be handed in for grades, but rather
as a gage for me (the teacher) to see if they
understand the concepts. Then I can identify
any possible common mistakes, as I want to
recognize what the mistake is and how can I
modify my explanation to eradicate the
mistake.
Closure
This is where I go back to the attention grabber (hook)
and relate it back to division. I will ask the class how we
can use division to determine what number is the class
favorite. They could easily add up the number of sticky
notes and see which one is the favorite, but I want them
to think about it in terms of division. This is the very
basics of fractions and I want to see if my students can
connect division to fractions. There might not be any
students that are able to connect the relationship
between division and fractions, but it ends the lesson on
a cliffhanger and is a good starting point for the next
lesson. (7 minutes)
Differentiation
Provide at least one.
can be used a form of assessment. I
am gaging how well they understood
the lesson, along with how well the
knowledge stuck with them. If I feel
that they did not understand the level
of learning I intended, I can readdress
the lesson later and fill in the gaps.
Multiplication is such an important
concept for kids to understand and I
want them all to have a proper
foundation with it.
Worksheet: The students will also be
formatively assessed when I get the
chance to review their worksheets and
see what competency level they are
at. This allows me to determine what
needs to be readdressed or what is
mastered and can progress to the next
lesson.
Summative Assessment: I would not
do any form of summative
assessment, because this will be the
students first interaction with division,
I would deem it unfair to attach a
grade without more practice. The
summative assessment will come at a
later time, when I feel students can be
put in a position to succeed.

Provide an example of an alternative way to deliver information to students. Imagine that you
have some students that struggle with writing, what ways can you differentiate your
instruction to support students learning?

I would use computer games as a tool for math learning. Some kids are very energetic and
enjoy being on the computer. I would pick out a couple of sites for the students to explore and
use as tools for multiplication learning. This way a student has control over their own learning
and can make an informed decision. It is easy for a grade three student to get distracted on the
computer, so I would ensure check ins every so often to ensure they are staying on track. As
well as to ensure that the site is used for earning purposes only.
MINI UNIT 11

A video clip could also be beneficial in differentiating the assignment. A video clip could
breakdown the information in a way that a student understands. The same information is
portrayed through a different source, which may be beneficial to certain students. If a student
is ESL, a video could benefit them in their understanding and comprehension of the concept.
Math symbolism is universal, so a student can still follow along, but from a video in a different
language that can be re-watched or paused. This will be beneficial for student learning because
students will have the opportunity to learn at their own pace and go back when needed. If a
student takes longer to digest a piece of information the whole lesson does not need to be
slowed down for the rest of the class and the student is not pressured into hurrying through a
concept they do not fully grasp yet.

Consolidating and Closure: In this part of your planning you are providing time for ensuring that students
learned and understood what was intended in the lesson. If they haven't you will need to revisit your lesson
plan or re-teach (if necessary). Here you could provide an exit slip or walk through a guided whole group
and/or small group discussion. This part of the lesson can act also as a transition from lesson body into
closure...cleanup and getting ready for the next class. Don't forget to time this too and to indicate very
clearly how you will facilitate consolidation and closure. Provide Clear steps and indicate process. Often 5
mins is allotted for this section but that is not enough time. To consolidate, clean up and get students ready
for transition can take up to 10 - 15 mins depending on the lesson

Reflective Notes: You will only fill out this section after your deliver your lesson.
MINI UNIT 12

Rationale

My grade 3 GLO (developing number sense) is one of the most important units in

mathematics because it sets the foundation for all future learning in mathematics. Algebra is

a major aspect of future mathematics, but part of its foundation is understanding the basics of

my SLO’s (11,12), multiplication and division. Therefore, it is important to set a strong

foundation, so future learning will not be hindered by the student’s inabilities now. I chose

multiplication as my first lesson because it is typically an easier concept to learn than division.

This is because taking two smaller pieces to make a bigger one is an easier concept than

taking away chunks from a bigger piece to a smaller piece. I taught division in the second

lesson because it is the inverse of multiplication and is easily understood if students have the

knowledge of the process of multiplication. Essentially, division is rewinding the process of

multiplication and students will be able to understand this if they know how to get the sum in

the first place. Math is a subject where there can be a wide discrepancy in abilities, so it is

important to thoroughly explain concepts to the struggling kids, while also challenging the

stronger students. If the lesson is above students’ capabilities it hinders their learning

because they feel they do not have the capacity to complete the task. Learning can also be

impeded if students find a concept too easy and are not evoked to do any deeper level

thinking. Ensuring concepts are not too difficult for the weaker students and not too easy for

the stronger ones is a fine balance.

There are going to inevitably be discrepancies between students, so I believe

collaboration between students will help create a productive learning environment. My

idealized class is where group collaboration fosters a positive learning environment where

students of all abilities can collaborate and pool their knowledge together. As the year goes
MINI UNIT 13

on and I familiarize myself with all my students, I can manipulate groups and partners to

ensure each student’s learning potential is maximized. My end goal for my classroom is to

teach my students the skills within the learning objectives and have my students refine them

by collaborating and working as a collective unit. To maximize learning, I would set a

foundation for what my expectations are for my students, coupled with my expectations for

how my students interact with each other. I demand that students be respectful to all parties

within the classroom, regardless of who they are and how others view them. A student may

differentiate in opinion with someone else, but they must respect the opinion of who they

disagree with and try to emphasize on why they might hold that opinion. I want that to be the

basis for my classroom and I will manage my kids by offering praise to the students who take

initiative and model the behavior associated with collaboration. However, collaboration is only

as good as the participants involved. If all students are not willing to fully participate and work

as a joint entity, it will be a detriment to learning rather than a proponent.

How can you demonstrate your understanding of number relations in regard to

classroom and real-world application for multiplication and division? My unit inquiry question

uses my lessons (Introduction into multiplication & Introduction into division), to think critically

about the practical uses for my GLO (developing number sense). Math is a subject that

students need to be able to develop problem solving skills, to work through questions they

may not understand. There is a time when every student will get stuck on a question, and my

goal is to have them step back and think of strategies they can use to solve the question.

This skill is exceptionally practical for life beyond school. In life there are times when you do

not have the answers to a question and need to use deductive reasoning to figure it out. I

want to develop that skill in my students at a young age, because it will benefit them in their
MINI UNIT 14

academics and life going forward. That is why at the end of both lessons I had them do a

brief worksheet. I wanted to see how well they could transfer skills they had just learned and

complete a worksheet without assistance. The point was to not grade them on their ability to

finish the worksheet, but formatively assess how well they received and translated

information. I will use a summative assessment when I feel my students have created and

are capable of using problem solving skills to answer a question that is unknown to them.

When students are having difficulties creating schemas for problem solving is when I will

differentiate an assignment. Math is more challenging to differentiate than other subjects, so I

would need to know more background information about a student before I can

accommodate them. I would give that student equal opportunity for them to succeed and

strive to have an equitable class. I use group discussions, collaborative worksheets and

interactive games to create a collaborative and positive learning environment, which I

demonstrated within these lessons.