I.

Basic Information

Name: Victoria Williams

Date: March 30, 2014
Title/Topic: Expansion and Ancient Egyptian Counting
Age or Grade: Third grade

II.

Standards (Instructional Goals)

What is the main concept you wish the students to grasp as a result of your instruction?
You may use more than one, but at least one is required.
Use the Indiana Academic Standards (not the Common Core Standards) for the
appropriate grade level found at the Indiana Department of Education web site:
https://learningconnection.doe.in.gov/Standards/PrintLibrary.aspx

A.

Subject Area: Mathematics: Number Sense

B.
Provide the correct standard number and the specific
standard below:
3.1.3 Use words, models, and expanded form to represent numbers up to 1,000.
Example: Recognize that 492 = 400 + 90 + 2.
3.1.4 Identify any number up to 1,000 in various combinations of hundreds, tens, and
ones.
Example: 325 can be written as 3 hundreds, 2 tens, and 5 ones, or as 2 hundreds, 12
tens,and 5 ones, etc.

III.

Performance Objective
A.
Use a Blooms Taxonomy action verb to describe a
measurable outcome. Information on Blooms Taxonomy is
located in the Resources section of Blackboard and at this web
address:
http://classweb.gmu.edu/ndabbagh/Resources/Resources2/bloomstax.htm
Knowledge: Match Egyptian counting characters to their modern counterparts.
Comprehension: Express numbers in expanded form.

Analysis: Breakdown the expanded numbers into their equivalent Egyptian format.

IV.

Materials & Aids

A.
List below EVERYTHING you will need in order to teach this
lesson:

V.

Handouts with the ancient Egyptian hieroglyphic numbers up to a thousand and

their modern counter parts as well as a brief description of the number system.
A white board and markers.
Paper and pencils.
2 Worksheets with numbers to write in expanded form and Egyptian form.

Procedures
A.
Focusing event (how you will attract the students attention
and begin the lesson):
Draw the symbols for Egyptian numbers on the whiteboard. Ask students what they
think each represents and write the guesses on the board. Explain that in Ancient Egypt,
these pictures stood for numbers, and write the numbers on the board.

B.
Teaching procedures (write step-by-step directions for
what and how you will teach):

Show students how to write numbers in expanded form on the white board,
making sure that it is clear that all you are doing is taking the parts that are
already there and separating them.
Give students several examples and the chance to practice on their own, going
around the room and giving feedback where needed.
Show students how each part of the expanded form can be represented with a
hieroglyph from the Egyptian numbers.
Explain that the only difference is the order, as the hieroglyphs build from
smallest to largest.
Give the students several examples to practice and check comprehension by
going around the room.
Give students the handout with the information on the hieroglyphs. Then pass
out the first worksheet.
Allow the students to work in small groups to complete the worksheet.
Review the answers as a class.
Hand out the second worksheet for students to complete individually.

C.

Closure (how you will end the learning activity):

Collect the second worksheet and ask students about the usefulness of expanded and
Egyptian forms. From what they know about Ancient Egypt, why might the Egyptians
have needed a simple counting system like this? Ask the students to write their ideas on
a piece of paper and turn them in.

VI.

Rationales:
A.
This activity will address the cognitive area of development
because:
Students will build on the knowledge they already have about numbers and place value
to expand numbers and convert them into Egyptian format.

B.
This activity will address the creative area of development
because:
Students will write a short paragraph explaining why they think this number system may
have been useful.

C.
This activity will address the physical area of development
because:
Students will use fine motor skills to write numbers and to draw the hieroglyphs of the
Egyptian counting system.

D.
This activity is developmentally appropriate because (What
characteristics of the age group you are targeting make this an
appropriate activity for them?):
Students will build on previously learned knowledge to learn and understand expanded
form of numbers and will work in groups to help solidify the concepts taught in the
lesson.

E.
This activity will promote multicultural understandings
because:
This activity will allow students to learn about and appreciate part of an ancient culture
that was very advanced and still entices the imaginations of people today.

F.
The levels of Blooms Taxonomy are listed below. Select two
(minimum) which are represented in this lesson and explain how
they are implemented or addressed. You must address one of the
first three, knowledge, comprehension, or application, and one of
the last three, analysis, synthesis, or evaluation.
1.
Knowledge: The students will match the Egyptian hieroglyphic
numbers to their modern counterparts.
2.
Comprehension: The students will express numbers in expanded and
Egyptian form.

3.

Application: Click here to enter text.

4.
Analysis: The students will breakdown numbers in their expanded
format and identify their equivalent Egyptian format.

5.

Synthesis: Click here to enter text.

6.

Evaluation: Click here to enter text.

G.
Gardners Multiple Intelligences are listed below. Select two
(minimum) and explain how the learning styles are addressed in
the lesson. Information on Multiple Intelligences is located in the
Resources section of Blackboard.
1.

Visual Spatial: Click here to enter text.

2.

Bodily Kinesthetic: Click here to enter text.

3.

Auditory Musical: Click here to enter text.

4.
Interpersonal: The students will work in small groups to solidify the
concepts taught in the lesson.

5.

Intrapersonal: Click here to enter text.

6.
Verbal Linguistic: Students will associate numbers with their symbol
in the Egyptian numbering system.

7.
Logical Mathematical: Students will break each given number down
into its expanded format using knowledge of place value.

8.

Naturalistic: Click here to enter text.

9.

Existential: Click here to enter text.

VII.

Assessments & Adaptations

A.
Formative assessment (How will you check student
progress during the lesson?)
Student progress will be assessed by walking around the room and checking students
work during the given time to work on examples as well as when the answers to the first
worksheet are reviewed as a class.

B.
Summative assessment (How will you measure outcomes to
determine if the material has been learned after the lesson?)
The second worksheet will check overall comprehension at the end of the lesson and
the short answer question will give the students a chance to think about why what they
are learning is important.

C.
Adaptations for special needs (disabilities) Identify a
special need that a student might have and explain how you would
adapt your lesson or activity in order for that child to participate
fully. For more information, visit the following web site:
http://www.childaction.org/families/publications/docs/guidance/Handout48-
Caring_For_Children_With_Special_Needs.pdf

1.

Special need identified: Emotional disorder

2.
Adaptations required for full participation in lesson/learning activity:
Students with an emotional disorder that makes it difficult to build
friendships will be encouraged to work in a group during the entire learning
activity, giving them a chance to interact more with their peers and create
bonds with them.

VIII. Lesson Extensions

A.
Describe an activity you could use for students who need
more practice.
Students who need more practice with the concept can be allowed to create their own
problems to expand, and share them with other students who need more practice. This
will encourage the students to try more problems and learn from each other.

B.
Describe an activity you could use for students who are
ready for more challenge.
Students who are ready for more challenge can be given an addition worksheet with
numbers great than 1000 on it to try.

IX.

References (required!)

Donovan, Patricia. (n.d.). Multicultural mathematics lessons: Egyptian multiplication. Retrieved

from: http://www.deltacollege.edu/dept/basicmath/Multicultural_Math.htm

Reflection
The above is an activity lesson plan written as part of my multicultural education
course. It was created in part to demonstrate the concepts place value and expanded form
in math. This lesson plan shows my strength as a future educator in planning lessons
ahead. It also demonstrates that as a teacher I understand the needs of students to have a
topic addressed in more than one way.
This lesson plan is a good fit for standard #7, planning for instruction, for several
reasons. The first being that it contains plans for lesson that meets a wide variety of
student needs, addressing many areas of student development. Another is that it meets the
different ways students learn my addressing multiple intelligences, which allows the
needs of different kinds of learners to be addressed. It even provides a plan to
accommodate for students who are ready for more of a challenge or those who need more
practice. All of which are important parts of standard seven.
As a future educator I will need to understand how each of my students learn and
plan my lessons accordingly to meet as many needs as possible. To make this goal a
reality, I will have to first assess how each of my students learns best. By analyzing their
learning styles, I can find out what kind of instruction is best suited to them. Once I know
what kind of instruction my students would benefit from, its all a matter of planning
according to that knowledge, which well help me assist my students on achieving their
learning goals.