FUN AND GAMES

SMART MATH UNIT 1

Olivia Arroyo
Salli Compton
EDU 355
Spring, 2009

Fun and Games Unit

Lesson 1: Getting to Know Us and Procedures
Thursday, February 19, 2008
Author(s):

Salli Compton and Olivia Arroyo

Grade Level:

Integrated Disciplines:

NA

NE Standards:
4.2.1
By the end of fourth grade, students will
estimate, add, subtract, multiply, and divide whole
numbers without and with calculators and solve word
problems.
Objectives:
Students will recite the names of other girls in the
group with 80% accuracy.
Students will assist instructors to identify 4-5
procedures for the class.
Assessment:
Informally note name recognition accuracy.
Informally note participation in procedure activity.
Materials:
1 blank nametag per student.
1 pair dice per two students.
1 Getting To Know Us Activity! page per student.
1 Family letter per student.
1 Dice Chart page per two students.
1 pencil per student.
Markers
One large sheet of paper for class graph.
One instruction page for Dice Game
One sheet for Procedures

Procedures
Anticipatory Set:
Teachers will welcome students and distribute
nametags.
Learning Activities:
Teacher:
Start any group that arrives early on the
Dice Game.
When entire group is present, welcome
students and introduce instructors.
Distribute nametags and markers.
Distribute Getting to Know Us Activity!
page and demonstrate icebreaker. Instruct
students to begin icebreaker.
Assist students in graphing results of
icebreaker.
Facilitate creation of procedure list.
Facilitate name-calling of each student by
each student.
Students:
Begin working on Dice Game with partner.
Fill out nametag
Participate in Getting to Know Us
Activity! icebreaker.
Participate in graphing activity.
Participate in creation of procedure list.
Individually participate in name-calling of
each student.
Provision for special needs:
Special needs will be provided for as they are
discovered.
Closure: We will gather in a circle, and each girl will
say, I will subtract hatred, divide fear, add courage and
multiply caring
References:
Reflection:
Salli: The South bus arrived before five. We had one
fourth grader who came upstairs with me nervously but
willingly. She graciously started the Dice Game with me,
and gradually began telling me about what was going on in

Math at school. Around 5:20, Olivia came up with the North

girls. We had six additional girls. We entered their
names on the attendance sheet and then passed out the
nametags. They could have spent the rest of the hour
decorating their nametags, but they transitioned
beautifully to the icebreaker. We had one reluctant
participant who fell behind the others on completing her
page fairly quickly. As we were just beginning our
Procedure activity, John from the North campus rearranged
the third graders. We received five third graders (our
total is now 12). I took a moment to get their names down
on our sheet. We went through our Procedure activity.
They agreed on four procedures, which Olivia wrote on our
poster. We still had about 7 minutes left, so we went back
to icebreaker. The third graders attacked it with much
more enthusiasm! We finished up with the closing I wrote,
which I predict they will laugh at but become attached to
in the future. We had a bit of trouble lining up due to a
third grader who began crying because she was thirsty.
Olivia comforted her, and we went on. Our reluctant fourth
grader and her buddy ran ahead of the line when we got
outside.
For next time: I need to back off and allow Olivia to
teach more. We need to practice the restroom break and the
line-to-bus. We need to think about pairing, now that we
have two grade levels.

Fun and Games Unit

Lesson 2: Getting to Know Us Part II
Pre-Assessment Part I
Tuesday, February 24, 2008
Author(s):

Salli Compton and Olivia Arroyo

Grade Level:

3-4

Integrated Disciplines:

NA

NE Standards:
4.2.1
By the end of fourth grade, students will
estimate, add, subtract, multiply, and divide whole
numbers without and with calculators and solve word
problems.
Objectives:
Students will recite the names of other girls in the
group with 80% accuracy.
Students will demonstrate current knowledge level
regarding multiplication and division facts through
9x9 and 81/9 by completing prepared cookie sheet
shout-out quiz consisting of 31 multiplication facts
and 35 division facts.
Assessment:
Informally note name recognition accuracy.
Grade multiplication/division cookie sheet shout-out
quiz for 80% accuracy.
Materials:
1 prepared nametag per student.
1 pair dice per two students.
1 Getting To Know Us Activity! page per student.
1 Dice Chart page per two students.
1 pencil per student.
Markers
One large sheet of paper for class graph.
One instruction page for Dice Game
Cookie Sheet and magnet assessment
One score sheet per instructor

Procedures
Anticipatory Set:
Teachers will introduce students to BrainQuest Math
cards, and take class through the first card together.
Learning Activities:
Teacher:
Start any group that arrives early on the
Dice Game.
When entire group is present, start
Anticipatory activity.
Distribute Getting to Know Us Activity!
page and review icebreaker.
Assist students in graphing results of
icebreaker.
Explain assessment process and Dice Game
activity
Begin students on Dice Game, and begin
calling students one by one to assessment
activity.
Complete as many assessments as possible.
Facilitate name-calling of each student by
each student.
Students:
Begin working on Dice Game with partner.
Participate in BrainQuest activity
Participate in graphing activity.
Participate in Dice Game and assessment
activity.
Individually participate in name-calling of
each student.
Provision for special needs:
Special needs will be provided for as they are
discovered.
Closure: We will gather in a circle, and each girl will
say, I will subtract hatred, divide fear, add courage and
multiply caring
References:

Reflections:
Salli: Class began with getting our classes evened out

a little. We had started the day with around 17 girls,

so we gave three third graders to the class next door.
After getting the classes evened out and everyone
settled, our graphing activity worked very well. The
girls stayed engaged and raised their hands when they
wanted to talk. Most settled in very well to the Dice
Game. We have two fourth graders who did not choose to
work. The individual girls were lovely about doing the
multiplication/division tests with us, but it took much
too long to get four students through the process. So,
we have third graders who are all over the map on
multiplication and fourth graders in the same boat with
division. My first thought is to concentrate on those
and scratch any though of doing decimals and fractions
with the fourth graders (since we have so many third
graders). My second is to do a (ugh) pencil-and-paper
multiplication/division fact quiz so we can get some
idea on where they are with their facts. Olivia
suggested separating them, but I would rather not. I
think we could do a variety of partner work, and some
whole group stuff on basics. I have a couple of ideas
for spoken drills to a beat. I don't think we need the
Smart board for our next class, because I would like to
go upstairs. We just can't move around at all. Lineup was a mess. We suddenly had bathroom needs and
people wandering everywhere. I will be working on
those two fourth graders, but it will take time.

Fun and Games Unit

Lesson 3: Multiplication Pre-Test
Thursday, February 26, 2009
Author(s):

Salli Compton and Olivia Arroyo

Grade Level:

3-4

Integrated Disciplines:

NA

NE Standards:
4.2.1
By the end of fourth grade, students will
estimate, add, subtract, multiply, and divide whole
numbers without and with calculators and solve word
problems.
Objectives:
Students will recite the names of other girls in the
group with 80% accuracy.
Students will demonstrate current knowledge level
regarding multiplication facts through 12X12 by
completing the Mathblox activity on iknowthat.com.
Assessment:
Informally note name recognition accuracy.
Record online game scores.
Materials:
1 prepared nametag per student.
1 computer terminal per student.
One score sheet per instructor.

Procedures
Anticipatory Set:
Teachers will introduce students to Mathblox activity,
and demonstrate same.
Learning Activities:
Teacher:
Review lineup procedures.
Demonstrate Anticipatory activity.

Monitor students, answer questions, record

scores.
Facilitate name-calling of each student by
each student.
Facilitate closing.
Students:
Respond to lineup review.
Attend to demonstration.
Complete Mathblox activity and report
scores.
Individually participate in name-calling of
each student.
Participate in closing.
Provision for special needs:
No special needs have been identified at this time.
Closure: We will gather in a circle, and each girl will
say, I will subtract hatred, divide fear, add courage and
multiply caring.
References:
http://www.iknowthat.com/com/L3?Area=Mathblox
Reflection:
Salli: This lesson could not have gone better. The girls
responded beautifully to being moved to the upstairs
classroom. They listened carefully, followed directions,
moved down to the computer lab without attitude or arguing,
and worked diligently the entire time we were in the lab.
We were kept busy moving the girls up levels each time they
completed a times table level. Olivia worked one-on-one
with one of the girls. With the paras help, we were able
to keep track of the level each girl mastered in the
multiplication game. The lowest level finished was the 4s
times table; the highest level finished was the all times
tables. The student who completed the multiplication game
was moved to a different game on the aaamath website
(http://www.321know.com/g4_39gx1.htm) and was completing
that level with little difficulty. We returned to the
upstairs classroom in time to double check the level of
each girl and do our closing ritual. The line to the bus
was cheerful and compliant. Relationships have been
strengthened.

Fun and Games Unit

Lesson 4: Multiplication and Division
Tuesday, March 3, 2009
Author(s):

Salli Compton and Olivia Arroyo

Grade Level:

3-4

Integrated Disciplines:

NA

NE Standards:
4.2.1
By the end of fourth grade, students will
estimate, add, subtract, multiply, and divide whole
numbers without and with calculators and solve word
problems.
Objectives:
Students will recite the names of other girls in the
group with 80% accuracy.
Students will practice multiplication facts through
12X12 by completing playing card game and online games
at
http://www.multiplication.com/interactive_games.htm.
Students will construct division facts through 30
divided by 10 using manipulatives.
Assessment:
Informally note name recognition accuracy.
Observe playing card game and online multiplication
games.
Observe manipulative activity.
Materials:
1 prepared nametag per student.
1 deck playing cards per four students.
Two laptops.
Manipulatives.

Procedures
Anticipatory Set:
Teachers will introduce counting by activity, and
facilitate counting by 7s, 8s, and 9s.
Learning Activities:
Teacher:
Review previous lesson.
Demonstrate Anticipatory activity.
Direct students to stations:
Two students will begin playing
multiplication games on the two laptops.
Half of remaining students will begin with
playing card activity.
Half of students will begin with
manipulative activity.
Facilitate playing card activity:
Two students sit facing each other. Each
has one entire suit (hearts, spade, etc.)
randomly stacked in their hand. Each turns
over one card. Each multiplies the two
numbers shown in their head. The first one
who calls out the answer gets the cards.
Aces are 1, Jacks are 11, Queens are 12, and
Kings are 0.
Facilitate manipulative activity:
Students are placed in groups of 3-5. Each
group is given 15 counters. Problem is to
divide counters evenly between each person
in the group. When problem is solved,
teacher will facilitate creating the number
sentences (both the division and the
multiplication) to express the problem.
More counters will be allotted and problem
will be repeated.
Keep time; call for rotation of activities
every 5-10 minutes.
Facilitate name-calling of each student by
each student.
Facilitate closing.
Students:
Respond to lesson review.
Participate in Anticipatory activity.

Participate in playing card, online and

manipulative activities.
Individually participate in name-calling of each
student.
Participate in closing.
Provision for special needs:
No special needs have been identified at this time.
Closure: We will gather in a circle, and each girl will
say, I will subtract hatred, divide fear, add courage and
multiply caring.
References:
http://www.multiplication.com/interactive_games.htm
Reflection:
Salli: This day did not go as smoothly as the last one.
We had the room set up in groups. Two sets of four girls
each to play the card game in pairs, and one table with the
manipulatives. We had hoped to have both laptops and the
classroom computer in use, but ended up with only one
laptop. We tried to rotate the groups twice during the
lesson. The students were more than a little resistant
about changing or working with a particular person. We
found it necessary to micromanage the card game in order to
keep the competition at a reasonable level. The
manipulative table simply stopped working when an adult was
not present. The students do not seem to have many skills
at working in groups. This is surprising to me. We seem
to have a much better class when they are working as a
large group or individually.
At the end of the lesson, we brought them all to the front
of the room and did a multiplication game as a large group.
They seemed to enjoy watching the graphics on the Smart
Board and calling out the answer. Our closing ritual went
well, and the bus line was good.

Fun and Games Unit

Lesson 5: Multiplication Bingo
Thursday, March 5, 2009
Author(s) Olivia Arroyo and Salli Compton
Grade Level: 3
Integrated disciplines: Math
NE Standards:
4.2.1 By the end of fourth grade, students will estimate,
add, subtract, multiply, and divide whole numbers without
and with calculators and solve word problems.
Objectives:
Students will be able to:
Students will practice multiplication facts by playing
bingo.
Students will demonstrate current knowledge level regarding
multiplication facts through 12X12 by placing an x in the
correct answer with 80% accuracy.
Assessment:
Collect bingo sheets and record the number of answers they
x correctly.
Materials:
Bingo sheets
pencils
projector
markers
Procedures
Anticipatory Set:
Students will be reviewing multiplication facts!!

Learning Activities
Teacher:
Teacher will print out the bingo card template.
Teacher will make copies for each student.
Teacher will randomly choose a multiplication fact.
Teacher will read the problem aloud.
Teacher will continue repeating multiplication problems
until someone gets a Bingo.
Students:
Students choose any of the 25 numbers at the bottom of the
card and write one in each square.
Students will listen for multiplication problem.
Student will mark on the answer corresponding with the
multiplication question.
Provision for special needs:
Any special needs child will be given one on one guidance
by teacher.
Closure:
We will gather in a circle, and each girl will say, I will
subtract hatred, divide fear, add courage and multiply
caring.
References:
http://www.multiplication.com/classroom_games.htm
http://www.multiplication.com/cmptrgames/bingo_card.htm
http://www.nde.state.ne.us/ndestandards/documents/Mathemati
csStandards.pdf
Reflection:
Salli: Olivia created the blank game board grids, and we
filled them in prior to class with possible numbers. I had
purchased a few math-related prizes for the end. We used
the multiplication flashcards to call the math facts.
The students took quite a long time with their bathroom
break. We were micromanaging how many were in the restroom
at one time, and we were taking advantage of the mens room

as well. By the time we got settled in the classroom it

was nearly 5:30. We explained the bingo game quickly and
got started. We had the students set up in a horseshoe
arrangement so that they could spread out a little. It
became evident when the first few students achieved a bingo
that we needed a better process to check the bingo numbers.
I started writing the answers on the board about five or
six numbers delayed from what Olivia was calling. It made
it faster to check. The students were engaged and having
fun. They showed respect for each other when bingos
occurred. We had several at the end, so ran out of prizes.
Our two fourth graders had some attitude difficulties, but
managed to get to the end. Olivia did a great job.

Fun and Games Unit

Lesson 6: Inquiry Lesson
Tuesday, March 17, 2009
Author(s):

Salli Compton and Olivia Arroyo

Grade Level:

3-4

Integrated Disciplines:

NA

NE Standards:
4.5.1
By the end of fourth grade, students will
collect, organize, record, and interpret data and
describe the findings.
Objectives:
Students will collect data by physically counting
tables in the education building.
Students will construct graph of data.
Assessment:
Observe data collection.
Observe graph construction.
Materials:
paper
pencils
clipboards
Procedures
Anticipatory Set:
Teachers will divide students into groups for data
collection.
Learning Activities:
Teacher:
Establish behavior expectations.
Facilitate movement through building.
Assist in data collection.
Facilitate graph construction
Facilitate closing.
Students:
Divide into groups.

Move quietly through the building to collect

data.
Construct graph of data.
Participate in closing.
Provision for special needs:
No special needs have been identified at this time.
Closure: We will gather in a circle, and each girl will
say, I will subtract hatred, divide fear, add courage and
multiply caring.
References:
Reflection:
Salli: At our last lesson, we had asked the girls to come
up with ideas for the inquiry project. They did, and
voted. The winner was to count and graph the number of
tables in the education building. Following discussion
with MerryEllen, Olivia and I decided to count and graph
the tables in the library, since several different sizes
and shapes of tables could be found there. When the
students arrived, we hurried them into the education room,
explained the change, made clear our behavior expectations,
and quickly walked to the library. Once again, I was
pleasantly surprised at how quiet they were. All but three
of the seven students took the assignment very seriously.
They had followed our suggestion about drawing table shapes
on their papers, and they were diligent about adding
additional shapes as they found them. Our two fourth
graders were as noncompliant as they had been on the first
day. We found them running through the shelves. They
settled down and did some good work when I insisted that
they follow me, but were not able to sustain this activity
for very long.
When we left the library, we had them sit on two long
benches outside the education building. Olivia took notes
and I attempted to get the numbers for the raw data from
them. It was an exercise in management frustration. We
persevered, and then took them inside. Olivia very much
wanted to teach them to average a set of numbers,
particularly since our raw data numbers had no agreement at
all between the students. We sat them on the floor in our
area and attempted to average a couple of number lists
together. Time ran out and we found it necessary to line

up. It was as if we were starting all over again. The

students simply would not follow directions. They barely
stayed in line on the way to the bus, and broke ranks and
ran as soon as we got to the sidewalk.