Online Projects, Collaboration Sites, and Publishing Opportunities

Lesson Idea Template

Name: Multiplication/Division Strategies

Grade Level: 3
Content Area: Mathematics/ Fine Arts
Standards Addressed:

These Standards are all potentially addressed based on the strategy students choose to
solve their multiplication or division problem.

MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a total number of
objects can be expressed as 5 7.

MGSE3.OA.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6

4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) 3 5 2
can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property
of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5)
+ (8 2) = 40 + 16 = 56. (Distributive property.)

MGSE3.OA.6 Understand division as an unknown-factor problem. For example, find 32 8 by

finding the number that makes 32 when multiplied by 8.

MGSE3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or
properties of operations. By the end of Grade 3, know from memory all products of two one-digit
numbers.

VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter
and symbols to communicate meaning.

1. Utilize multiple approaches to plan works of art incorporating imaginative ideas, universal
themes, and symbolic images.
2. Apply available resources, tools, and technologies to investigate personal ideas through the
process of making works of art.
3. Produce multiple prototypes in the planning stages for a work of art (e.g. sketches, 3D models).

Title of Online Project/Collaboration Site/Publishing Opportunity: SchoolTube

URL of Online Project/Collaboration Site/Publishing Opportunity: http://www.schooltube.com/
Describe how you would use the Online Project/Collaboration Site/Publishing
Opportunity in your classroom: Students, in groups of 3-4, would demonstrate their
understanding of either multiplication or division by making a video tutorial on how to solve a
multiplication or division word problem within 100 using a strategy of their choice; fully

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explaining their thinking and showing their work. They students begin by choosing a word
problem from a list, choosing their strategy, solving the problem with their strategy, and
checking their solution. Two groups will come together and see if the other group can solve their
problem following their instructions. Finally, after making any necessary changes, groups will
solve the problem again- this time in front of a camera (using the white board, SMART board, or a
PowerPoint with voice recording to act out/show and solve their word problem). Finally, the
videos will be uploaded with the teachers help.
What technologies would be required to implement this proposed learning activity in a
classroom? A video recording device (a smart phone or tablet), a basic video editing software,
internet access in order to upload the video to SchoolTube with the teachers help.
Describe how the following features are addressed in this learning experience (note: all of
them may not be addressed in the project, but most should be if you are reaching a high
LoTi Level.):
a. Collaboration with peers, near-peers, mentors outside their classroom and often
beyond their school: Students are working together in groups to solve their math
problem and to create a video tutorial.
b. Student-centered learning and knowledge creation (collecting original data and or
producing original products as a result of engaging in the project): Learning is
student centered because the students have choices. They have the opportunity to
choose their multiplication or division problem and to choose which strategy they
will solve it with.
c. Higher-order thinking: The students use higher-order thinking remembering and
understanding and have to apply their knowledge to a new problem- and relating
that problem to something in real life, analyze their own thinking and problem-
solving process, evaluating whether their solution is correct and their strategy
makes sense, and finally, creating a video to be posted on SchoolTube.
d. Students publishing their original work to others who will use/care about their
product: Students will have the opportunity to publish their math tutorial on
SchoolTube for other students and teachers around the world to see.

Blooms Level of Critical Thinking Required (check all that apply):

See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
What Level of Technology Implementation best describes this learning activity and Why?
This Lesson Idea would be at a LoTi level 5 because students are using technology to address
standards, they are thinking at the higher levels on Blooms Taxonomy, the learning is student-
centered and can be applied to real-life situations, students assume an adult role where they
have the opportunity to make choices, they create a final product that is interesting and
meaningful, they collaborate with their peers, they share their final project with an audience
larger than just their classroom and families, and their audience may find their final project
useful, important, and meaningful. All of these are requirements for an assignment to reach a
level of technology integration 5.
How could you implement this proposed learning experience and still comply with your
districts Internet Safety and Student Privacy policies?
In order to comply with my districts Internet Safety and Student Privacy policies, I would make
sure to take steps to protect the identities of my students. In order to do so, I would keep parents

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and administrators informed about what I am doing and why I am doing it, I will have my
students use masks if they do not want to or do not have permission to be seen online, I will
either use pseudonyms or use only the first names of my students in the video publication, I will
not publicize the location of my school in the publication, and I will teach m y students about
internet safety.