Running head: INSTRUCTIONAL UNIT FINAL

Instructional Unit Final Jen Bennett, Heather Erickson-Wallace, and Jack Vangrofsky SEI 300 October 10, 2011 Karen Vittetoe

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Index
Summary of Instructional Unit Lesson Plan Summary Day One Multiplication Lesson Plan Graphic Organizer Lesson One Day Two Multiplication Lesson Plan Graph Organizer Lesson Two Day Three/Four Multiplication Lesson Plan Multiplication Activity Lesson Three/Four Multiplication Activity Answer Key Day Five Multiplication Lesson Plan Worksheet Day Four Worksheet Day Five References Pages 4-6 Page 6 Page 10 Page 17 Page 11 Page 18 Pages 12-15 Page 19 Page 19 Pages 15-16 Page 21 Page 22 Page 23

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Abstract Accommodations are viewed as minor adjustments to a lesson plan that allow students with special learning needs the opportunity to fully participate in his or her grade level. It is these accommodations that allow all learners to receive the same education, but tailored to fit the needs of each child. According to H.I.S Place (n.d.), Teachers of students with disabilities should be prepared to adapt any or all of the highlighted instructional components (Making Accommodations and Modifications:, para1). The educators role within the classroom is very important for all learners. He or she must provide a lesson plan that is designed to meet all state standards. To ensure the success of all learners the lesson plan must provide clear learning objectives, achievable goals, and evaluate student knowledge of core curriculum through assessment. Learning Team A has created five well-developed lesson plans which include state standards, content vocabulary, task analysis, instructional strategies, student activities, and assessments. Instructional Unit- Mathematics In 2010, the Florida Board of Education adopted The Common Core State Standards in the field of Mathematics (Florida Department of Education, 2011). The unit will introduce key vocabulary terms and will focus on finding solutions to multiplication problems. This unit will also provide alternative accommodations for English Language Learners (ELL). The third grade standards set forth by the Florida Department of Education are designed for all students, regardless of exceptional learning needs or English language limitations. The Florida standards for this unit of study are the students will develop an understanding of multiplication, and strategies needed to solve equations. The Florida ELL standards are that the student will use the English language to describe, the steps used in an operation to solve a mathematical equation.

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The main objective of this unit is that each student will be able to understand key vocabulary terms and be able to solve multiplication fact problems by using applied number properties. The students will also be able to identify, describe, and apply multiplication as inverse operations. Summary of Unit Learning Team A has developed five lesson plans that are aligned to the content standards of a general classroom. However, each of the lesson plans has alternative lessons for ELL students. The educator will offer additional learning enhancements such as graphic organizers, which will allow the ELLs to participate in various classroom activities. The enhancements provide the ELLs with additional time and to incorporate new operations that are related to the key vocabulary terms. Key Vocabulary Terms and Definitions Multiplication- The process of adding a number to itself a certain number of times: the act or process of multiplying numbers.

Commutative Property- When two numbers are multiplied together, the product is the same regardless of the order of the multiplicands. For example 4 * 2 = 2 * 4 Associative Property- When three or more numbers are multiplied, the product is the same regardless of the grouping of the factors. For example (2 * 3) * 4 = 2 * (3 * 4)

Multiplicative Identity Property- The product of any number and one is that number. For example 5 * 1 = 5. Distributive Property- The sum of two numbers times a third number is equal to the sum of each addend times the third number. For example 4 * (6 + 3) = 4*6 + 4*3 Product- The product is the answer to when you have to multiply two numbers together.

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Equation- A statement asserting the equality of two expressions, usually written as a linear array of symbols that are separated into left and right sides and joined by an equal sign. Lesson One: The unit will begin by reading Amanda Beans Amazing Story by Marlin Barns. After the story the class will discuss what Amanda Bean has learned about multiplication. Next the definition of multiplication will be introduced followed by the identity property of multiplication. Representative multiplication then will be introduced followed by a game of stars in the circle. Lesson Two: The second lesson in the unit will review Amanda Beans Amazing Dream then discuss grouping by 2s. The students individually will fill out the chart Investigating Numbers by Objects chart. The students will draw their results on the number line and discuss what they have found. Next the word products will be introduced and we will discuss how products increase. Lesson Three: Lesson three reviews multiplication tables 0-2s and continues with the 3s. This lesson also stresses learning key vocabulary terms and completing the multiplication table through the 3s. Lesson Four: Lesson four is an interactive lesson that covers multiplication through the 3s. The lesson is a fun and educational way that computers and multiplication work together. All the material that was learned in the previous three lessons is needed in order to be successful. This lesson will also have time built in for one on one interaction between the student and teacher to ensure full understanding of the lesson by the student. Lesson Five: Review what happens with groups of 2s and predict what will happen with groups of 5s. Students will then fill out the provided chart and show their results on the
number line. The class will then discuss how the products increase.

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Strategies & Activities The educator will provide several guided practice activities along with hands on activities. Students will work independently and in a group setting depending on what the lesson is and how quickly the students are able to understand the material. Student Grouping In effort to motivate and provide knowledge stimulation the students will be grouped together. This is a very important process in a childs learning development. The educator will incorporate cooperative learning and allow the students to participate in various hands-on learning activities. During this time the educator will be able to monitor student participation and determine if a student understands each individual concept. The classroom will be divided into groups of four. It is essential for the ELLs to be placed into groups that have English-speaking students. The ELLs will be able to strengthen verbal and/or written communication by seeking continued support from their peers. This process also allows the ELLs to become more familiar with the English language and provides additional preparation for independent classroom assignments. Materials Each of the five lesson plans have various materials that will help enhance student knowledge of key vocabulary terms, and be able to solve multiplication fact problems by using applied number properties. The students will be provided pictures of words that they will be required to match to the correct equation. This method allows the students to link the key vocabulary to the equation. The visual aids are of great importance to the learning processes for

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all students, especially the ELLs. These visual aids are enriched with key vocabulary terms, which allow the student to pair the word to its corresponding equation. As the students continue to develop their knowledge of key terms, they are able to comprehend what steps are needed to solve the problem. Offering additional learning materials provides the students with a hands-on learning experience, where they are able to apply all skills learned. Technology Within the world of education technology will continue to play a huge importance to lesson planning. Overhead projection screens allow an educator to write out various mathematical problems for all learners to see. As each operation is introduced to the students, the educator will be able to guide the students through each step. The students will be able to respond to the educator, as they view the steps to solve the equation.

Adaptations Students will work in small groups to improve math skills through visuals aids and manipulatives. Flash cards will be available for the students who need additional visual help. Learning centers will be set up for those students, who need additional practice. Handouts, worksheets, and interactive games will also be available for any students who require additional learning assistance. Conclusion Classrooms are filled with a diverse group of children, and it is important that each student believes they are valued within the classroom. There will be students with different skill sets, backgrounds, languages, and learning needs. In order to establish and support a learning based classroom, each student should be given the same opportunities to excel inside the

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classroom. The instructional unit will demonstrate student knowledge in multiplication, understand the meaning of key vocabulary, and be able to solve multiplication equations by using applied number properties. In addition, the students will also be able to identify, describe, and apply multiplication as inverse operations. The students will be required to participate in all individual and group activities that will be monitored by the educator. Assessments are valuable within any classroom setting and provide evidence around student learning. Classroom assessments determine the instructional methods that a teacher will use, to ensure that all academic content is met. Educators are able to strengthen student knowledge of core material, and future skills that the students will need in the future based upon scored assessments. The assessment methods that will be used throughout this unit of study will be student participation, objective assessments, group participation, and individual performance assessments. These are the tools in which an educator will use to determine a childs level of learning, and additional instructional methods required to master the given concepts.

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Lesson Plan 1
STANDARDS: Florida State Standards
Big Idea 1: Develop understandings of multiplication and division and strategies for basic multiplication facts and related division facts. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning. MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number properties. MA.3.A.1.3 Identify, describe, and apply division and multiplication as inverse operations English Language Learner Standard 3. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

THEME: Multiplication LESSON TOPIC: definition of multiplication and multiples of 2. OBJECTIVES: Language:
Create and solve a mathematical problem in a math journal using a guided model. Discuss the steps to solve problems within a small group

Content:
Interpret the multiplication situation and understand its representation. Label the equation with a multiplication sign and an equal sign

LEARNING STRATEGIES: Hands-on activity KEY VOCABULARY: Mulitplication, Product, Identity (one) Property of Multiplication,
Commutative (Order) Property of Multiplication, multiples, Zero Property of Multiplication

MATERIALS: Amanda Bean's Amazing Story, 2 dice for each set of students, paper, and
pencil

MOTIVATION:
(Building background) Read Amanda Beans Amazing Story by Marilyn Burns Discuss about the solution that Amanda found in this story? Why? Multiply instead of add

PRESENTATION:

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(Language and content objectives, comprehensible input, strategies, interaction, feedback) Review learning objectives Introduce representation multiplication 4 rows of 5 books are 20 books 4 x 5 = 20

PRACTICE AND APPLICATION: (Meaningful activities, interaction, strategies, practice and application, feedback)
Play Stars in Circle (About Teaching Mathematics by Marilyn Burns) How many Stars in the Circle? 1. Roll 2 dice. 1 die represents numbers of circles, another represents numbers of stars. 2. Draw circles, then, stars in each circle on the paper. 3. Record

REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning)

Circulate in the room and check for individual mastery or problems. Record observations in the anecdotal form. Fill out the form correctly. Describe that products increase by 2s Represent number lines with/without help Represent pictures with/without help

EXTENSION:
Stars in the Circle can be a competitive game. Find what objects come in groups in Amanda Beans Amazing Dream and record their multiplication representations

Lesson Plan 2
STANDARDS: Florida State Standards
Big Idea 1: Develop understandings of multiplication and division and strategies for basic multiplication facts and related division facts. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning. MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number properties. MA.3.A.1.3 Identify, describe, and apply division and multiplication as inverse operations English Language Learner Standard 3. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics.

THEME: Multiplication Madness

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LESSON TOPIC: Definition of multiplication and multiples of 2. OBJECTIVES: Language:

Create and solve a mathematical problem in a math journal using a guided model. Discuss the steps to solve problems within a small group

Content:
Explain rules that consist of 2 times 1 digit multiplication facts Quickly recall 2 x 1 digit facts.

LEARNING STRATEGIES: Hands-on activity using manipulatives. Students will also

process through the use of literacy (writing) in the journal and through collaboration with other peers by pair/shares. Students will also cross their arms to make an X to kinesthetically connect to the core concepts and apply movement to stimulate their brains. The use of a picture book also provides visual stimulation. The read aloud portion also offers differentiation in terms of auditory processing.

KEY VOCABULARY: Product, Equation, Multiplication

MATERIALS: Amanda Bean's Amazing Story, manipulatives, paper, and pencils. MOTIVATION:
(Building background) Read aloud the text, Amanda Beans Amazing Dream. Why did she decide to use multiplication? How can we use it in real life? S: When the objects come in groups, rows, or in columns, it is easy to use multiplication instead of counting. S: Multiplication is the faster way to count. What are the rules for the groups of 2 objects?

PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback) I will introduce the objectives to the class, then go over the vocabulary words. Next students will be given the Investigate Number of Objects worksheet. We will do the first few of the worksheet together, then the students will complete the works.

PRACTICE AND APPLICATION: (Meaningful activities, interaction, strategies, practice and application, feedback)
Draw 10 plates (circles) in the notebook or construction paper Place 2 objects in one plate Explore how the numbers of objects change when one group is added each time Fill out the chart in Investigate the Numbers of Objects!

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Groups 1 2 3 4 5 6 7 8 9 Numbers of objects 2 4 6 8 10 12 14 16 18 Addition 2=2 2+2=4 Multiplication 2x1=2

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Show the results in the number line Describe and Draw your understandings. Introduce the word, products Discuss how the products increase. Add and Adjust to the description and pictures: When 2 objects are in a group, the numbers of objects increase by each time a group is added. In order to add Multiple Intelligence and kinesthetic learning, have the kids make an X with their bodies to remember the concept.

REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning)

Circulate in the room and check for individual mastery or problems. Record observations in the anecdotal form. Fill out the form correctly. Describe that products increase by 2s Represent number lines with/without help Represent pictures with/without help

EXTENSION:
Rock Scissors and Paper Game Play Rock Paper Scissors 10 times Record your own result each round in the chart. 2 points for winning, 0 points for losing.

Lesson Plan 3
STANDARDS: Floridea State Standards Big Idea 1: Develop understandings of multiplication and division and strategies for basic multiplication facts and related division facts. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning. MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number properties.

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MA.3.A.1.3 Identify, describe, and apply division and multiplication as inverse operations English Language Learners 3. English Language Learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. THEME: Multiplication LESSON TOPIC: Multiplication of 1's , 2's, and introducing 3's OBJECTIVES: Language: Explain rules that consist of 3 times 2 digit multiplication facts Content: Quickly recall 3 times 1 digit facts. LEARNING STRATEGIES: KEY VOCABULARY: commutative, associative, distributive and multiplicative identity properties of multiplication. Product, times, and equation. MATERIALS: Handout MOTIVATION: (Building background) To ensure that the student has full understanding of his/her 1's and 2's multiplication tables and introduce the 3's. To explain the concept that multiplication is similar to sequential addition. PRESENTATION: (Language and content objectives, comprehensible input, strategies, interaction, feedback) Learn the vocabulary words listed and be able to use and identify them on a consistent basis. As the student continues to review the basic doubles learned in the mulpication of two's, add in the number for the third time. For example 3 + 3=6 + 3=9. It may seem repititous ince it was done just like this in multiplying 2's. But adding might still be the easiest way to learn how to multiply by 3's. Continue to use this practice for 15-20 minutes and the student should be able to grasp the concept of multiplying by 3's. PRACTICE AND APPLICATION: (Meaningful activities, interaction, strategies, practice and application, feedback) Using multiplication flash cards up through and including the 3's. Revieing the multiplication tables up through the 3's by filling in the charts given. REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning) Print off copies of the Multiplication Maze from www.tlsbooks.com/multiplicationmaze.pdf and if the student is able to complete the maze than he/she successfully completed that day's lesson/skill. EXTENSION: Ask the child to ask the parent to have green peas with their dinner. Separate the green peas into groups of 3's on their dinner plate and show the parents what they have learned during the day's lesson. (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP Model.)

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STANDARDS: Floridea State Standards Big Idea 1: Develop understandings of multiplication and division and strategies for basic multiplication facts and related division facts. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning. MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number properties. MA.3.A.1.3 Identify, describe, and apply division and multiplication as inverse operations English Language Learners 3. English Language Learners communicate information, ideas, and concepts necessary for the academic success in the content area of Mathematics. THEME: Multiplication LESSON TOPIC: Multiplication of 0-3's and introducing 4's. OBJECTIVES: Language: Interpret and understand the concepts of multiplication Content: Learn how to successfully determine the concepts of beginner/moderate multiplication LEARNING STRATEGIES: Multiplication Grand Prix- Using computer skills to navigate and compete a multiplication game. KEY VOCABULARY: Multiplication- The process of adding a number to itself a certain number of times: the act or process of multiplying numbers. Commutative property: When two numbers are multiplied together, the product is the same regardless of the order of the multiplicands. For example 4 * 2 = 2 * 4 Associative Property: When three or more numbers are multiplied, the product is the same regardless of the grouping of the factors. For example (2 * 3) * 4 = 2 * (3 * 4) Multiplicative Identity Property: The product of any number and one is that number. For example 5 * 1 = 5. Distributive property: The sum of two numbers times a third number is equal to the sum of each addend times the third number. For example 4 * (6 + 3) = 4*6 + 4*3 Product- The product is the answer to when you have to multiply two numbers together. Equation- A statement asserting the equality of two expressions, usually written as a linear array of symbols that are separated into left and right sides and joined by an equal sign. MATERIALS: Classroom Computers- http://multiplication.com/flashgames/GrandPrix.htm MOTIVATION: (Building background) To ensure that the student has full understanding of his/her 0's, 1's , 2's, and 3's multiplication tables and give the students the additional practice and time to work individually and ask any have the ability to meet one on one with the instructor.. To explain the concept that multiplication is similar to

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sequential addition.

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PRESENTATION: (Language and content objectives, comprehensible input, strategies, interaction, feedback) Students will go head to head vs each other in a multiplication game where the quicker the student is able to get their problem correct the faster they will get to the finish line. It is a fun, social, eductaional, and interactive way to learning their times tables. The game can be setup to ensure that the times tables used are in their required zone, which is up to and including the 4's. PRACTICE AND APPLICATION: (Meaningful activities, interaction, strategies, practice and application, feedback) Students can use flash cards, textbooks, computer games or programs, and any multiplication charts as practice materials. REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning) When the student successfully wins a muliplication race that he/she is in or records a 90% or highr in the race that he/she is participating in. EXTENSION: Go home and try to play the game against random people, not only their classmates. If the child does not have a computer at home, the local library or school library is a good option to explore for free computer use. (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP Model.)

Lesson Plan 5
STANDARDS: Florida State Standards Big Idea 1: Develop understandings of multiplication and division and strategies for basic multiplication facts and related division facts. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning. MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number properties. MA.3.A.1.3 Identify, describe, and apply division and multiplication as inverse operations English Language Learner Standard 3. English language learners communicate information, ideas and concepts necessary for academic success in the content area of Mathematics. THEME: Multiplication LESSON TOPIC: Explore Multiplication (3 x 1 digit numbers) OBJECTIVES: Language: Create and solve a mathematical problem in a math journal using a guided model. Discuss the steps to solve problems within a small group Content: Review of multiplication facts up to 3s LEARNING STRATEGIES: Hands-on activity and discussion KEY VOCABULARY: Review of all vocabulary words from this week.

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MATERIALS: paper, pencil, manipulatives MOTIVATION: (Building background) Review the rule of groups with 2 objects. Predict what would happen with groups of 5. How do the numbers of objects change when one group is added each time? PRESENTATION: (Language and content objectives, comprehensible input, strategies, interaction, feedback) Review learning objectives PRACTICE AND APPLICATION: (Meaningful activities, interaction, strategies, practice and application, feedback) Draw 10 plates (circles) in the notebook or on construction paper. Place 3 objects in one plate. Explore how the numbers of objects change when one group is added each time. Fill out the chart in Investigate the Numbers of Objects! Groups Numbers of objects Addition Multiplication 1 3 3x1=3 2 6 3+3=6 3x2=6 3 9 4 12 5 15 6 18 7 21 8 24 9 27 10 30 Show the results in the number line Describe and Draw your understandings. Discuss how the products increase. Add and Adjust to the description and pictures: When 3 objects are in a group, the numbers of objects increase by each time a group is added REVIEW AND ASSESSMENT: (Review objectives and vocabulary, assess learning) Circulate the room and check individually. Fill out the form correctly. Describe that products increase by 3s. Represent number lines with/without help. Represent pictures with/without help EXTENSION: (Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content Comprehensible for English Learners: The SIOP Model.)

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Investigate the Numbers of Objects! Number (

Day 1
Number of Groups Numbers of Object

My Name is _________________ My Objects are __________________

Addition Multiplication

Show the Results on the Number Line ______________________________________________ I am finding some rules
___________________________________________________________ ___________________________________________________________ ________________________________________________________

Extension: Day 2

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Rock Scissors and Paper Game 1. Play Rock Paper Scissors 10 times 2. Record your own result each round in the chart. 2 points for winning, 0 points for losing. Example: Round 1 Win 2 Lose

2 2

3 2

4 0

5 2

6 0

7 0 2x4=8

8 0 8 points

9 0

10 0

3. Find how many points did I (partner) get? Example: 4. Discuss how to find out the points.

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Rock Paper Scissors Game

Name______________________ Date______________
Game 1

Round Win Lose

10

Points I Earned: Equation:________________________________

____________points

Game 2

Round Win Lose

10

Points I Earned: Equation:________________________________ Game 3

____________points

Round Win Lose

10

Points I Earned: Equation:________________________________

____________points

Multiplication Table (fill in blanks)

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Day 3 x 0 1 2 3 4 5 0 0 1 2 0 3 3 0 3 4 6 9 6 12 24 9 6 7 8 9

Multiplication Table (answer key) x 0 1 2 3 0 0 0 0 0 1 0 1 2 3 2 0 2 4 6 4 0 4 8 5 0 5 6 0 6 7 0 7 8 0 8 9 0 9

10 12 14 16 18

3 0 3 6 9 12 15 18 21 24 27

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Day 4 Worksheet Complete the following multiplication sentences, For example 2 x 3= 6.

1.

_______________________________________________

2. ______________________________________________ 3.

___________________________________

4. There are 7 groups of 3

_________________________________________

5. There are 2 groups of 8

_________________________________________

6. There are 9 groups of 3

__________________________________________

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Answer Key
1. 2 x 2 = 4 2. 2 x 4 = 8 3. 2 x 6 = 12 4. 7 x 3 = 21 5. 2 x 8 = 16 6. 9 x 3 = 27

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Group Number of objects Addition

Group 1 2 3 4 5 6 7 8 9 Number of objects 3 6 9 12 15 18 21 24 27

Multiplication
Addition 3+3=6 Multiplication 3*1=3 3*2=6

1 2 3 4 5 6 7 8 9

3 6 9 12 15 18 21 24 27

3*1=3 3+3=6 3*2=6

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Investigate the Number of Objects Group 1 2 3 4 5 6 7 8 9 Number of objects 3 6 9 12 15 18 21 24 27 Addition 3+3=6 Multiplication 3*1=3 3*2=6

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References Florida Department of Education (2011). Mathematics grade 3 introduction. Retrieved July 12, 2011 from http://www.corestandards.org/thestandards/mathematics/grade-3/introduction/

Friend, M., & Bursuck, W. D. (2009). Including students with special needs: A practical guide for classroom teachers (5th ed.). Upper Saddle River, NJ: Merrill.

H.I.S Place. (n.d.). . Retrieved July 15, 2011 from http://www.hishelpinschool.com/adaptation/modadapt.html