MULTIPLICATION UNIT Unit Title: Multiplication Name: Amanda Marlatt Subje t(s): Number of Lessons: 13 Mathematics Time: (in

weeks) !ra"e(s): 3 3

#ationale: It is important for students to begin to build their skills on multiplication. These skills are part of the foundation of countless other skills that they will encounter in their near future, including division and basic algebra. O$er$iew: This unit introduces the concept of multiplication by demonstrating various approaches to solving problems, including multiplication as repeated addition, using skip counting and hundreds charts, and using arrays. The unit integrates problem solving, written work, and hands on learning with manipulatives. In addition, this unit touches briefly on basic geometry, interpreting data and creating bar graphs, as well as encouraging mental mathematics. Pres ribe" Learnin% Out omes from I#Ps: Mathematics: A1 say the number se uence forward and backward from ! to 1!!! by "s, 1!s or 1!!s using any starting point 3s using starting points that are multiples of 3 #s using starting points that are multiples of # $"s using starting points that are multiples of $" A11 demonstrate an understanding of multiplication to " % " by representing and e&plaining multiplication using e ual grouping and arrays creating and solving problems in conte&t that involve multiplication modelling multiplication using concrete and visual representations, and recording the process symbolically relating multiplication to repeated addition relating multiplication to division '( sort regular and irregular polygons, including triangles uadrilaterals pentagons he&agons octagons according to the number of sides
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.$ construct, label and interpret bar graphs to solve problems Music: A1 sing and play classroom repertoire Prere(uisite Con e)ts an" Skills: /0tudents must have basic knowledge of numbers and counting. /0tudents must be proficient with simple addition. /0tudents should be familiar with skip counting by $s, 3s, #s, "s, and 1!s. Tea *er Pre)aration #e(uire": /0MA1T 2oard prep3 lessons, scanned worksheets, 2attleship grid 4"&"5, hundreds charts, etc. 4see materials5 /6orksheets)handouts3 1ecording 'ookies).ice, Ticket out slips, grouping worksheets, 7ark Animals worksheet, 08A9:, 8elson p.(1)6alking the .og, 0kip counting ma;es, spinner game, bar graph templates, hundreds charts, multiples books, shapes worksheet, <eo=s 0hape 1iddle worksheet, 7attern 2lock problems worksheets, battleship game handouts, Multiplying with Arrays 6orksheet, 1acing 1ectangles game boards, e&pression cards, review worksheets /'ollect literature)resources3 Amanda 2ean=s Ama;ing .ream by 'indy 8euschwander, 9oosh 2all, various counters /'reate chart paper of song lyrics Cross+Curri ular Conne tions: /Music ,-tensions to Unit: /This unit could be e&tended to have students create their own problems for their peers to solve. This could include the Mathematician=s 'hair where students can pose their problems to the class. 1ather than the teacher posing the uestions, each day could feature a different student=s problem for the class to solve. /This unit will e&tend into a unit on division where multiplication will be an integral piece. /0ince this unit incorporates lessons from multiple strands of mathematics, many e&tensions could be made that relate to geometry, graphing)data, shape and space, probability, etc. Uni$ersal .esi%n for Learnin% (U.L) an" .ifferentiate" Instru tion (.I): /Remedial: 0tudents who struggle will be involved in the >uided Math sessions during the 6orkstation time. 6hen this is not fitting, they will be paired with a student who has a good understanding of the material and who is supportive. In e&treme cases, these students will be given alternate tasks to demonstrate their understanding. -Gifted: 0tudents who e&cel with this material will be encouraged to work with a student who is having troubles. 0tudents will sometimes be provided with an appropriate task that re uires higher level of thinking. 0tudents may be given the opportunity to teach the class what they know.
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/Learning Disabilities: 0tudents with learning disabilities will be more intensively assisted with the work and often provided with alternate tasks that facilitate learning. All materials are provided in various ways 4verbal, written, demonstrated5 to accommodate for different types of learners, and manipulatives may be provided for those who wish to use them. #esour es: /Integrated 1esource 7ackage 4I175 /Introduction to Problem Solving: Grades PreK-2 by 0usan ?='onnell /8elson Math ocus ! / www.teachingchannel.org / http3))fun.familyeducation.com)numbers)activity)3($1(.html /e&change.smarttech.com / mathcentral.uregina.ca /0MA1T 2oard ?verview of <essons3
Lesson / an" Title (time in minutes) PLOs in lesson (a) Instru tiona l Obje ti$es (b) Tea *in% Strate%ies Lesson A ti$ities Assessment Strate%ies Materials (S)e ifi to T*is Lesson)

<1. Investigating : ual >roups with Manipulatives ("mins

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(a) S01AT: /find the total number beans needed for each dice roll by grouping manipulatives. (b) /Think/7air/0hare /0nowball /@ands/on /Ticket out /partner work

2ook3Snowball: /0tudents write down their answer to the uestion3 A6hat do you know about multiplicationBC /0tudents crumple their paper and throw at the target drawn on the board when prompted. /?pen a few of the snowballs and read them out loud for discussion. :nsure students that all of the snowballs will be read throughout the lesson. /1eveal AI 'A8C statement3 AI can use a strategy to find a total from e ual groups.C .is ussion3T*ink+Pair+S*are: /Ask students how many eyes are in the classroom and have them keep their answer to themselves until everyone has had a chance to figure it out. D7rovide whiteboards for optional use. /@ave students discuss with an elbow partner how they figured out their answer. /@ave students share various ways that they found the answer.

"ssessment for Learning: /0tudent worksheets for the 'ookies).ice activity will be assessed using a *e klist for their ability to find the total number of Echocolate chips=.

/0nowball paper /0MA1T 2oard F virtual dice, 6orksheet copy /'ookie 'utouts /2eans /.ice /1ecording 60 /Ticket out slips /Individual whiteboards

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/Introduce multiplication as a faster way to add e ual groups. Cookies3.i e A ti$it5: /7rovide students with brown round cutouts 4cookies5 and a bag of beans as manipulatives. @and out 1ecord 0heet. /1oll virtual dice on the 0MA1T 2oard. The first dice will determine G of cookies 4loops5 and the second dice will determine G of chocolate chips 4groups5. />uide students in recording the data on the worksheet, and calculating the number of chips altogether. Problem Sol$in%: /.isplay problem on the board for students to solve on their individual white boards3 AHou have # cookies. :ach cookie has " chocolate chips. @ow many chocolate chips are there altogetherBC /Ask for a few students to e&plain how they got their answer. Closure30*i) Aroun": /1evisit AI 'A8C statement. 6hip around class having them say AI can use strateg# to find a total from e ual groups.C 4eg3 loops and groups, drawing a picture, etc.5 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. The 'ookies).ice game taught today will be available for individual)partner)group practice. /6hile students are in workstations, I will take small groups to work more intensively on certain topics. 2ook3Intera ti$e #ea" Alou": /1ead "manda $ean%s "ma&ing Dream /Ask students to find e ual groups on each page.

<$. 7ractice with : ual >roups

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(a) S01AT: /determine totals by circling and

"ssessment for learning: /0tudents worksheets

/"manda $ean%s "ma&ing Dream by 'indy

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counting e ual groups on a worksheet. (b) /Interactive read aloud /individual work /guest speaker 4B5

/?ccasionally ask students to pair/share about how many of something are on the page and how they figured that out. Pra ti e30ritten 0ork: /@and out >rouping 6orksheet /6ork on first 1/$ uestions as a class using the 0MA1T 2oard. /Allow students to continue to work on worksheet, helping where needed. Problem Sol$in%: /Mc9enna demonstration of 7roblem 0olving methods. Closure3SMA#T 7orte- Sort: /7ut the Iorte& on the 0MA1T 2oard. /@ave students sort e ual groups and une ual groups into the corresponding vorte&es. 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics. 2ook3Pri eless 7erse: />ive each group of four or five students some play moneyJa one/dollar bill, two uarters, three dimes, four nickels, and five pennies. 1ead the poem A0martC by 0hel 0ilverstein, and have students e&change money according to each stan;a. .is ussion: /Ask students if the person who started with a dollar got a good deal or not. /@ave students calculate how much the child in the poem lost with each e&change. Park Animals Problem Sol$in%: /0tudents are provided with a problem and the

will be assessed using a *e klist for ability to determine totals by circling e ual groups.

8euschwander />rouping 6orksheets 8elson pg. ($)8elson pg. (# /0MA1T 2oard3 scanned worksheet, Iorte&

<3. 7roblem 0olving F Money) >rouping ("mins

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(a) S01AT: /demonstrate their problem solving skills by completing a worksheet on counting e ual groups (b) /whole class work /problem solving /individual work /hands on

"ssessment of Learning /0tudents will be assessed using obser$ation and a *e klist for understanding of counting e ual groups during problem solving session. Those who do not understand the concept and those who greatly e&cel will be noted.

/7lay money /7oem Smart by 0hel 0ilverstein /7ark Animals 7roblem /0MA1T 2oard3 words to the poem /'hoose 3 ways worksheet /6hiteboards

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'hoose 3 6ays worksheet. Inde'endent: Allow students to work independently for the first " minutes, (eads do)n* butts u': 0tudents have the opportunity to discuss with their tables how they got their answers and are permitted to copy notes as long as they are having the discussion about how to solve the problem. Teacher provides support where needed. Share: 'hoose 3 students to come up and show the class how they solved the problem. Closure: @ow do you feel about your problem solving todayB .raw a on your whiteboards and hold it up. 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics. 2ook3SNA9, A""ition (or multi)li ation) %ame: /Teacher rolls virtual dice on the 0MA1T 2oard. /0tudents add the $ numbers together and place the sum under A0C on worksheet. /1epeat under A0C until a A1C is rolled to end the round. /After each round the students may choose to drop out and keep their points. 0tudents who are still in the round when a 1 is rolled lose their points for that round. Dif two 1s are rolled, students who are still in lose all points for all rounds played. /:veryone starts back in for the A8C round, and so on. /After a 1 is rolled in the A:C round, students count all points from each round and highest points wins. Lesson: /Kollow 0MA1T 2oard presentation for relating multiplication to repeated addition. Include students whenever possible.
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<#. 1elating Multiplication and 1epeated Addition ("mins

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(a) S01AT: /use grouping and repeated addition strategies for multiplication to find products. (b) /technology /direct teaching /problem solving

"ssessment for Learning /0tudents will be assessed on their understanding of grouping and repeated addition as multiplication using obser$ation of their white boards during practice. 8otes will be taken to highlight students who would benefit from guided math and students who are greatly e&celling.

/0MA1T 2oard virtual dice, lesson presentation /08A9: worksheets /individual whiteboards

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Pra ti e: /?n page ( of the presentation, create various loops and groups. @ave the students write down the word sentence, addition sentence, and multiplication sentence on their whiteboards. /.o a uick check to see that everyone got it, and have someone come up and show their work on the 0MA1T 2oard. Problem Sol$in%: /@ave students answer the word problem on page of the presentation using their whiteboards in the same way that they practiced 4word sentence, addition sentence, and multiplication sentence5. Closure: /?n the final page of the presentation is an interactive word Lumble of the different vocab that was taught today. @ave students raise their hands to show their answer to the Lumble. 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics. 2ook3Peo)le Patterns: /Make a simple pattern out of the students F call individual students up to the front of the class randomly and have them stand in a line. 4hair length, sleeve length, gender, etc.5 /.ivide the class into # groups and give them an area of the class to work in to create a pattern out of themselves. 0uggest doing patterns either of physical characteristics like yours, or movement 4sitting, standing, etc.5 />roups come up 1 by 1 and stand in a line in front of the class for the class to guess the pattern.

<". 1epeated Addition 7ractice ("mins

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(a) S01AT: /demonstrate their understanding by completing problems related to multiplication as repeated addition. (b) /movement /brain break /individual work

"ssessment for Learning: 0tudent worksheets will be assessed using a *e klist for understanding of multiplication as repeated addition on paper.

/6orksheet F 8elson pg. (1)6alking the .og /0MA1T 2oard3 scanned worksheet

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Pa)er Pra ti e: /0tudents are provided with a worksheet to practice repeated addition and multiplication facts 4start on the 8elson side5. /'omplete one uestion for each section on the board as a class for an e&ample. /?nce students are finished the uestions on the first side, have them turn over the page and try to complete the problem solving uestion on the back. Closure: 0how me your confidence level for multiplication as repeated addition using a thumbs/ up, sideways, or down. 1rain 1reak3<ust .an e: /@ave students stand and participate in the dance moves on the 0MA1T 2oard. 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics. 2ook31U== !ame: />o around the classroom having each student count the ne&t number in se uence 41, $, 3, M5. 0tarting with $s, students must say the word A2NOOC instead of the multiples of the number 4eg G#3 1, $, 3, bu;;P, ", +, (, bu;;P...5. /If a student says the wrong thing everyone does Lumping Lacks 4the number of the multiple5 and the game starts again at one with the ne&t student. /Try to get as high as you canP Move on to the ne&t multiple when it seems students are Atoo goodC for that round. Lesson3.is ussion: /@ave students suggest different things that come in $s 4pairs5, #s 4pairs of pairs5, "s, and 1!s. /'hallenge students to think of things that come in
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<+. 0kip 'ounting 1eview ("mins

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(a) S01AT: /demonstrate abilities for skip counting by participating in a skip counting song and completing skip counting ma;es. (b) /direct teaching /individual work /song

"ssessment for Learning: /0tudent understanding)abilities in skip counting will be assessed using ane "otal notesJnotes will be taken on those whose understanding does not meet e&pectations. 4obser$ation)skip counting ma;es5

/0MA1T 2oard3 2lank page /0kip counting ma;es /0kip counting song lyrics)actions 4for teacher)chart paper for students5

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3s, +s, (s, -s, ,s. /Ask students what strategy they could use to count things like these that come in e ual groups 4skip counting5. /'ount by skip counting all of the hands in the class, then fingers, desk legs. @ave students suggest something that they could count in the class using skip counting, and count them. Ski) ountin% ma?es: /0tudents are provided with handouts that have number ma;es on them. /0tudents must follow the skip counting pattern 4with a marker or other5 to get to the finish. Closure3Son%: /0tudents sit in a circle on the floor. /To begin, they recite the Lingle together while slapping, clapping, and snapping 4see activity page5. /All the players continue to slap, clap, and snap as the first player declares a number to count by 4for e&ample, ten5. /The player to his left then must say the ne&t number in the series 4in this case, twenty5. /7lay continues around the circle. /:ach player must say the ne&t number in the series during one slap/clap/snap/snap pattern. /If a player is stumped or says the wrong number, he must drop out. /To resume the game, the remaining players recite the Lingle again and declare a new number. /The last player remaining after all the others have dropped out is the winner. 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics. 2ook3Son%:

<(. 7roblem

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(a) S01AT:

"ssessment for Learning:

/0ong lyrics on
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0olving F .ata)>raphing ("mins

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/create accurate bar graphs based on randomi;ed data. /sing and use body percussion to help demonstrate their skip counting abilities. (b) /song /scaffolding /whole class work /individual work

/@ave students sit in a circle on the floor. /0ing the 0kip 'ounting 0ong that was introduced last class. Make sure to discuss rhythm and pattern of the slap/clap/snap/snap se uence. /6hen students are familiar with the song, e&periment with voice 4volume, pitch, etc.5Jhave the student who is picking the number say it in a creative way so everyone else must skip count in that voice. S)inner !ame !ra)* Problem: /0tudents are provided with a problem and the 'hoose 3 6ays worksheet. Inde'endent: Allow students to work independently for the first " minutes, (eads do)n* butts u': 0tudents have the opportunity to discuss with their tables how they got their answers and are permitted to copy notes as long as they are having the discussion about how to solve the problem. Teacher provides support where needed. Share: 'hoose 3 students to come up and show the class how they solved the problem. !rab NA !ra)* (mo"el): /To model this activity, grab a handful of the counters out of the bag. .raw uickly what you have on the board so everyone can see. /Ask the class how they could be sorted. /As a class, decide what the groups will be called 4colours, shapes, etc.5 and create your graph on the 0MA1T 2oard. @ave volunteers come up and fill in the bar graph appropriately. DIf time3 /7rovide students with individual graph templates and have them all take a small handful of counters to complete their own graph. Closure: 0urvey the students about how they feel about problem solving using graphing using a voting

/0tudent worksheets will be assessed using a *e klist for ability to accurately interpret and organi;e data and create a bar graph from randomi;ed data. /0tudents will be obser$e" participating by singing and using body percussion during the skip counting song.

chart paper /0pinner >ame problem /2ag of various counters /bar graph templates /0MA1T 2oard >raph /'hoose 3 6ays worksheet

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method. 0ee how many students feel >reat, ?kay, and 8eed more practice. 'reate a bar graph with them on the board and ask them what information they get from the graph. 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics. 2ook3Mental Mat*: /7rovide students with a @undreds 'hart and counters. /@ave students find a number and add 1! to it on their chartJrepeat with various numbers. /'ontinue having them move their counters by adding)subtracting multiples of 1!, ", ( 4"Q$5 />ive students $/" consecutive commands and see if they can follow. Lesson+2un"re"s C*arts: /.isplay @undreds 'harts on 0MA1T 2oard 4pages with $&, 3&, and "& filled in5 /?n $& page, as class for an e&ample of a $& statement for you to find. 4e&3 $&#3 count # coloured spots.5 /@ave 1/$ students come up to demonstrate for 3&, and 1/$ students demonstrate for "&. Pra ti e+Multi)les 1ooks: /0tudents create Multiples 2ooks to use as references while learning. /@ave students complete pages for 1&, $&, and 3& today. /6hile circulating, ask students to demonstrate various multiplication facts on their @undreds 'harts. !rab NA !ra)* (in"i$i"ual3)artner): /7rovide students with individual graph templates and allow them to take a handful of counters.
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<-. Multiplying with a @undreds 'hart ("mins

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(a) S01AT: /use @undreds 'harts and skip counting to multiply (b) /whole class work /partner work

"ssessment for Learning /0tudents will be assessed by obser$ation on their ability to use the @undreds 'hart to multiply.

/@undreds 'harts handouts. /Multiples 2ooks templates /pencil crayons /0MA1T 2oard3 @undreds 'harts 7ages 4$&, 3&, "&5 /Ticket out slips

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/0tudents will sort the counters into appropriate groups and create a bar graph to represent the groups. /This workstation will be available in the workstations. Closure3Ti ket Out: 6hat did you find easy about math todayB 6hat did you find hardB 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics. 2ook3S*a)e .ete ti$es: /0tudents are provided with a worksheet with different shapes. 0tudents may work in partners or small groups to describe each shape and find e&amples of the shape around the classroom.

<,. 7roblem 0olving F >eometry ("mins

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(a) S01AT: /Nse pattern blocks to solve various problems /differentiate between different basic shapes and complete <eo=s 0hape 1iddle (b) /direct teaching /problem solving

"ssessment for Learning

/0tudents will be assessed using obser$ation on their problem solving skills Minilesson C !eometr5: during pattern block />uide students through the 0MA1T <esson on basic problems. Those who shapes. Introduce key terms3 4verte&)vertices, struggle and those who sides)edges, parallel, etc.5 greatly e&cel will be noted. LeoAs S*a)e #i""le: /0tudents are provided with a problem and the "ssessment of Learning 'hoose 3 6ays worksheet. Inde'endent: Allow students to work independently /0tudent worksheets will for the first " minutes, be assessed using a (eads do)n* butts u': 0tudents have the opportunity checklist for to discuss with their tables how they got their understanding of basic answers and are permitted to copy notes as long as properties of shapes. they are having the discussion about how to solve the problem. Teacher provides support where needed. Share: 'hoose 3 students to come up and show the class how they solved the problem. Pattern 1lo k Problems: /0tudents are provided with a set of tangrams each.

/shapes worksheet /0MA1T 2oard3 geometry lesson, /<eo=s 0hape 1iddle problem /7attern 2lock problems worksheets /0how 3 6ays worksheet

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/In pairs, students work with the tangrams to solve various problems on the given worksheets. Closure30*i) Aroun": 6hat is one thing you will remember from today=s lessonB 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics. 2ook39oos* !ame: /0tudents take turns throwing a 9oosh 2all at the 0MA1T 2oard screen. /:ach snowball reveals a different uestion based on what we have covered so far 4multiplication, geometry, graphing)data, etc.5 Lesson: /Apples Arrays 0MA1T <esson. />uide students through the 0MA1T lesson on arrays. Include students as much as possible, having them come up to the board to complete problems and be involved using whiteboards. Tan%ram 1attles*i) (w*ole lass): +0tudents take turns saying multiplication facts to sink my tangram AshipsC on the 0MA1T 2oard 4see handout5. This game will move to 6orkstations after more practice. Closure3Pair S*are: @ave students turn to the person beside them and tell them one thing they learned and one thing they really liked about the lesson. 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics.
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<1!. Arrays) Tangram 2attleshipP ("mins

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(a) S01AT: /demonstrate understanding of multiplying using arrays by showing their work)answers on individual whiteboards /demonstrate knowledge of multiplication facts by accurately using the facts to fire at AshipsC in Tangram 2attleship (b) /technology /direct teaching /whole class work

"ssessment for Learning /0tudents are assessed using obser$ation of use of whiteboards on their understanding of arrays. 0tudents who do not completely understand will be noted. /0tudents= knowledge of multiplication facts will be assessed using obser$ation during Tangram 2attleship.

/Tangrams 4or premade ship placements for teacher5 /0MA1T 2oard3 "&" >rid, rules for 2attleship 4how to fire)tangram hit Gs5, 7repared <esson 4Apples Arrays5, 7repared 9oosh >ame /9oosh 2all /Individual whiteboards

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<11. Arrays 7ractice ("mins

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(a) S01AT: /show understanding of the use of arrays to multiply by completing a worksheet and by demonstrating knowledge on their whiteboards. (b) /individual work /partner work /whole class work

2ook3Tan%ram 1attles*i) (w*ole lass): / 0tudents take turns saying multiplication facts to sink my tangram AshipsC on the 0MA1T 2oard 4see handout5. Pra ti e wit* Arra5s: /1oll the virtual dice on the 0MA1T 2oard. /.emonstrate what you want students to do. /@ave students write on their whiteboards the $ arrays that could be made with the dice and label them with the multiplication sentence. :g3 1oll $,#. Array with $ columns and # rows labelled $&#R-. Array with # columns and $ rows would be #&$R-. Pa)er 0ork C Arra5s Pra ti e: /0tudents work individually on the worksheet provided. Closure: @ow do you feel about multiplying with arraysB Thumbs/up, sideways, or down.

"ssessment for Learning /0tudent understanding will be assessed using a *e klist for their Arrays worksheet. /0tudents who struggle during 7ractice will be noted for guided math.

/Multiplying with Arrays 6orksheet /1acing 1ectangles game boards /dice /0MA1T 2oard3 "&" grid /Tangrams 4or premade ship placements for teacher5

<1$. 7roblem 0olving ("mins

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0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics. (a) S01AT: 2ook3I *a$eD0*o *asE /solve a given /0tudents are provided with a card that has two math problem in 3 ways statements on itJone AI haveC statement and one by first trying A6ho hasBC uestion. independently, then /The teacher starts by saying a A6ho hasC uestion. with a group. /0tudents will read out the AI haveC statement based /demonstrate on the previous A6ho hasC uestion, and then pose knowledge of basic their A6ho has uestionC. shapes by creating a 0hape @ouse Problem Sol$in%: from given /0tudents are provided with a problem and the instructions. 'hoose 3 6ays worksheet. Inde'endent: Allow students to work independently (b) for the first " minutes,

"ssessment for Learning /0tudents will be assessed by obser$ation for their ability to solve the problem in 3 ways. 0tudents who are not able to)are not persistent will be noted. "ssessment of Learning /0tudent shape houses will be assessed using a

/I haveMwho hasB 'ards with various math statements /0how 3 6ays 6orksheet /<emonade 0tand 7roblem 0MA1T 2oard3 0hape house description /0hape @ouse handout /6hiteboards
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/Independent work /group work /problem solving

(eads do)n* butts u': 0tudents have the opportunity to discuss with their tables how they got their answers and are permitted to copy notes as long as they are having the discussion about how to solve the problem. Teacher provides support where needed. Share: 'hoose 3 students to come up and show the class how they solved the problem. S*a)e 2ouses: /0how on the board the description of the 0hape @ouse and provide students with 0hape @ouse handout. /0tudents draw a house with the specified shapes in the problem. They may colour the house when they are finished. Closure: @ow do you feel about your problem solving todayB .raw a on your whiteboards and hold it up. 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics. 2ook3Fin" m5 Partner: /0tudents are provided with multiplication e&pressions 4such as $&#5 and must find their partner who has the same e&pression in a different form 4e&3 pictures vs. words5 /6hen students find their partner, have them discuss the answer to their e&pression, different strategies to find the answer, and different ways to e&press the e&pression. Pa)er 0ork: /0tudents complete a worksheet that sums up the different ways to multiply 4repeated addition, skip counting, arrays, etc.5

*e klist for proper use of basic shapes.

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(a) S01AT: /demonstrate understanding of multiplication in the forms of repeated addition, arrays, and skip counting)hundreds charts by completing a worksheet. /demonstrate use of proper math language 4multiplication)geo

"ssessment of Learning /0tudents will be assessed using a *e klist on their overall understanding of multiplication based on their review worksheet. 0tudents will be obser$e" using proper math language 4multiplication) geometry5 as well as multiplication facts up to

/:&pression cards 411 pairs5 /1eview worksheets /2attleship game boards /pattern blocks /Ticket out slips

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metry5 and multiplication facts up to "&". (b) /individual work /partner work /game

Tan%ram 1attles*i) ()artners): /0tudents are provided with pattern blocks and game boards. /0tudents place their own tangram AshipsC and say multiplication facts to fire at their opponent=s ships. Closure3Ti ket Out: 6hich is your favorite multiplying method and whyB 6hich is your least favorite method, whyB 0orkstations3!ui"e" Mat*: /0tudents will engage in various math workstations. /6hile students are in workstations, I will take small groups to work more intensively on certain topics.

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Unit Plan Tem)late The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to specific subLect areas and modified as students gain e&perience in each practicum. The attached sample template should be used as a basic outline. The space re uired for each heading in the template will vary and should be adLusted as needed. The template is available on the T1N/2achelor of :ducation F 7ractica website in electronic form at http3))www.tru.ca)hse)programs)bed)practica)plans.html It is important that all areas re uired in the template are completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to teach the unit. #ationale: 6hy are you teaching this unitB O$er$iew3 Include a brief statement of the conte&t and structure of the unit describing the maLor concepts, skills and)or understandings. Pres ribe" Learnin% Out omes: The Integrated 1esources 7ackages 4I17s5 define what students should learn in each curricular subLect by describing what students should be able to do. These statements are the prescribed learning outcomes of the curricula of 2ritish 'olumbia. Hour unit plan should state the prescribed learning outcomes to be taught and assessed in the unit and on which the obLectives in the specific lessons are based. Assign each learning outcome a number to be used in the A+vervie) of LessonsC. Prere(uisite Con e)ts an" Skills: 'oncepts to be covered and skills to be taught before the unit can begin. Tea *er Pre)aration #e(uire": .escribe the preparations you need to make prior to presenting the unit. .o you need to involve other people in the planning, such as the librarianB Are there materials to be gathered and websites to checkB Cross+Curri ular Conne tions: 6hat other curricular areas will be addressed in the unitB If prescribed learning outcomes from other subLects are specifically assessed, include these outcomes in this part of your unit plan. ,-tensions to Unit: 'onsider the following uestions3 6hat activities might you add to the unit to e&tend and)or enrich student understandingB .o you have more than one method available as a 7lan 2B Uni$ersal .esi%n for Learnin% (U.L) an" .ifferentiate" Instru tion (.I): N.< includes3 Multi'le means of re'resentation, Multi'le means of e-'ression, and* Multi'le means of engagement. .I is the process of ensuring that a student=s readiness level, interests, and preferred mode of learning are recogni;ed. /eachers can differentiate instruction in four )a#s: content* 'rocess* 'roduct* and* learning environment based on the individual learner. @ow will you accommodate your diverse learnersB 'onsider learning styles and multiple intelligences. 6hat are the individual needs within this classroom and how will you accommodate themB 6hat are the adaptations and modifications needed for students with Individual :ducation 7lans 4I:7s5B #esour es: <ist resources used in the unit)lessons and, if necessary, where they can be obtained. Also list the technology re uired. O$er$iew of Lessons: .escribe the key elements of each lesson in a way that is easily e&panded into a detailed lesson plan. If using the Nnit 7lan Template 4electronic version5 add as many rows as there are lessons and e&pand the si;e of the bo&es as needed. Kirst record the lesson number, title and length of the lesson in minutes, then list, by number, the 7rescribed <earning ?utcomes that are specifically addressed in the lesson. 2riefly outline the maLor AInstructional +b0ectives 1S2$"/34* /eaching Strategies 1a fe) )ords4* Lesson "ctivities 1sufficient detail to enable another teacher to teach the unit4* "ssessment Strategies 1include the strateg# - the 5(o)6 and the 52hat6 #ou )ill be assessing4* and Materials6 needed for the lesson. #efle tions an" #e$isions: As you teach and work through the unit with the students, record any changes you make as work progresses. At the end of the unit reflect and record successes and any modifications you might make when you teach the unit again.

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