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EDPB503:ChildandYouthDevelopment(Secondary)

Part1:StudentProfile

Demographics:
Name:Nicholas(Nick)Rogers
Gender:Male
Grade:8
Born:Dec.19,2002inNanaimo,BC
Ethnicity:Caucasian
Religion:notpracticed

Background:
Prioreducation:
Elementaryschool:
K6SouthWellingtonElementary(wasclosedwhilehewasattending)
7ChaseRiverElementary
Secondaryschool:
8JohnBarsbyCommunitySecondarySchool
Parents
Status:Married
Father
Educationallevel:Tradeschool
Employment:Selfemployedparttime,industrialairbrushart
Birthplace:Toronto,ON
Temperament and other notes: Borderline alcoholic shy when sober,
aggressivewhendrunk(butnotabusive).Involvedinfamilylife
Mother
Educationallevel:Highschool
Employment:Secretary
Birthplace:Victoria,BC
Temperamentandothernotes:Quiet,smokesmarijuanadaily.Involvedin
familylife.Verycommunityorientedandvolunteersformanycauses
Relationship with Nick: Parents are supportive, but do not provide structure or
discipline. Nick is very close to his mother, but wants to please his father and
followinhisfootsteps.

FamilySituation:
Family consists of parents and younger brother living in a trailer park in South Wellington. The
family has many interests and activities that they engage and participate in regularly. They are
very involved in community events and fundraising. There are not many rules for the children,
and they tend to engage in risky behaviour and get injured a lot. There is an uncle whoisvery
close to the family and is often present,along withhistwochildren, alsoboys,whohavesimilar
levelsofsupervision(orlackthereof).

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SchoolLife
:
Nick is a lowaverage achiever interms ofgrades.Hedoesthe work, butisnotdrivento
excel.HeisaCaveragestudent.
Was involved in some sports in South Wellington because the school was very small.
Everyone was needed to create a team. In Chase River and Barsby he is not involved
withsports.
Nickreallyenjoysartandisquiteskilled.Hehopestobeatattooartistwhenheisolder.
He has a fast group of friends, mostly those who moved with him from Chase River to
Barsby. These friends mostly live in his neighbourhood, and he is able to see them
whenever he wants. His friends have similar temperaments, although some are higher
achieving students and have slightlymoreparentalguidance.Hisclosestfriendhasvery
similar home conditions, and is similar in achievements at school. The crowd he hangs
around with would be considered the cool group in a small school,butnotinthelarger
contextofthehighschool.
Nick tends to be quite sensitive when things dont go his way, or if he gets hurtorfeels
insulted. He tends to pout, and even cry in these situations. Occasionally he lashesout
verbally and physically, usually kicking orthrowingobjects,ratherthanengagingdirectly
withthepersonhehasagrievancewith.

ExtracurricularActivity
:
At Chase River, his teacher involved the whole class in learning guitar, and that has
becomeahobbyforhim.
He is very interested in BMX dirt bike racing, quad driving and watching Ultimate
Fighting events (on TV and live). His parents regularly take the family to events that
feature these activities. He and his brother both ride BMX in competitions.Theirmother
volunteersattheconcessionstand.

General:
He has experimented with smoking marijuanawithhisfriends.Heprovidesitsometimes
becausehehassucheasyaccessathome.
Thrillseeker,impulsive,
Personal ethics: Very polite,andrespectfulofauthority,butcanbesneakyanddeceitful.
Hasadevelopedsenseoffairnessandwhatisnotfairforhimparticularly.

LearningStyle
:
Strengths
Auditory(music)
Spatial (art) relationship between elements ofcomposition.Attentiontodetailis
good, and skill in copying imagesindrawingisgood.Hefeelsthisisimportantto
hisgoalsofbecomingatattooartist.
Weaknesses
Sittingstillandsilentforextendedperiodsoftime.

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SignificantLifeExperiences
:
Closure of elementary school hewasinvolvedinthefighttokeeptheschoolopen, and
not all friends went to Chase River. This was a disruption for him, butdoesnotseemto
haveremainedanongoingissue.
SunFest This was his first big concert event he attended with his family. His parents
have gone every year withouthimandhisbrothersothisattendancewasmeaningfulfor
him.
No significant travel or life experiences outside of his hometown due to financial
constraints.
Nicks younger brother hashadacoupleofquiteseriousaccidents.Onewasadirtbiking
accident (which was recorded on a cell phone) that resulted in his hospitalization with
multiple broken bones. The other was a BMX accident that required facial plastic
surgery.Nickisnotquiteasmuchofarisktakerashisyoungerbrother.

DynamicsinMathClass
:
This class has some issues with certain students who do notworkwelltogether.Nickis
not involved in these issues,butcaremustbetakenwithgroupworkthatthosestudents
arenotpairedtogether.
This class is behind in their understanding of concepts for the grade 8 curriculum.Prior
knowledgetestingiscriticaltogainanunderstandingofhowtomoveforward.

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Part2:TheHumanCube
Note:allpagereferencesinthefollowingsectionreferto
TheoriesofDevelopment
byWilliamCrain.

Side1:BEDMASGameTag

Environment:Gymormediumsizedfield(weatherpermitting)

Resources required: BEDMAS and numeral tiles (see Appendix A for example), hat, bright
pinnies,whistle,pencils,calculators,paper,clipboards,stopwatch

Process: (note that group size and time are arbitrary and depend on the number ofstudentsin
theclassaswellastheirabilities)
Chooseoneitforeverysevenstudentsintheclassinwhichevermannerisappropriate
Each class member draws a slip of paper from a hat, on which are printed BEDMAS
operatorsandnumerals
There are two slipsstapledtogether:OnehasaBEDMASelement,theotherhas
anumeral
Atthispointstudentsare
not
tosharewhattheyvedrawnwithothers
Theitsaregivenpinniestowearsotheycanbeeasilyidentified
On thewhistle,atraditionalgameoftagbegins,withtheclassscramblingtorunfromthe
its,whoareattemptingtotagtheothers
Ground rules on safety must be established beforehand, and the game may
requireapprovalfromadministrationassomeschoolshavebannedtaggames
When a classmateistaggedbyanit,theyformanitgroupandjoinhands,attempting
totagotherstudentstogether
Agroupofitsstopsplayingwhenitreachessevenpeople
If there are only two itgroups,thenthetagportionstops here,andanybodynot
tagged goes to the smaller it group. Otherwise, the game continues until this
conditionismet
Once all it groups are formed, the teacher blows the whistle and the group members
then have amaximumof60secondstosharetheiridentitiesandworktogether tocreate
aproper,solvable,mathematicalexpression
Only one of a students two drawn slips of paper may be utilized in the final
expression
Loosebrackets(thosewithnopartner)maybeusedasawildcard
Anygivenbracketcanfaceeitherdirection,however
In order for a bracket to not have a partner, the attached numeral must
notbeabletofunctionelsewhereintheexpression
Numeralsmaybeputingroupsnolargerthantwo
may be utilized as either subtraction or anegativenumeralmodifier(e.g.:can
beusedtoconverta4to(4))
ThegroupssolvetheirexpressionsusingtherulesofBEDMAS

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Theteamwhoseexpressionhasthehighestabsolutevalue1 wins
The expressions are checked by the opposing team(s) for accuracy, with the
teacherasthefinalarbiter
Theprocesscanberepeateddependingonhowmuchtimethereisremaining
If the same its are maintained every round, winning teams can be awarded
pointswhichcanberecordedtodeclareawinningteam
After the activity is finished, ensure that all of the tiles are collected for future use or
recyclingsothestudentsarentleavinglitterinthegymorfield

Connectiontothecasestudent:
Ahistoryofsportsandphysicalactivity

Connectiontoatheorist:
Bandura
Social learning: pg 216: ...children making their own discoveries and creating
theirownideas.
pg 216: If we want children to learn, we must teach them things [BEDMAS],
administerrewards[victoryinthegame]...
Kamii/Piaget
pg 145, under Kamiis Constructivism: Kamii begins with the Piagetian premise
that real cognitive growth occurs only when children construct their own
knowledge. instead of worksheets and tests, then, teachers need to provide
experiences that children will find so interesting and meaningful that they will
workonthemfortheirownsake.
Vygotsky:Childrenlearnbestwhenthey'reatplay.

Absolutevalue:Themagnitudeofanumberwithoutregardtoitssign.Inotherwords,thedistancefroma
pointonthenumberlinetozero.Forexample,(10)and10sharethesameabsolutevalueof10.Of(7)and
3,(7)hasthehigherabsolutevalue(7)eventhoughthenumberitselfisnegative.

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AppendixA
Exampleresource:BEDMASandnumeraltiles
Note:Bracketsaremeanttogoineitherdirection,sothatinthecontextofthegameonlyanodd
numberofbracketspergroupcouldconstituteapotentialwildcard.

2
3
( ) x
x
x + 0 1

2 3 4 5 6 7 8 9 0 1
2
3
( ) x
x
x + 0 1

2 3 4 5 6 7 8 9 0 1
2
3
( ) x
x
x + 0 1

2 3 4 5 6 7 8 9 0 1
2
3
( ) x
x
x + 0 1

2 3 4 5 6 7 8 9 0 1
2
3
( ) x
x
x + 0 1

2 3 4 5 6 7 8 9 0 1

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Side2:BEDMASManipulativeswithmemoryaids

Environment: This activity can be done singly or insmallgroups.It canbesetupasastationin


the classroom, or can be given to individual students for extra practice or as an extension
activity if they have time during a class. It is good for quiet deskwork. If class sets are made,
then thechallengecanbedisplayed ontheboard,andstudentscanusethemanipulativestodo
anyofthefollowingactivitiesasawholegroup.

Resources required: BEDMAS operations cards, numeral cards (can use a standard deck of
playing cards for this), paper, writing instrument, calculator (if allowing), printed instructions
labelledbagsforeachvariationwithinstructionsandcardsthatsuitthevariation.
Variations(seeproceduresectionforactivitydetails):
1. asabove,withinstructionsforhowmanycardstodraw.
2. as above, with a sheet giving preset operations patterns for students to use with
numbers,plusinstructions.
3. Make24numbersets,withinstructions.
4. instructions.
5. instructions.

Process:
Studentsreceiveadeckofoperationscardswhicharecolourcodedconsistently:
BracketsRed
ExponentsOrange
DivisionandMultiplicationYellow
AdditionandSubtractionGreen
The colour order follows the order of the coloursoftherainbow toofferanothermemory
tool.Difficultycanbeadjustedbyaddingorremovingexponentoperations.
Students also receive a deck of numeral cards. Difficulty can be adjusted by providing
highernumbers.Thisactivitycanbepresentedwithavarietyofdifferentinstructions.

1. Students pull random number cards (4 or 6) and use the operations cards as
manipulatives to see how many different answers they can create by varying the
locationsoftheoperations.
2. The same can be done in reverse by setting out certain patterns of operations and
allowingstudentstomanipulatethedrawnnumberstocomeupwithdifferentanswers.
3. Make 24 a popular version has students using fournumbers(givenasaset)thatmust
be arranged to equal 24. Students can lay the numbers out and manipulate the
operations cards to come up with the answer 24. Usually there are multiple ways to
make24withasetofgivennumbers.
4. Group work students can take turns challenging each other to come up with a certain
answer when working with thesamenumbersand operations,ortheycanworktogether
tofindasmanysolutionsaspossible.

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5. Group work students can compete and try to come up with the highest answer when
using the same number sequence. They must then explain to each other how they got
thoseanswers,whichbringsinlearningbyteaching.

Connectiontothecasestudent:
Using manipulatives as a learning tool and memory aid offers a different approachthan
just recallingandabstractlythinkingaboutthenumbersandrules.By physicallyhandling
the operations and number representations,Nickwillbeofferedasensoryexperienceto
augmenttheseabstractideas.

ConnectiontoaTheorist:
Vygotsky (p.232) talks about the use of memory aids.Vygotsky says that children from
ages 9 12 respond favourably to the use of memoryaids.Colourcodingtheoperations
canactasamemorytoolforlearningtheorderofoperations.
Brown and Palinscar,elaboratingonVygotskysZoneofProximalDevelopment(p.246),
came up with the idea of reciprocal teaching, which can be implemented during group
work.Studentslearnbyteachingothers,andbothstudentsbenefit.

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Side3:BEDMASonlinegameactivities

Environment: Students can do these games at a computer in small groups, or individually. If


there is a computer in the classroom this can be used, or theclasscanbetakentoacomputer
lab.IfthereareiPadsattheschool,thesecouldbebookedfortheBEDMASlesson.

ResourcesRequired:ComputersoriPads,websites,calculatorsifrequired.
http://www.learnalberta.ca/content/mec/html/index.html
This is a game that includes online, manipulatives and an analogy to building (order of
operations). This game is ideal for individual, selfpaced practice.Studentscompletean
initial analogy of the importance of order of operations using house building as an
example. Thumbnail images of phases of construction are moved into the correct
sequence. The student is then askedtoconsiderhowthisconceptisapplicabletomath.
Followingthis,studentscompleteaseriesofBEDMASquestions.
http://www.mathplay.com/IntegersJeopardy/IntegersJeopardy.html
Thisgameallowsstudentstopracticeadding,subtracting,dividingandmultiplying
integers,forindividualpracticeorinteamsupto4.SinceBEDMASequationsrequire
studentstoproperlyadd,subtract,multiplyanddivideintegersthisgamewillprovide
studentswithagreatamountofpracticewiththeseskillsbeforeapplyingthemtothe
orderofoperationsthatBEDMASrequires.
http://www.mathplay.com/OrderofOperationsMillionaire/divisionmillionaire.html
This one you can play competitivelyinteams,orsingly.Questionsarefairlychallenging,
so teamswouldbebeneficial,althoughit canbeplayedbyanindividual whowantstobe
challenged. Calculators would probably be required. Thisgamefollowstheformatofthe
show Millionaire. Students can pick team names, or characters. The game then
challenges each player or team with progressively more challenging BEDMAS
questions. Students get more money for each more difficult answer, but lose money
withincorrectanswers.Theteamwiththemostmoneyatthefinalquestionwins.

Process:
Students will be given time to explore andplaythesegamesinclass.Theyarealsofree
tofindtheirown(relevant)BEDMASgamesonline.

ConnectiontoCaseStudent:
Nick, like most teenagers, feels connected to technology and is likely to enjoy the
opportunity to use a computer to engage in the topic inawaythat differsfromtheusual
lessons.

ConnectiontoaTheorist:
Montessori Although Montessori is more known for fostering childrens connections
with nature, and she didnt fully develop educational methodsfor secondaryschool,she

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does mention that teenagers can gain feelings of selfesteem by connecting to


humanitysprogressintechnology(p89).
Locke talks about children being motivated by rewards (p.9). Although not quite the
same context, the video games offer rewards (money, and checkmarks) which
reinforceandencouragecontinuedsuccess.

Side4:BEDMASSong

Environment:Classroomwithprojector,speakers

ResourcesRequired:
http://youtu.be/IGIXxYAK00o
ColinDoddsBEDMAS(Orderof
OperationsMathSong)

Process:ThefundamentalsofBEDMASarereinforcedherethroughacatchysong(linked
above)byColinDodds,aCanadianmathematicsteacher.ThevideoforDoddssongalsohasa
coupleofrelevantexamplesandisdoneinaplayfulstyle.Thelyricsarebelow:

Arithmeticiseasy,there'sjustsixsimplewordstorepeat
You'llnolongerhavehesitationswhendoingorderofoperationswithBEDMAS
Brackets,Exponents,Division,Multiplication,Addition,Subtraction
Brackets,Exponents,Division,Multiplication,Addition,Subtraction
BEDMAS,BEDMAS,BEDMAS,BEDMAS
BEDMAS,BEDMAS,BEDMAS,BEDMAS

Thevideoissimplyplayedfortheclass,likelyasahookatthebeginningofthelessontoget
thestudentsinterestedinthedaystopic.

ConnectiontoCaseStudent:
Nick,asindicatedintheprofile,isanauditorylearner,withanemphasisonmusic.This
issupportedbyhispastexperienceplayingguitaratChaseRiver.

ConnectiontoaTheorist:
Werner:IftherewasasingletopiconwhichWernerwrotewiththedeepestfeeling,it
wasphysiognomicperception.Weperceivestimuliphysiognomicallywhenwereactto
theirdynamic,emotional,expressivequalities.(pg101)Learningthroughsongand
musicissupportedinthiscategory.
Vygotsky:Wroteontheuseofmemoryaidstoreinforcelearningbothhistoricallyand
currently(pg232).

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Side5:BEDMASscaffoldedindependentworksheet

Environment:Classroom

ResourcesRequired:Worksheet

Process:
Inmathematics,itisveryimportantforstudentstopracticewhattheyhavelearned.
Studieshaveshownthatwhenitcomestomath,practicemakesprogress.Inorderfor
themtoreallygrasptheconceptofBEDMAS,studentswillberequiredtocompletea
worksheet.
Studentswillfirstworkindividuallytocompletethequestionsandthenwillbegiventhe
opportunitytopairandshare.StudentswillcreatetheirownBEDMASquestionsand
solutions(onaseparatepage)andwilltradetheirquestionswithanotherstudentto
solve.Thiswillallowstudentstoapplywhattheyvelearnedinanalternatewayandcan
alsoleadtoadvancedlearningbecauseitallowsforstudentstoteachputtingthe
studentatthecenteroftheirownlearningandgivingthemtheopportunitytohelptheir
peersthroughthequestionsthattheydesignedinordertoenforceandsupportthe
learningthatistotakeplace.Thesitealsoprovidestheanswerstotheactivitysheets.

ConnectiontoCaseStudent:
AlthoughNickisnotoverlymotivatedtoexcelacademically,hewillcompletetasksthat
areassignedduringclasstime.However,hisinabilitytositstillforlongperiodsoftime
hasbeentakenintoaccountbyaddingthepairandshareelementtothislesson.By
introducingapairandshareelementintotheclassroom,itwillalsoallowNicktobuild
relationshipswithmoreofhispeersandpossiblysolidifysomefriendshipsashewas
separatedfromhisclosegroupoffriendsduetotheclosureoftheelementaryschoolhe
attended.Thebehavioralissuesmentionedpreviouslywillbeaddressedbetweenthose
studentsthatcantbepairedtogether.

ConnectiontoaTheorist:
VygotskySocialDevelopmentTheorylearningmustoccursociallybeforeitcanoccur
cognitivelytherefore,sociallearningprecedesdevelopment.Thepairandshareactivity
supportshisbeliefofthe
MoreKnowledgeableOther
andallowsapeertobecomethe
teacher.Vygotskyalsobelievedthatlearningtakesplaceinthe
ZoneofProximal
Development
(p.244)whichisthedistancebetweenastudentsabilitytoperformatask
andsolveaproblemindependentlyunderadultguidanceorthroughcollaborationwith
peers.

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Side6:BEDMASHopscotch
Environment:Theclassof21studentswillbedividedintogroupsof7,with3studentsinevery
group.Then,eachgroupwillbedirectedtowards7largepiecesofposterpapertapedtothe
floorfacingthewhiteboard,withemptyboxesdrawnonthemfortheBEDMASHopscotch
Game.

ResourcesRequired:MarkerstodrawtheBEDMASlettersintheappropriatesquare,7working
whiteboardmarkersanderaserpadstorecordtheBEDMASprocessfromthegivenquestion,7
calculatorsforeverygroup,21differentmathquestionsforthe7groupswithananswerkeythat
alsoshowstheprocessforeachandaprizetogivetoagroupof3studentswiththefastest
problemsolvingtimewithaccuracy.

Process:
Eachstudentwillartisticallydraw2lettersonthehopscotchtemplatesothatBisabove
E,thenDispairedwithM,andAispairedwithSbelow.
Eachgroupistodesignatethemselvesintorolesofeithercalculator,tocalculatethe
mathinvolvedinthegivenquestionhopper,tohopthroughthegameandalsocallout
thesectionofthequestionassociatedwiththeinitialtheylandonorthewriter,who
writesthestepsonthewhiteboardtorecordthemathprocess.
Playingthegame.Unliketraditionalhopscotch,thisgamecallsforstudentstogo
througheverysquarethequestionemploys.Iftherearenobracketsforinstance,they
wouldthereforeskipB,butifthequestioncontainstherestoftheoperators,thenthe
hopperisrequiredtolandonthatparticularsquare.Cooperation,communication,
movementandfunaretheelementsinvolved.Theoverallobjectofthegameistogain
bothspeedandaccuracythroughthequestions,whereeverygroupcompetesforfastest
completiontimeswith100%accuracy.
Afterthegrouphasgonethroughonequestion,andfeeltheyhavethecorrectanswer,
theyneedtocheckthatanswerwiththeteacher.Ifitiscorrect,theycanmoveontothe
nextquestiontheteacherwillwriteinplaceoftheoldquestion,andifitisincorrect,the
teacherwillidentifytheplacetheywentwrongintheirprocess,andthegroupwilltryto
resolvetheproblemtogetherattheboard.Thisactivitythencheckingsystemhappensa
totalof3times.
Aftereachround,thegrouprotatesgrouprolesofcalculator,hopper,andwriter.
Thegroupwhofinishesthe3rdquestionintheirthirdroundthefastest,andwiththe
correctanswers,willwinaprize.Itisalsoimportanttonotethateachgroupwillreceive
differentquestionsthantheothergroupswiththesamelevelofcomplexitysostudents
cannotspyontheprocessandanswersworkedoutbyothergroups.

ConnectiontoCaseStudent:
BecauseNicholasisinvolvedwithsportsandthereforelikesphysicalactivity(because
heandhisbrotherbothraceinBMXdirtbikecompetitions)Iincludedaphysical
componenttothisgamebytheuseofhavingtohopoverandontohopscotchsquares,

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employingbalanceinordertostayononelegcallingoutwhatsectionsonthequestion
arereferredtobytheletterheison.
BecauseNicolasalsolikesart,isgoodatitandwantstobecomeatattooartistinhis
future,Iincorporatedanartisticelementofthegamerequiringdrawingoftheletterson
posterpaperforeachgroup.ThiswouldbeachanceforNicholastoshowcasehisskills
tohelphimfeelmoreconfidentinthisactivity.
Intermsofhislearningstyles,becauseheisanauditorylearner,whenheisplayingthe
roleofwriterorcalculatorhewillgetthechancetolistentowhathisgroupmembers
aresaying.Asforbeingaspatiallearner,thatisaddressedbyspatialmovementand
spatialdrawingsoftheletters.Intermsofareasheisnotthestrongestin,hehastrouble
sittingstill(thisisastandingactivity)andsilentforlongperiodsoftime(answersneedto
becalledoutloud).

ConnectiontoaTheorist:
BEDMASHopscotchrelatestotheteachingsofJohnLockeinafewways.Because
Lockesaid,manyofourthoughtsandfeelingsdevelopthroughassociationsthis
principleisapartofthissideofthecubebecauseIveplannedtheactivitytobeof
interesttoNicolaslifebypairingwhathehaspositiveassociationswithtowhatisinthe
activitysuchasartworkandphysicalactivity,inordertoassociatetheactivityandthus
mathtopositiveemotions(CrainP.8)
Lockeasserts,wealsolearnthroughimitationthefactthatNicolas(alongwiththe
otherstudentsofhisclass)gettoseeothergroupsgothroughthesameprocedureand
gamerules,healongwitheveryoneelseismorelikelytoknowtheexpectations/rulesfor
properbehaviourandwillpickuponthatbehaviourbyimitatingit,iftherewasevera
pointofconfusion,astowhattodo(CrainP.8).
Lockealsostatesthat,welearnthroughrewardsandpunishments.Weengagein
behaviourthatbringspraise,compliments,andotherrewardswerefrainfromthose
actionsthatproduceunpleasantconsequences[suchas][...]disapproval(CrainP.9).
Theseprinciplesofrewardaregivenasverbalpraiseforstudentsworkingwelltogether,
whileabigprizewillberewardedforthegroupof3thatfinisheswiththefastestproblem
solvingtimewithcorrectanswers.Asforpunishment,disapprovalwillbegivento
studentswhomisbehavebypushingothersoverduringhopscotch,namecallingfor
fasterresults,unkindremarksaboutspeedtoothergroupsetc.

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LessonPlanTemplate

Subject
:Math
Grade
:8
Topic
:BEDMAS
AllottedTime
:80minutes

Sourcesusedtodevelopthisplan
:
Crain,William.
TheoriesofDevelopment:ConceptsandApplications.
2011.
BCCurriculumPackage
Side1:None.
Side2:
http://www.mathplayground.com/make_24.html
http://www.foundationsofalgebra.com/manipulativemathematics/manipulativemathematicsteac
hertrainingvideos/
Side3:
http://www.learnalberta.ca/content/mec/html/index.html
http://www.mathplay.com/OrderofOperationsMillionaire/divisionmillionaire.html
http://www.mathplay.com/IntegersJeopardy/IntegersJeopardy.html
Side4:
http://youtu.be/IGIXxYAK00o
Side5:
http://www.mathdrills.com/orderofoperations.shtml
Side6:
http://www.pinterest.com/trista3/bedmas/
fortheideaofteachingBEDMASina
hopscotchgame.

1. Rationale
:
Whyisthislessonrelevantatthistimewiththesestudents?
Studentsarerequiredtosolveproblemsinvolvingfractionswhiletakingintoconsiderationthe
orderofoperations.Tobesuccessfulinthis,itisessentialthatstudentshaveastrong
understandingoftheorderofoperations(BEDMAS)beforeintroducingfractionstothisprocess.
Priorknowledgetestinghasshownthatstudentsneedreviewinthisconcept.

2. ProvincialLearningOutcomes:
WhatIRPoutcome(s)doesthislessondevelop?
Grade6PLOA9explainandapplytheorderofoperations,excludingexponents,withand
withouttechnology(limitedtowholenumbers)
achievementindicators:demonstrateandexplainwithexampleswhythereisaneedtohavea
standardizedorderofoperationsapplytheorderofoperationstosolvemulti-stepproblems
withorwithouttechnology(e.g.,computer,calculator)

Grade8PLOA6demonstrateanunderstandingofmultiplyinganddividingpositivefractions
andmixednumbers,concretely,pictorially,andsymbolically[C,CN,ME,PS]
achievementindicator:solveagivenprobleminvolvingpositivefractions,
takingintoconsiderationorderofoperations(limitedtoproblemswithpositivesolutions)

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3. Assessment:
3.1LessonOutcome
Whatwillstudentslearn?
Studentswillbeabletoapplythecorrectorderofoperationstoagivenproblemusingthe
principleofBEDMAS.

3.2SourcesofEvidence
Whatproductoractionwillshowwhatstudentshavelearned?
StudentswilluseBEDMAStosolveavarietyofproblems.

3.3Criteria

Whatwillyoulookforinthisevidence?
AvarietyofactivitiesthatincorporatetheBEDMASconceptwillallowthestudentsto
demonstrateunderstandingoftheorderofoperationsbebeingabletosolveaprobleminthe
correctsequence.

4. Resources,MaterialandPreparation:
Refertoindividualactivitiesabove.

5. LessonDevelopment
Introduction:
Howwillyouintroducethislessoninamannerthatengagesstudentsand
activatestheirthinking?
Hook:havestudentslistentoandsingalongwiththeBEDMASsongonYoutubetoincrease
theirinterestinandenthusiasmforthelesson.Songsareanunusualwaytobeginalesson,
anditmayincreasetheirenergylevel.
https://www.youtube.com/watch?v=IGIXxYAK00o&feature=youtu.be

Teaching/LearningSequence:
Whatstepsandactivitiesareyougoingtousetohelpstudents
acquireandpracticetheknowledge,skillsand/orattitudesneededtomeettheoutcome?
Side1
:
Chooseoneitforeverysevenstudentsintheclassinwhichevermannerisappropriate
Each class member draws a slip of paper from a hat, on which are printed BEDMAS
operatorsandnumerals
There are two slipsstapledtogether:OnehasaBEDMASelement,theotherhas
anumeral
Atthispointstudentsare
not
tosharewhattheyvedrawnwithothers
Theitsaregivenpinniestowearsotheycanbeeasilyidentified
On thewhistle,atraditionalgameoftagbegins,withtheclassscramblingtorunfromthe
its,whoareattemptingtotagtheothers
Ground rules on safety must be established beforehand, and the game may
requireapprovalfromadministrationassomeschoolshavebannedtaggames
When a classmateistaggedbyanit,theyformanitgroupandjoinhands,attempting
totagotherstudentstogether
Agroupofitsstopsplayingwhenitreachessevenpeople

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If there are only two itgroups,thenthetagportionstops here,andanybodynot


tagged goes to the smaller it group. Otherwise, the game continues until this
conditionismet
Once all it groups are formed, the teacher blows the whistle and the group members
then have amaximumof60secondstosharetheiridentitiesandworktogether tocreate
aproper,solvable,mathematicalexpression
Only one of a students two drawn slips of paper may be utilized in the final
expression
Loosebrackets(thosewithnopartner)maybeusedasawildcard
Anygivenbracketcanfaceeitherdirection,however
In order for a bracket to not have a partner, the attached numeral must
notbeabletofunctionelsewhereintheexpression
Numeralsmaybeputingroupsnolargerthantwo
may be utilized as either subtraction or anegativenumeralmodifier(e.g.:can
beusedtoconverta4to(4))
ThegroupssolvetheirexpressionsusingtherulesofBEDMAS
Theteamwhoseexpressionhasthehighestabsolutevalue2 wins
The expressions are checked by the opposing team(s) for accuracy, with the
teacherasthefinalarbiter
Theprocesscanberepeateddependingonhowmuchtimethereisremaining
If the same its are maintained every round, winning teams can be awarded
pointswhichcanberecordedtodeclareawinningteam
After the activity is finished, ensure that all of the tiles are collected for future use or
recyclingsothestudentsarentleavinglitterinthegymorfield
Side2
:
Theteacherwilldecidewhichactivitystudentswilldoifthereisaspecificachievement
orassessmentgoalinmind.Iftheactivityisbeingusedasastudentchoiceextension,
thentheymaychoosewhichformofthemanipulativestoworkon.
Studentswillbegivenapackageofcolourcodedoperationscards,andadeckof
playingcards.
Studentswillchoosewhichversionoftheactivitytheywouldliketotry,andtakethe
correspondinginstructions.
Usingthecardsasmanipulatives,anddependingontheversiontheywishtoplay,
studentscreateorsolveproblemsfollowingtheBEDMASorderofoperations.
Studentswillbeinstructedtowritedowntheproblemstheycreateand/orthesolutions
theyarriveat.Thesecanbehandedinforformativeassessment.
Ifstudentsaredoingthisactivityinsmallgroups,theycankeepascoreifadvanced
enoughtoplayitcompetitively,ortheycanworkcooperativelyifoneorbothstudents
needsthathelp.
Studentsshouldhave10for15minutestoworkonthemanipulativeactivities.
2

Absolutevalue:Themagnitudeofanumberwithoutregardtoitssign.Inotherwords,thedistancefroma
pointonthenumberlinetozero.Forexample,(10)and10sharethesameabsolutevalueof10.Of(7)and
3,(7)hasthehigherabsolutevalue(7)eventhoughthenumberitselfisnegative.

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Studentswillthenreturntheplayingcards,instructionsandorderofoperationscardsto
thecases,andhandintheirworksheet,ifrequired.

Side3:
Studentswillusethisactivityaspartofacentresclass,orasafunactivityiftheyhave
alreadyfinishedtheirwork.Studentsmayalsoplaythisgamesinglyorinpairs(ortwo
teams).
Studentswilllogontotheclasscomputer(oriPad),andselectthewebsite.After
choosingacharacter,theymustclicknoforthewirelessclickinoption.Theythenwork
throughtheprogressivelyharderquestionsthatdealwiththeorderofoperations.When
theyanswerthequestioncorrectly,theyadvancetothenextlevel,andgetmoney.If
theyanswerincorrectlytheamountisdeductedfromtheirtotalandtheylosetheirturn.
Thewinningteamistheonewiththehighestscoreattheendoftheround.
Thisgameshouldonlybeplayedinfrequentlyandforshortduration.Thisisbecauseit
usesthesamequestionforeachround.
Attheendofthegame,studentslogoffthecomputerandreturntotheirdesks.
Side4:
ThisactivityisaYoutubesongthatisverycatchyandisaboutBEDMAS.Thissongwill
beplayedasthehookfortheBEDMASlesson.Studentswillbeencouragedtosing
alongiftheyarecomfortablewiththat.
Side5
:
Theworksheetsthestudentswillbeprovidedwitharefoundat
http://www.mathdrills.com/orderofoperations.shtml
andhaveawidevarietyofskill
levels.
ThissourcecanbeusedthroughouttheprogressionthroughteachingBEDMASasit
providesworksheetsforbeginnersataverybasiclevelandslowlyincreasesthe
difficultywhilestillallowingtheteachertopickandchoosewhatwouldbemostbeneficial
totheirstudentsatthattime.
Side6
:
Eachstudentwillartisticallydraw2lettersonthehopscotchtemplatesothatBisabove
E,thenDispairedwithM,andAispairedwithSbelow.
Eachgroupistodesignatethemselvesintorolesofeithercalculator,tocalculatethe
mathinvolvedinthegivenquestionhopper,tohopthroughthegameandalsocallout
thesectionofthequestionassociatedwiththeinitialtheylandonorthewriter,who
writesthestepsonthewhiteboardtorecordthemathprocess.
Playingthegame.Unliketraditionalhopscotch,thisgamecallsforstudentstogo
througheverysquarethequestionemploys.Iftherearenobracketsforinstance,they
wouldthereforeskipB,butifthequestioncontainstherestoftheoperators,thenthe
hopperisrequiredtolandonthatparticularsquare.Cooperation,communication,
movementandfunaretheelementsinvolved.Theoverallobjectofthegameistogain
bothspeedandaccuracythroughthequestions,whereeverygroupcompetesforfastest
completiontimeswith100%accuracy.

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Afterthegrouphasgonethroughonequestion,andfeeltheyhavethecorrectanswer,
theyneedtocheckthatanswerwiththeteacher.Ifitiscorrect,theycanmoveontothe
nextquestiontheteacherwillwriteinplaceoftheoldquestion,andifitisincorrect,the
teacherwillidentifytheplacetheywentwrongintheirprocess,andthegroupwilltryto
resolvetheproblemtogetherattheboard.Thisactivitythencheckingsystemhappensa
totalof3times.
Aftereachround,thegrouprotatesgrouprolesofcalculator,hopper,andwriter.
Thegroupwhofinishesthe3rdquestionintheirthirdroundthefastest,andwiththe
correctanswers,willwinaprize.Itisalsoimportanttonotethateachgroupwillreceive
differentquestionsthantheothergroupswiththesamelevelofcomplexity,sostudents
cannotspyontheprocessandanswersworkedoutbyothergroups.

Closure:
Howwillyousolidifythelearningthathastakenplaceanddeepenthelearning
process?
Foreachactivity,closurewouldinvolvecongratulatingstudentsontheireffort,askingwhatthey
learnedoverall,thenreviewingthemainconceptsbeforetheydisperse.

Accommodations
(adaptations,extensions,other)
:
Howwillyouplanforstudentswho
havelearning/behaviourdifficultiesorrequireenrichment?

StudentswhohavedifficultieswiththeBEDMASconceptorapplicationwillbenefitfromthe
varietyofapproachesthatthecubeoffers.Thegroupactivitieswilloffertheopportunityforpeer
help.Itisalsopossibletoleaveoutexponentsifstudentsarenotcomfortablewiththisconcept
yet.
Studentswhofullyunderstandtheconceptwillbenefitfromthereinforcementofthevarious
approaches,andwillbeabletochallengethemselvesbyadjustingthenumberofoperations
and/ornumeralstheyworkwith,andtimelimits.

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