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TTL Spring 2003: Electronic Showcase for Understanding by Design Unit by Pat Larsen Wilson Elementary School Rapid City, SD Multiplication In conjunction.

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Presentation on theme: "TTL Spring 2003: Electronic Showcase for Understanding by Design Unit by Pat Larsen Wilson Elementary School Rapid City, SD Multiplication In conjunction."— Presentation transcript:

1 TTL Spring 2003: Electronic Showcase for Understanding by Design Unit by Pat Larsen Wilson Elementary School Rapid City, SD Multiplication In conjunction with Handheld Computer Project

2 Introduction During the 2002 Summer TTL Academy, I developed a strategic, nine-week long Understanding By Design Unit for 3 rd grade multiplication. The essential understandings students will possess upon completion of this unit are: (1) multiplication is a critical step in their “Math Learning Stairs” and (2) their success in all future math learning is contingent upon acquisition of this skill. During the 2002 Summer TTL Academy, I developed a strategic, nine-week long Understanding By Design Unit for 3 rd grade multiplication. The essential understandings students will possess upon completion of this unit are: (1) multiplication is a critical step in their “Math Learning Stairs” and (2) their success in all future math learning is contingent upon acquisition of this skill. In the fall of 2002, one requirement of our TTL class was the completion of the Association for Supervision of Curriculum Development class entitled, “Differentiating Instruction.” This class focused on ways to address individualized learning needs. It was through the process of this class that I was able to analyze my original UBD in terms of its effectiveness for addressing each student’s learning styles and differences. Based upon my new understanding of how children learn, I was able to add key components and tiered activities to enhance my UBD. In the fall of 2002, one requirement of our TTL class was the completion of the Association for Supervision of Curriculum Development class entitled, “Differentiating Instruction.” This class focused on ways to address individualized learning needs. It was through the process of this class that I was able to analyze my original UBD in terms of its effectiveness for addressing each student’s learning styles and differences. Based upon my new understanding of how children learn, I was able to add key components and tiered activities to enhance my UBD. Also in the fall of 2002, my students and I began a pilot project with handheld computers. We have been experimenting with the use of these devices in all content areas. We have discovered that handhelds can be extremely useful for math in terms of developing fluency with the basic multiplication facts. Also in the fall of 2002, my students and I began a pilot project with handheld computers. We have been experimenting with the use of these devices in all content areas. We have discovered that handhelds can be extremely useful for math in terms of developing fluency with the basic multiplication facts. Since there are so many facets to my UBD, I have chosen to address only segments of Stage 2: “Determine Acceptable Evidence” for my presentation. The following pages highlight just a few features of the entire unit in order to showcase artifacts of my students’ learning opportunities and experiences. To view my UBD in its entirety, enter my website (pl031.k12.sd.us) and follow the link on my Welcome Page for TTL 2002 Projects. Since there are so many facets to my UBD, I have chosen to address only segments of Stage 2: “Determine Acceptable Evidence” for my presentation. The following pages highlight just a few features of the entire unit in order to showcase artifacts of my students’ learning opportunities and experiences. To view my UBD in its entirety, enter my website (pl031.k12.sd.us) and follow the link on my Welcome Page for TTL 2002 Projects.

3 Stage 2: Determine Acceptable Evidence PerformanceTask: Each student will be able to demonstrate concrete understanding of the concept of multiplication by building, drawing, or discovering arrays around the classroom. (The Math Stations are a new addition to my UBD. The concept for these stations arose from the fall 2002 ASCD on-line course entitled: Differentiating Instruction. These stations were created as tiered activities to address student differences.) Math Stations (Activity #2) In this activity, students build given multiplication problems concretely. They can do this several ways: Make arrays using paper plates to represent the groups and unifix cubes to represent the objects in a group. 5 x 4 Array 5 x 4 Array

4 Tiered Activities: Make arrays using beans and cups and paper plates and monkeys. 5 x 4 Array 6 x 2 Array Math Stations: (Activity #2) Showing multiplication concretely Make arrays using string and horses and fishing line and lures. 2 x 2 Array 4 x 4 Array

5 Tiered Activities: Drawing Arrays 3 x 8 Array (Multiplication as repeated addition) Math Stations: (Activity #3) Showing multiplication semi-abstractly Drawing Arrays 6 x 4 Array 2 x 6 Array

6 Tiered Activities: Arrays Around the Classroom 2 x 3 Array Math Stations: (Activity #4) Showing multiplication abstractly

7 Performance Task: LearningEssentialVocabularyTerms Each student will Each student will define factors, define factors, products, multiples, products, multiples, common factors, common factors, and least common and least common factors. factors.

8 Performance Task: Learning Multiplication Facts The Fun Way! Each student will Each student will acquire basic facts acquire basic facts through the use of through the use of Miss Larsen’s Miss Larsen’s Strategic Strategic Multiplication Multiplication flashcards. flashcards.

9 Performance Task: LearningEssentialRules Each student will Each student will analyze the analyze the multiplication table multiplication table and apply the and apply the (a) Commutative (a) Commutative Property of Property of Multiplication and Multiplication and (b) the 0, 1, 2, 5, (b) the 0, 1, 2, 5, and 9 times rules. and 9 times rules.

10 Performance Task: Each student will Each student will progress through progress through the multiplication the multiplication unit at their own unit at their own pace. pace.

11 Performance Task: Each student will Each student will progress through progress through the multiplication the multiplication Learning Sheets. Learning Sheets.

12 Quizzes, Tests, and Prompts: P.M.Unit Sample Written Test Sample Handheld Test Each student will Each student will progress through progress through leveled Precision leveled Precision Math Tests. Math Tests.

13 Quizzes, Tests and Prompts: Precision Math tests to assess acquisition of basic facts through nine. Precision Math tests to assess fluency of basic facts through nine. Handheld Computers in the Learning Center Handheld Computers in the General Education Setting

14 Quizzes, Tests and Prompts: By using handheld computers, students have the capability of instantly “beaming” their results to their teacher. Through a handheld software program called “Quizzler Pro,” teachers have the capability of automatically exporting these test scores into their electronic grade book.

15 Conclusion Upon completion of this nine-week long unit, the vast majority of students at Wilson Elementary have not only experienced success in their understanding of the concept of multiplication and their acquisition of the basic facts, but have also come to recognize how multiplication is a critical step in their “Math Learning Stairs.” This vital step is essential for all future math learning.

16 Back to Miss Larsen's Website Back to Miss Larsen's Website Back to Projects Page


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