Space Unit Plan for Gifted Education

Crystal Bennett

Kennesaw State University

Space Thematic Unit for Gifted Fourth Grade Math

Content Standards Addressed in Unit:

4.MD.A.3: Apply the area and perimeter formulas for rectangles in real world and

mathematical problems.

4.MD.2 Use the four operations to solve word problems involving distances, intervals of

time, liquid volumes, masses of objects, and money, including problems involving simple

fractions or decimals, and problems that require expressing measurements given in a

larger unit in terms of a smaller unit. Represent measurement quantities using diagrams

such as number line diagrams that feature a measurement scale.

4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number

names, and expanded form. Compare two multi-digit numbers based on meanings of the

digits in each place, using >, =, and < symbols to record the results of comparisons.

Lesson 1: Introduction to Unit and Pretest

Pretest: Students will take GO Math! Personal Math Trainer: Place Value and

Measurement pretest on their assigned laptop. The teacher will print a report of the pretest, and

students will be placed into two groups, developed and advanced, based on readiness,

performance and pretest results.

Please note that students are unware of developed gifted and advanced gifted group

terminology. I allow my groups to collaborate and come up with a creative, unique group name

that I use in my actual lessons.

This is a sample shot of the platform for the online 20 question pre and post assessments

students take in their GO Math: Personal Math Trainer.

Introduction: With the whole-group, the teacher will complete an interactive KWL chart

with students using Activinspire. The teacher will place the word “Space” on the board, and

students will share all that they know about space, what they have learned about space, and what

they want to learn about space. The teacher will scaffold thoughts to show variety use of the

word space. Then, the teacher will have the students make a circle. Using the foundation of the

childhood game “Hot Potato” a ball will be passed around and each student must find a new

word to describe space that is not listed in the KWL chart. Using the words from the KWL and

ball activity, a Padlet will be created for students to share online an interactive word wall of

space. Students can includes photos, videos, words, and thoughts about space in the interactive,

technological Padlet site throughout the thematic unit. To conclude the introduction, students

will reflect in their math journal by synthesizing about different ways space can be interpreted

and found.

Lesson 2: “What does that SPACE mean?” (Place Value)

Standard: 4.NBT.2 Read and write multi-digit whole numbers using base-ten

numerals, number names, and expanded form. Compare two multi-digit numbers

based on meanings of the digits in each place, using >, =, and < symbols to record

the results of comparisons.

When students enter, the teacher will have an ordered set of lengths, but a digit in each

length will be missing. Students will collaborate with their group to come up with a possible

answer to the missing numbers. Answers will be shared, and the teacher will use a whole-group

setting to discuss the value of the missing spaces in numbers. It will be noted the importance of

this as it relates to money and real-world application. Then, students in the developed group will

complete the GO Math: Place Value Puzzle Task in which they have to identify the appropriate

space each number is meant to go to make the puzzle true. Students will see the importance of

place value and why each missing space must be closely examined in order to determine the

appropriate number. Students in the advanced group will complete the GO Math: Place Value

Period Poser. In this activity, students not only have to know the value of the digits but they have

to interpret the value within a numerical period to solve the riddles. At the end of the activity,

students are challenged to create their own period poser riddle. Students will recognize the

importance of each digits place value and how it relates to period spaces in math.

Upon completion of the assigned activity, students can add to the Padlet new meanings of space.

To assess students understanding and mastery of place value, the students will work with

one other peer within their subgroup to complete the Place Value List Menu Challenge

(Westphal, 2007). In this project, students will create, research, and explore a varied combination

of activities that involve place value. The teacher will use the all-purpose rubric to assess

understanding (Westphal, 2007). In addition to completing the assignment, students will do peer

feedback of other students presentations using the feedback rubric below (Westphal, 2007).

Within the comment section of the feedback, students must right one comment that shows how

the presenter related our theme of space to place value. New relationships will be document on

the collaborative technology site Padlet.

Peer Feedback Form

Place Value Challenge

Place Value Challenge Rubric

Lesson 3: “Space on Yourself” (Length)

Standard: 4.MD.2 Use the four operations to solve word problems involving

distances, intervals of time, liquid volumes, masses of objects, and money,

including problems involving simple fractions or decimals, and problems that

require expressing measurements given in a larger unit in terms of a smaller unit.

Represent measurement quantities using diagrams such as number line diagrams

that feature a measurement scale.

Students will enter the lesson with a picture of the ancient landmarks, such as the

pyramids, will be on the board. In whole-group discussion, students will be asked how people

knew how to measure before standard units. Then, students will complete the Go Math: Unusual

Measures. This assignment will be completed by both groups to make connections about length

of space and self. Students are asked to use certain body units to estimate measurement.

Although the overall goal of the space theme is for students to recognize the multiple

ways and areas space can be, I also hope that students can relate space by addressing two

affective issues, valuing and organizing. By assessing the work and presentation of others, they

will see the value and worth of another person’s idea, thing, and creation. By doing this, the

emotional connection can occur as Maker and Schiever suggested in their affective taxonomony,

a true commitment to value can occur (Karnes, Bean, 2005). Furthermore, by having to identify

the value of a digit and the importance of organizing numbers to create a specified sequence,

students can build their valuing and organizing skills. To connect to self, students will assess

their current level of value and organizing my completed a journal prompt that has open ended

parts. Within the journal, students will list and describe something of value to them and

something they feel they must prioritize and categorize to stay organize. Then, upon completing

of the space unit students will revisit the prompt to assess growth.

Lesson 4: “Do you have the SPACE?” (Area and Perimeter)

Standard: 4.MD.A.3: Apply the area and perimeter formulas for rectangles in

real world and mathematical problems.

Students will view a motivational Perimeter and Area video song (K6Elearning, 2013).

Then, using the Go Math Interactive Flipchart, the teacher will provide an in-depth, higher order

thinking level instruction on area and perimeter to the whole group. Then, students will use their

assigned laptop to complete interactive area and perimeter tasks. The developed group will apply

concepts of area and perimeter to assess real-world area and perimeter questions through an

interactive castle journey (E-Learning for Kids, n.d.). The advanced group will be given more

challenging tasks to complete by having to analyze higher-order questions involving shapes that

become more irregular throughout the game (Mcgraw, 1999). To assess students’ knowledge of

area and perimeter, students will complete the My Favorite Space home connection project.

Students will choose a technology presentation and builder tool from a choice board to create a

floor plan of their favorite space. A complete description of the space inside, around, and outside

must also be included. Additionally, students will formulate questions to ask peers on rather or

not there is enough space for certain items within certain locations of their floor plan. After all

students have presented projects, the whole-group will revisit the Padlet word wall to add more

connections about space.

My Favorite Space: Area and Perimeter Home Connection Project

Directions: Students will create a floor plan of their house, or favorite space, and measure lengths to solve area and perimeter of at least 6 rooms. Students will describe the space inside, around and outside. Then, students must formulate four questions to ask their peers on rather or not there is enough space in certain spaces for objects to go. Students may decide what presentation tool or method they would like to use to display their project using the choice board below. Additional information on Area and Perimeter can be found on Mrs. Bennett’s website, the GO Math online portal, and the GO Math text.

Technology Presentation Choice Board (Please choose one tool)Geo Sketchpad PowerPoint Google Slides

Sketch and Calc Lucid Chart Paint

Cacoo Twiddla Dabbleboard

*Student Choice (Must be approved by teacher)

Scoring Requirements No Credit (0) Partial Credit (5) Full Credit (10)

Student does not use appropriate presentation tool.

Students uses a presentation tool, but does not use all

elements in a creative manner.

Student uses presentation tool thoroughly, creativity, and appropriately. Presentation shows deep understanding and interpretation of space.

Student does not find area and perimeter.

Student finds area or perimeter but not both. OR

Student does not find the area and perimeter of all 6 rooms.

Student finds and displays area and perimeter of at least

6 rooms.

Student does not formulate peer questions about adequate space for items.

Students formulates some questions about adequate

space for items.

Student formulates at least four word problem questions

about adequate space for items.

Student shares presentation with little confidence and understanding of Area and Perimeter concepts.

Student shares presentation with some confidence and understanding of Area and

Perimeter concepts.

Student shares presentation with strong confidence and understanding of Area and

Perimeter concepts.

Due: _____________________________________

Interdisciplinary Space Study

In collaboration with my two co-teachers, students will assess space in writing and

reading. Also, students will assess space as it relates to ecosystems and endangered species

running out of space. Students will explore space in the solar system, and how there are different

forms of space by looking at atmospheres. Likewise, students will explore geographic spaces in

social studies as well as timeline spaces in history. The interdisciplinary study of space is to

provide students with rich learning activities to see how thematic units can be connected across

curriculum domains.

Conclusion

Upon completion of all assignments and activities. Using Ipads, students will reflect upon

the Padlet word wall and design a graphic organizer or concept map that shows relationships

among space in multiple areas. Students will think of other upcoming math units and how space

can be demonstrated in those units. In whole-group, the teacher will reopen the KWL chart from

the introduction and we will complete the “Learned” section of the chart. Then, students will

summarize what they learned about space in a in-depth reflection in their math journal.

Post-Test

Students will take GO Math! Personal Math Trainer: Place Value and Measurement

posttest on their assigned laptop and complete a Go Math: Building Bedrooms cumulating task

similar to their home connection project. These assessments will show mastery of content

concepts. The teacher will print a report of the posttest and any needed remediation will occur as

needed. The teacher will continue daily morning spiral reviews to constantly reflect on content.

Post Test Assessment Go Math

Go Math: Building Bedrooms

Cumulating Task

References

E-Learning for Kids (n.d.). Castle in the Clouds: Area & Length [Flash game]. Math World.

Retrieved September 14, 2015, from http://www.e-learningforkids.org/math/lesson/castle-in-

the-clouds-area-length/

Houghton Mifflin . (2010). GO Math. Orlando: Harcourt Publishing Company.

K6Elearning. (2013). Perimeter and Area Song [Video file]. Retrieved

September 14, 2015, from https://www.youtube.com/watch?v=Xk-PyhjFWw4

Karnes, F., Bean, S. (2015) Methods and material for teaching the gifted. Waco. Prufrock Press

Mcgraw, R. (1999) Exploring Area and Perimeter [Java game]. A Unit for Tech

Prep Mathematics Courses. Retrieved September 14, 2015, from

http://www.indiana.edu/~atmat/units/area_perimeter/area_o.htm

BIBLIOGRAPHY Westphal, L. (2007). Differentiating Instruction with Menus: Math. Waco: Prufrock Press Inc.