What's the Story? Unit Plan

Intel® Teach Program

Essentials Course

© 2008 Intel Corporation. All Rights Reserved. of 5

WWhhaatt’’ss tthhee SSttoorryy??

Unit Author

First and Last Name Heather Carver

School District SMR

School Name Harrisfield Primary School

School City, State Vic.

Unit Overview

Unit Title

What’s the story? – Multiplicity!

Unit Summary

In this unit students will explore multiplication in the environment and literature. They will develop a narrative or

procedural text that has multiplication, its language, notation and rules, as part of its story line. Students’ story will

encompass multiplication concepts appropriate to their level of achievement/development. The can present this

story in a choice of media.

Subject Area

Mathematics and English

Grade Level

Grade 3 & 4

Approximate Time Needed

2 week unit – with approx 3 hours each week

Unit Foundation

Targeted Content Standards and Benchmarks

LEVEL 2

They add and subtract one- and two-digit numbers by counting on and counting back. They mentally compute

simple addition and subtraction calculations involving one- or two-digit natural numbers, using number facts such

as complement to 10, doubles and near doubles. They describe and calculate simple multiplication as repeated

addition, such as 3 × 5 = 5 + 5 + 5; and division as sharing, such as 8 shared between 4. They use commutative and

associative properties of addition and multiplication in mental computation (for example, 3 + 4 = 4 + 3 and 3 + 4 + 5

can be done as 7 + 5 or 3 + 9).

LEVEL 3

They devise and use written methods for:

whole number problems of addition and subtraction involving numbers up to 999

multiplication by single digits (using recall of multiplication tables) and multiples and powers of ten (for example,

5 × 100, 5 × 70)

division by a single-digit divisor (based on inverse relations in multiplication tables).

They devise and use algorithms for the addition and subtraction of numbers to two decimal places, including

LEVEL 4


Essentials Course


They create sets of number multiples to find the lowest common multiple of the numbers. They interpret numbers

and their factors in terms of the area and dimensions of rectangular arrays (for example, the factors of 12 can be

found by making rectangles of dimensions 1 × 12, 2 × 6, and 3 × 4).

Students identify square, prime and composite numbers. They create factor sets (for example, using factor trees)

and identify the highest common factor of two or more numbers. They recognise and calculate simple powers of

whole numbers (for example, 24 = 16).

Personal Learning Standards!!!!

Student Objectives/Learning Outcomes

Students will understand that mathematics is a way of describing the world around us. It uses a language with a

set of conventions and notational representations. Students will demonstrate a multiplication concept or rule in a

real life situation and develop a story with visual and literal representation.

Curriculum-Framing Questions

Essential Question

• What’s the Story? – How do we share our experiences? How can we communicate?

Where’s the pattern?

Unit Questions

• How can we communicate the patterns and ideas we see around us in number?

• How can I communicate a number idea so that others can understand me?

• What does a number sentence represent?

Content Questions

•

• How can we write in maths what we think in English?

• What is multiplicity?

• Where is multiplication in the world around us? How can multiplication help us?

• What are Factors? Factorials? Integers? Square Numbers? Combinations?

• Maybe a bit more specific to the appropriate algorithm

Assessment Plan

Assessment Timeline


Essentials Course


Before project work begins Students work on projects

and complete tasks

After project work is

completed

VCAA On

Demand adaptive

test in number.

VCAA On

Demand Linear

Test at

appropriate level

for multiplication

as indicated from

the adaptive test.

Survey Monkey

(linked in blog)

Class blog entry –

KWL

http://whatsthest

ory.globalstudent.

org.au/

Mathematics Goal

Setting recorded

on class wiki

Class Blog entry

setting personal

learning goals in

mathematics

Student progress

checklist

Multiplicity Self direction and progress checklist.docx

Rubric – to guide

work

Multiplicity Story Rubric—Gr 3-4.docx

COW graphic

organizer for

after walk

What's the Story_Where's the Maths_COW.pdf

Checklist for

teacher

observations

during working

sessions.

Teacher observation checklist.docx

Final

performance/pro

duct.

Rubric used to

assess work

What's the Story_rubric_v1.0.htm

Assessment Summary

We will be using some standardised formative and summative assesments provided by the VCAA – through the On

Demand Testing site. We will be using a graphic organiser on the class blog for students to self assess and a KWL

chart to help them choose areas to explore. A rubric will be used to help guide their work and to assess their final

product. They will make regular comments in their personal learning journal and in the class blog regarding their

progress and efforts. As a class group they will develop some personal learning rubrics to use to assess their efforts

at self managing, directing and assessing their work.

Unit Details

Prerequisite Skills

This unit aims to provide differentiated instruction and opportunities for students based upon their entry level

conceptual understandings of multiplication. They will however need to have a basic grasp of either procedural text

or narrative text writing or both, although some instruction/assistance in this will also be provided.

Instructional Procedures

PRE UNIT ASSESSMENT - ODT


Essentials Course


Introduction

multiplicity.pptx

ENGAGE

Whole group – Read Annos Multiplying Jar to the whole class.

EXPLORE

Maths walk – where is the maths? (Finding examples of multiplication around the school/local precinct etc.)

Draw pictures of multiplication around us – write the word sentence- write the matching equation.

Read a range of other picture story books (List here) – in small group discussions – where’s the maths in the story?

Share their book with the class.

Self pre assessment survey monkey online

Use student blog to set goals – maths and personal learning

Find partners – with similar goals and interests/teacher chooses record on the class wiki

EXPLAIN

Use Jenny Eather’s Math’s dictionary and other online resources to learn about the concept or skill.

Workshops on each of the multiplication concepts students are exploring will be held during the first week of the

unit. Students will be expected to attend the appropriate one. And / or students access a podcast that teacher or

other students have made. These would be accessed through the wiki . and workshops from the teacher for explicit

instruction.

ELABORATE

Use Unit wiki to choose an appropriate scenario/project to write a narrative or procedural text that has

multiplication concept they are exploring in it.

Write text and illustrate using any media they choose: Make a book, Make a Digital Story (photostory/ animoto/

PowerPoint etc) , Make a movie (acting it out) Make an animated movie (Stop Go animation), Make a digital

animation (eg Kahootz, PowerPoint, Scratch, etc)

Post group time lines and roles on their personal blog and List topic on the class wiki

EVALUATE

Survey Monkey for self assessment

Sharing time for peer and teacher review

Present to appropriate audience – other grades (narrative texts) , teachers (some of the procedural texts)

POST UNIT – Students can re-sit the ODT Linear test to assess their achievement of their mathematics goals mark

off on personal VELS achievement record.

Accommodations for Differentiated Instruction

Special Needs Students

One on one support will be required for students with low reading ailities to complete all of

the online assessment elements. As the content will be directed at the students level of

ability the major support students will need is with writing conventions of their stories. The

abilitiy to use an mp3 player to record their storyfor podcast, movie or digital story will

assist here. I would still expect most students to write a draft which allows students to

further their english conventions skills but the final product will not identify the

diferentiation required.


Essentials Course


Nonnative Speakers

One on one support will be required to complete the personal self assessment prior to the

unit and the ODT’s.

Gifted/Talented

Students

Gifted and talented students have the opportunity to work independantly, research their

topic and create a product that reflects their skills and level of achievement and

understanding.

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)

Camera

�Computer(s)

� Digital Camera

DVD Player

� Internet Connection

Laser Disk

� Printer

� Projection System

Scanner

Television

VCR

� Video Camera

Video Conferencing Equip.

Other

Technology – Software (Click boxes of all software needed.)

Database/Spreadsheet

� Desktop Publishing

E-mail Software

Encyclopedia on CD-ROM

Image Processing

� Internet Web Browser

� Multimedia

Web Page Development

� Word Processing

Other

Printed Materials

A range of picture Story Books:

Essential: “Anno’s Multipying Jar”, Mitsumasa Anno;

Suggested only: “Patterns in Peru – An Adventure in Patterning” C. Neuschwander,

Henry Holt & Co, New York, 2007;

Multiplying Menace – The Revenge of Rumplestilskin, Pam Colvert, Chalsebridge,

Watertown MA, 2006;

Supplies

A variety of materials need to be availalble as students will be selecting the final

presentation. Once decisions have been made by group then the teacher will need to

collect them together – paper, drawing media, plasticene, fabric, cardboard, glue, etc

etc.

Internet Resources All websites will be listed on the Unit wiki: http://multiplicity.pbwiki.com

Other Resources If desired a walk around the local community – outside of the school grounds would be

a useful addition to the schoolground walk.

Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.

Copyright © 2008, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are

trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

What's the Story? Unit Plan

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