ASSIGNMENT#3:CONSTRUCTIVISMANDELEARNINGFINALASSIGNMENT

MATHEMATIZINGCONSTRUCTIVISM1

Unit:Decimals,FractionsandPercentagesin
RelationtoArea.
Grade7/8

By:SarahIrwinGibson&LauraHall
ETEC530:Constructivism

SubjectofUnit

Fractionshelpustosolveproblemsintherealworld.

LengthofLesson

5x45minutelessons

PLOConnections:
BigIdeasfromtheNewBC
Curriculum

Dataenableustodrawconclusionsandmakepredictionsinanunstableworld.(Math)
Wecanapplymathematicstoinquiryquestionsanduseittocommunicateinformationanddata.(Math)
Exchangeideasandviewpointstobuildsharedunderstandingandextendthinking(LA)
Studentswillexaminesignificantculturalachievements(Socials)
Artistsoftenchallengethestatusquoandopenustonewperspectivesandexperiences(ArtsEducation)
Creativegrowthrequirespatience,readinesstotakerisks,andwillingnesstotrynewapproaches.(Arts
Education)

Mathcontent:

logicandpatternstosolvegamesandpuzzles
operationswithintegers(addition,subtraction,multiplication,division,andorderofoperations)
multiplicationanddivisionfactsto100(extendingcomputationalfluency)
discretelinearrelations,usingexpressions,tables,andgraphs
circumferenceandareaofcircles
relationshipbetweendecimals,fractions,andpercents

UnitObjectives

1.
2.
3.
4.

Toactivelyparticipateandworkcollaborativelyinsmallgroupsbothonlineandfacetoface
TouseMathlanguagetodemonstrateunderstanding
Toapplymathematicalconceptsfrompreviousunitstofurthertheirunderstandingofrealworld
situations
Todemonstratecreativitythroughthecommunicationoftheirunderstanding

ASSIGNMENT#3:CONSTRUCTIVISMANDELEARNINGFINALASSIGNMENT
MATHEMATIZINGCONSTRUCTIVISM2

PROCDUREOUDROULEMENT
Lesson#1

TheoreticalFramework

10minutes

Accessingprior
knowledgefollowing
Barnesfirststage,
focusingstudentsand
presentingpreliminary
knowledgearoundtopic.

10minutes

15minutes

Teacher:
Hook:
Introduceartistbypostingfourof
Mondrianspaintingonthewhiteboard.

Classroomdiscussionfacilitatedbythe
teachertohelpcategorizeprior
knowledgefromwordsandimageson
theboard.

Students:

Materials:

Students circulate to view all four paintings

around the room andfillin theirideasonwhat
the next unit will be using their white board
markers to write key ideas and images that
cometomind.

Students participate in conversationtosupport

classificationoftermsandimages.

FourdifferentMondrian
paintings
Whiteboardmarkers
Tape/Magnets

Whiteboard
Whiteboardpens

Creatingacommunityof
learningthrougha
collaborationmindset
(Fosnot,2013,66%).

Content:
Explainandexploretheconceptswritten
ontheboard.Teacheruseofwhiteboard
toclassifyideasasstudentstalktocreate
visualconnections.

Classroom discussion looking at how

fractions, percents and area can be used to
supportconstructionofabetterunderstanding.

Decentralizingtheroleof
theteacherinorderto
facilitateanenvironment
ofcollaborationand
creation(Fosnot,2013,
4%&66%).Allstudents,
regardlessoftheirability
canaccessfromtheir

Webquest:
Divideclassintogroupsof3factoringin
studentsability.
GuidingquestionstofacilitateMath
congressdiscussion[postonboard]:
1. Inwhatwaysdofractionsrelate
toMondriansartwork?
2. Whatmathematicalconceptsdo
youconnecttothistopic?

Understanding fractions in relation to

Mondrian. Students work collaboratively in
small group to fill in missing fractions based
onimages.

iPads
Smallwhiteboards.
Markers
MathNotebooks
Pencils
Webquestlink
accessibleforstudents

ASSIGNMENT#3:CONSTRUCTIVISMANDELEARNINGFINALASSIGNMENT
MATHEMATIZINGCONSTRUCTIVISM3

developmentallevel
(Vygotsky,1978).
10minutes

Mathcongressconceptas
seeninFosnotchapter10
(2013,58%).

MathCongress:

Opportunityfor
studentstosharetheirdiscussionsand
responsestothequestions,asexplored
duringthewebquestactivity.

Students listen to class discussion and

participatewhengroupisgiventhefloor.

Nomaterialsnecessary.

Athometask:
Findareallifesituationwhereyoufindpatternsandrepetitioninphysicalthingsinlife.Ex.Awellgroomedgarden,aislesingrocerystores.

Lesson#2

TheoreticalFramework

10minutes

Bringinginreallife
connectionswillhelp
studentstobuildfrom
withintheircurrent
understanding(Pritchard,
2014,p.70).

25minutes

WorkingwithMath
workshoppartners
(Fosnot,2013,56%).

5minutes

Teacher:
Hook:
Discussfindingsfromhomework.
Writeoutmindmaponboardtohelp
visualizetheconnections.
Assesswhodidanddidntunderstand
basedonwhattheyshare.

Activity:
Studentswillbegivenasetoftiles,laid
outlikeaMondrianpieceofart.
Togethertheywilllooktoquantify
eachcolour,writingthemasdecimals,
fractionsandpercents,whilereflecting
ontheareatheyrepresent.
Provideeachgroupwithalaminated
tableforthemtofillin.
PostActivity:

Students:

Materials:

Contributetodiscussionandsharetheir
discoveries.

Workthroughsampleexample,giventhetiles
provided.Discusscollaboratively

Studentswalkaroundtheroomindiscussion
partnersexploringtheothergroupswork,

Whiteboards
Markers

Laminatedsheet(%,
decimalandfraction
columnsvs3colours)
Tiles
setinpattern
Whiteboardmarkers

Nomaterialsneeded

ASSIGNMENT#3:CONSTRUCTIVISMANDELEARNINGFINALASSIGNMENT
MATHEMATIZINGCONSTRUCTIVISM4

5minutes

Activityfairgoaroundandfindout
informationfromothergroupsin
discussionpartners.

lookingforsimilaritiesanddifferencesin
stepstaken.

ExitSlip:
Discussasaclasswhatwaseasy?
wheredidwegetstuck?Couldthisbe
usedinourlives?Whatsectiondoyou
feelthatyouneedtocontinuetowork
ontofeelsuccessful?

Studentsreflectontheirownabilitylevel

withintheirunderstandingofthe
interrelationshipsbetweenfractions,decimals,
percentagesandareaindicatingareasof
strengthandareastocontinuegrowth.

Exitsliphandouts.

Athometask:
Optionalreviewofconceptsusing
IXL
or
KhanAcademy
toreviewrelationshipsbetweenfractions,percentagesandarea.

Lesson#3
15minutes

25minutes

TheoreticalFramework

Teacher:

Students:

Materials:

ExploringRenner(1982)
stageoneandtwo(Sunal,
n.d.).

Hook:
Guidedlessonthroughexamples
workedthroughinL#2.Apply
strategiesfromlastclassandreview
mathspecificterminologyand
formulastosupportunderstanding.

Workalongsidetheteachertoexplorethe
givenMondrianexampleandrecord
informationaccordingly.

Investigatethisnew
knowledgeandcreatetheir
ownexampleinorderto
extendtheirunderstandings
(Sunal,n.d).

Levelingworktohelp
studentsfindappropriate

Activity:
Studentswillcreateavisualmodel
forasituationwithfractions(similar
toFSAquestionwithmultiple
fractionsremovedorapplied)

Studentsworkindependentlyorinpeer
learningpairstocreateanexampleof
Mondriansartwork.Selfassesstheir
understandingastheychoosewhatlevelthey
willworktomeet:
Red:3colours,allvaryingpercentages
Yellow:4colours,allvaryingpercentages
Green:5+colours,ofvaryingpercentages

LargeWhitePaper
Sharpies
ColouredMarkers

Mondrian
example
Whiteboard
Whiteboardmarkers
MathNotebook
Pencils

ASSIGNMENT#3:CONSTRUCTIVISMANDELEARNINGFINALASSIGNMENT
MATHEMATIZINGCONSTRUCTIVISM5

levelsoftension.
redefiningwhatisfairfor
studentslearning(Cooper,
2011).
5minutes

Mathcongressconceptas
seeninFosnotchapter10
(2013,58%).

MathCongress:
Opportunityforstudentstosharetheir
discussionsandresponsestothetask.

Selectapartnerfromthesamecolourlevel
grouptoshareworkandstrategiesusedto
createart.

WorkCreated
Notesfromprevious
activity

Lesson#4
5minutes

TheoreticalFramework

40minutes

Opentoindividual
creativity,leadstotimeof
reflectionthatwillsolidify
theirpersonalunderstanding
offractions,decimals,and
percentagesgivenarea.
Gooduseofsearchingfor
patterns(Karplus,1979as
seenin(Sunal,n.d)).

Teacher:

Students:

Hook:
Asaclass,lookatgoogleearth
examiningthevisuallookatstreet
plans.

Studentswillparticipateindiscussion
examiningthedifferentelementspresentin
GoogleEarthview.

Activity:
Cityplanning.Studentswillallbe
providedalistofcomponents
includingfractions,percents,
decimalsandareatocreatetheircity
view.Individuallyorinpairs,
studentswilldemonstratetheir
understandingthrougheffectiveuse
ofconceptsintheircityplanning
design.

Studentswilldecideiftheywouldliketo
workindividuallyorinpairs.Studentswill
beprovidedaworkperiodtoworkwith
manipulatives,planouttheircityblocksand
constructtheirfinalproduct.

Materials:

Laptop
Projector
GoogleEarth

PlanningSlips
LargePosterPaper
ScrapPaper
Tiles(forTactile
Students)
Markers,pens&
pencils
Rulers
Gridpaperguides

ASSIGNMENT#3:CONSTRUCTIVISMANDELEARNINGFINALASSIGNMENT
MATHEMATIZINGCONSTRUCTIVISM6

Athometask:
Completeactivityinpreparationforthegallerywalknextclass.

Lesson#5
45minutes

TheoreticalFramework

Decentralizedroleof
teacherandnonlinear
approachtoteachingto
facilitatestudents
understandingthrough
exemplifyingprinciplesof
Barnespublicstage
(Pritchard,Sunal,Barnes
andFosnot)

Teacher:
GalleryWalk:
Studentswillpresenttheirfinal
product.

Students:

Studentswillcirculatetoaskquestionsand
observetheirpeerswork.
Studentswillberequiredtocompleteaslip
indicating:
1. Whichworkdidyoumostlike?
2. Whichspacewasmosteffectively
utilized?
3. Selectoneworktoprovidea
suggestiontosupport/extend
studentsusageofspace.
4. Afterviewingeveryoneswork,
whatdoyouthinkthatyoucould
addtoyourowntobetter
demonstrateyourskills?

Materials:

Paper
Pens
Postits
Exitslip

ASSIGNMENT#3:CONSTRUCTIVISMANDELEARNINGFINALASSIGNMENT
MATHEMATIZINGCONSTRUCTIVISM7

VALUATION:

Formative:
1. Studentswillengageinclassroomdiscussion.
2. Exitslipstohelpguideinstructionsanddifferentiationofleveledworkforstudents.
3. Studentswillbeabletodiscussmultiplestrategieswhichcanbeusedandappliedwhenexploringpercentages,fractionsanddecimals
andtheirrelationshipwithareas.
4. Studentswillactivelyparticipateingroupdiscussions.
5. Studentswilleffectivelyselfreflectbydirectingthemselvestotherightleveledgroup.
Summative:

1.
2.
3.

StudentswillbeevaluatedontheirreproductionofMondrianandabilitytocommunicatetheirartthroughmathematicallanguage.
Studentswillbeevaluatedonthequalityoftheirworkaftereachstageandintheirfinalproductionofthecityplanningactivity.
Studentswillbeevaluatedontheirabilitytoprovideselfandpeerreviewalongwithcommunicatingtheirunderstandingof
mathematicalconceptsusingdifferentplatforms(i.e.throughart,mathematicalequations,orallyandtext).
Linktorubric.