Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St.

Georges

Mini Unit

Mathematics Grade 3

Haley Harbinson

October 17, 2019

Education 3501 Section KL

Darlene St. Georges

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Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
Unit Rationale

For the purpose of this mini unit the classroom is set up with high to medium level grade

three learners. There are twenty students within the class each with a diverse background. This

diversity consists of a multitude of different cultural backgrounds and a range of socioeconomic

status’. The school I am at has a range of different available technologies that are accessible to

anyone but in the case, they are not available I have provided a differentiation of the lesson without

the use of technology.

The purpose of this mini unit is for grade three students to gain an understanding of a variety

of ways to solve multiplication equations. Throughout this mini unit students will be exposed to equal

and unequal grouping, arrays, concrete and visual representations and repeated addition in order to

develop skills to solve 5 X 5 multiplication as per the Program of Study. I have carefully considered

these Specific Learning Outcomes (SLO) for my lesson plan so students are able to break down a

multiplication equation into a multitude of different forms. By the end of the unit students should be

able to understand and recall 5x5 multiplication facts. Multiplication is one of the four core concepts

in mathematics and is needed to progress knowledge further in mathematics. By the end of the mini

unit students should be able to answer, “what strategies are useful and valid for solving

multiplication?”. This inquiry question is important for the students because it gives the student an

idea of what they need to relate the taught material to. It also gives the students a question they

should be able to answer at the end of the unit to check their own understanding.

Within this mini unit I have chosen to use direct instruction, interactive instruction and

experiential instruction. I begin each lesson with a concept presented in the way of direct instruction.

This way students are able to get the necessary information to be successful in multiplication. As the

teacher I am also able to show some examples to the students as whole with direct instruction. As

the first lesson progresses, we move into interactive instruction. Students are put into pairs to
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Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
perform a worksheet. I use interactive instruction so the pairs are able to talk out what they may be

observing while creating repeated addition equations and multiplication equations. This way they can

ask each other questions they might have as well. Interactive instruction allows the students to

collaboratively work together to gain more knowledge then what they might have from the direct

instruction. In the second lesson after the direct instruction we move into experiential instruction.

This is where the students play a game on the computer. The students are able to apply their gained

knowledge to the game Math 3 Under the Sea. Students are able to create arrays through trial and

error within the game. This is how experiential learning is shown within the lesson.

Some considerations I made when creating my mini unit were how I was going to scaffold

from one SLO to the next lessons SLO. The prior knowledge students would have to have to be

successful in the task I have provided. I also considered some accommodations that some students

might need in order to be successful in the task. An example of this is having an aide for writing out

the notes or providing a student with the definition prewrote for them if they struggle with writing.

Another example would be having the students work individually if they are not comfortable working

in pairs. A final consideration I had when creating my mini unit was whether or not I should use

technology. I know that in some schools some technology isn’t available. For the purpose of this

lesson I decided to go with the use of technology because in most cases you will have access to some

sort of technology and thus you can modify the lesson to what is accessible.

Scholar-academic based learning and learner centered ideologies are embedded into my mini

unit. I have used these two ideologies because students need to be given the correct information, but

they also need the chance to try and fail. The basis of scholar-academic learning is to tell the students

the information then get them to do it. I show this through the direct instructional approach I have

taken within my lessons. The learner centered ideology on the other hand allows students to explore

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Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
their environment and options. I have shown this through the interactive and experiential instruction

within each of the lessons in the mini unit.

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 Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
LESSON PLAN

Grade Three
Lesson Title: Integration of Multiplication 1
Lesson Duration (mins): 40 minutes

Overview of lesson (150 words). Write a clear and concise paragraph that indicates what the lesson is, how it is
connected to the POS and what students will learn.

This lesson serves as an introduction to a unit on multiplication for grade 3 mathematics students. The purpose
of this lesson is to get students to engage in the similarities of repeated addition and multiplication. Students will
process their knowledge by creating visual and concrete representations of how they could model multiplication
through a worksheet on circles and stars. Students will gather evidence to show how repeated addition and
multiplication are similar through this worksheet. Basic principles of multiplication will be explored like relating
multiplication to repeated addition. By the end of the lesson students should understand the basic principles of
multiplication and how it relates to repeated addition, gather strategies that help to solving multiplication
equations and use symbols to show their understanding of multiplication.

Alberta Program of Study: Goals and Objectives. Carefully select GLO and SLO that pertain to your lesson. Do
not put in 10 SLO's just because you find a link. Choose selectively and think carefully about what is
achievable for students to learn by the end of the lesson/unit

GLO /GLE SLO/SLE

Develop Number Sense 11. Demonstrate an understanding of multiplication to 5 x 5
by:
 11.4: Relating multiplication to repeated addition
 11.3: Modelling multiplication using concrete and
visual representation, recording the process
symbolically

Critical Questions

The unit inquiry question guides the unit...at the end of the two lesson students must be able to respond to the
unit question. The inquire question is a broad question and is linked to curriculum outcomes

Unit Inquiry Question: What strategies are useful and valid for solving multiplication?

Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific questions.
These can facilitate dialogue, they can be used for formative assessment and can be used to facilitate
pedagogical discussion with your students. Guiding questions aim to provoke thinking and can be used for
share/pair activities. Guiding questions are just that - guiding. A lesson should have several guiding questions.

Lesson Guiding Questions

 What did you notice when doing each equation?

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 Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
 Is multiplication similar to addition?
 Does repeated addition do the same as multiplication?
 Did you notice any numbers that were repeated? Were the equations the same or different?
 Is multiplication more similar to addition or subtraction?
 Do you think order matters when putting numbers into the equation?

Learning Objectives
Students will…
 Create equations showing repeated addition through the use of a dice and drawings
 Formulate multiplication equations through the use of repeated multiplication.

Annotated Learning Resources List

These must be relevant and age appropriate and from a reliable source. If it is on online resource provide an
active link.. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what the
resource is and why you have chosen it. How does it support your lesson and student learning?

Resource #1: Marilyn Burns (2000) About teaching Mathematics: A K-9 Resource (p.196)
I used an activity idea called Circles and Stars from this book. I originally found this resource online rather than in
the book but to reference it I used the book the activity was taken from. This allows the students to work
together to create repeated addition equations as well as making the connection to multiplication. Simple
activity that is fun and engaging. With using a 6 sided die the students learn the different multiplication
statements that go up to 6x6. This activity allows for hands on learning through collaboration.

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…

 Dice
 Printed out Worksheet
 Manipulatives available
 Put desks in groups of two
 Smart. Board
 PowerPoint slides ready to move over to the smart board for easy access.
 Pre-determined groups of 2 created with Class Dojo
 White board markers for the white board to write out agenda.

Lesson Procedures

Introduction (4 min.):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate the tim
section

Hook/Attention Grabber:
 Begin lesson with “Hocus Pocus… Everybody Focus” (1 minute for students to get settled)
o teacher will also set timer on board for students to calm down this will be set for the 1 minute

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 Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
o This gives students a chance to respond back to the teacher prior to the teacher starting the intro
to the lesson.
 Teacher will go over a written agenda on the board as to what the students will be doing in the period. (1
minute)
 As a group students and teacher will discuss what they learned last class. Previous class we briefly talked
about what repeated addition looks like but now we will be applying it. (2 minutes)

Expectations for Learning and Behavior

 In accordance to the Math POS, students will value and respect the diversity of students’ experiences and
ways of thinking
 In accordance to the Math POS, Students will attach meaning to what they do and find ways to construct
their own meaning to the math.
 All students have an equal opportunity to participate in activities and discussions
 Students will show their understanding through handing in the worksheet at the end of class
 Students will show respect to all individuals by listening attentively and being quiet.
Transition to body: teacher will pull up the new slideshow and hand out the worksheet while students get out a
pencil.
Body (25min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher
picks up this lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and transitions in
lesson. Indicate timing of each section. Identify teaching strategies, organization of class etc. How and when
are you using formative assessment in your lesson? Indicate differentiation and accommodation in the
provided tables

Steps and Procedures Identify Teaching Strategies: ex. Direct

Using Direct Instruction (pull up PowerPoint slides)
 Explain what multiplication is
o First number is how many groups there are
3x2=6. Thus, there are 3 groups in this equation
o Second number is how many items there are in
each group 3x2=6. Thus, there are 2 items in each
group
 Break down the equation format
o What is a group and how many items are within
each group?
 Teacher will explain the worksheet students will be going
through and do two examples of what they will be doing
 After examples students will be put into pairs (pre-
arranged pairing prior to class so just pull it up on smart
board)
instructions, pair/share, jigsaw, whole group
discussion etc. When will you use these and
why?
Direct Instruction: I will be using direct
instruction at the beginning of this lesson to
ensure students are able to know the
objective of the lesson. Students will be given
a sheet of paper with room to write the
definitions during this time. I believe this is
the best strategy to use for math concepts to
make sure they are getting the correct
information and then they are able to ask
questions before, during and after
Interactive Instruction: I chose interactive
instruction for the rest of the lesson because I
think having a partner to discuss your findings
is a good way to learn the concept. Students
are able to compare their answers

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 Curriculum and Instruction Mini Unit Assignment
Transition: students will move into their groups, the first
partner will grab the dice and the worksheets will be handed
out prior to class starting. Students are allowed to work at
their desks or on the carpet area as long as they are
working… if students aren’t working then everyone works at
their desks with their partner. The noise level in the room
should be at a medium level so students are able to discuss
with one another what they are seeing during the activity.
Interactive instruction (Worksheet to be handed out prior to
class starting)
 In Pairs using one dice the students will follow the work
sheet provided. There are 7 different rounds on the
worksheet but this is mainly for students who might be
faster. Students should accomplish at least 5 rounds in
the allotted 25 minutes
 The first partner will roll the die. This will be how many
circles the pair will each draw on their worksheet. This
also represents the number of groups.
 The second partner then rolls the dice. This represents
how many stars will be drawn in each circle. This is the
item number.
 After the pair will count how many stars they have and
write it at the bottom of their picture.
 From the picture drawn by the students, the students
will make a repeated addition equation. If there are 4
stars in each circle and three circles, then the equation
would be 4+4+4= 12
 From the repeated addition equation, the students will
create a multiplication equation.
 Students will hand this worksheet in at the end of class,
this will give the teacher an idea of where to go next in
the learning process.
o Formative Assessment
 During the activity walk around the classroom and
observe how and what the students are doing.
Differentiation
 If students struggle with writing or drawing on the worksheet, then there will be manipulatives available so
they can group and itemize the equations created in pairs. The students can then take a picture of their
grouped manipulatives. This way the teacher can see they are understanding the work or if they need help
with the objective.
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Fall 2019 Darlene St. Georges
Assessments
Indicate what these will be and when you
would use them.
Formative: Example: Observation/Anecdotal,
Student/Teacher conferencing, check list etc..
When will you administer these and why?
 During the lesson I will use
observation, the thumbs up and down
assessment and at the end of the
lesson students will hand in their
worksheet to show their
understanding of what we did in the
lesson.
 I will walk around the class during the
activity to ensure students are on task
and ask them guiding questions to
spark some conversation between the
partners.
 After the slideshow I will use the
thumbs up and down formative
assessment so that I know if I need to
go over some of the material or not
 After the worksheet is done the
students will hand in the worksheet so
I can see their work and where they
are at with the concepts we covered
and how to move along in my
teaching.
Summative Assessment: Example Rubrics,
quizzes test etc, projects
 At the end of the unit students will
have a test as a form of summative
assessment.
 Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
Consolidating and Closure: In this part of your planning you are providing time for ensuring that students
learned and understood what was intended in the lesson. If they haven't you will need to revisit your lesson
plan or re-teach (if necessary) Here you could provide an exit slip or walk through a guided whole group
and/or small group discussion. This part of the lesson can act also as a transition from lesson body into
closure...cleanup and getting ready for the next class. Don't forget to time this too and to indicate very
clearly how you will facilitate consolidation and closure. Provide Clear steps and indicate process. Often 5
mins is allotted for this section but that is not enough time. To consolidate, clean up and get students ready
for transition can take up to 10 - 15 mins depending on the lesson
 Students will put the dice away and clean-up work area (3 minutes)
 Partner 2 will put the dice away and all students will return to their desks.
 Students should be prepared to discuss what they saw.
 Discussion (5 minutes)
 What did you learn today?
 What is Multiplication?
 Have an example the students can answer after the activity
 Can someone tell me what it means to use repeated addition?

Reflective Notes: You will only fill out this section after your deliver your lesson.

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Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
Circles & Stars Worksheet

Name:______________________

In a group of two (pairs), you will create and show an equation using addition and
multiplication. Each pair will have one dice with numbers 1-6 on it. Partner 1 will roll the dice.
Whatever number is rolled each student will draw that many circles. Partner 2 will then roll the
dice. Whatever number is rolled the students will then draw that many stars inside each of the
circles.

Example: Partner 1 rolls a 4. (draw 4 circles). Partner 2 rolls a 3. (draw 3 stars in each circle)

How Many Stars: 12

Repeated Addition Equations: 3+3+3+3=12
Multiplication Equation: 3 x 4 = 12

YOUR TURN
Round 1
Draw:

How Many Stars:

Repeated Addition equation:

Multiplication Equation:

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Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges

Round 2:
Draw:

How Many Stars:

Repeated Addition equation:

Multiplication Equation:

Round 3:
Draw:

How Many Stars:

Repeated Addition equation:

Multiplication Equation:

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Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
Round 4:
Draw:

How Many Stars:

Repeated Addition equation:

Multiplication Equation:

Round 5:
Draw:

How Many Stars:

Repeated Addition equation:

Multiplication Equation:

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Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
Round 6:
Draw:

How Many Stars:

Repeated Addition equation:

Multiplication Equation:

Round 7:
Draw:

How Many Stars:

Repeated Addition equation:

Multiplication Equation:

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 Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
LESSON PLAN

Grade Three.
Lesson Title: Integration of Multiplication 2
Lesson Duration (mins): 40 minutes

Overview of lesson (150 words). Write a clear and concise paragraph that indicates what the lesson is, how
it is connected to the POS and what students will learn.

This lesson serves as a building block for grade three students to learn multiplication. The purpose of this
lesson is to show students how to use equal grouping and arrays in the multiplication process. Students will
show this by playing a game on the computer. Students will create arrays from a multiplication equation.
The students will also go through a stage where they choose if groups are equal or unequal. By then end of
the lesson students should be able to decipher between an equal and unequal group and create arrays from
multiplication statements. Arrays and equal groups are tools students can put into their toolbox for ways to
solve multiplication equations. To conclude the lesson students will do a short exit slip to show the
knowledge they gained throughout the lesson.

Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your
lesson. Do not put in 10 SLO's just because you find a link. Choose selectively and think carefully about
what is achievable for students to learn by the end of the lesson/unit

GLO /GLE SLO/SLE

Develop Number Sense 11. Demonstrate an understanding of multiplication to 5 x 5
by:
 11.1: Representing and Explaining multiplication using
equal grouping and arrays

Critical Questions

The unit inquiry question guides the unit...at the end of the two lesson students must be able to respond to
the unit question. The inquire question is a broad question and is linked to curriculum outcomes

Unit Inquiry Question: What strategies are useful and valid for solving multiplication?

Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific questions.
These can facilitate dialogue, they can be used for formative assessment and can be used to facilitate
pedagogical discussion with your students. Guiding questions aim to provoke thinking and can be used for
share/pair activities. Guiding questions are just that - guiding. A lesson should have several guiding
questions.

Lesson Guiding Questions

 How does the array help you solve the equation?
 What is an array

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 Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
 What is the difference between an equal and unequal group?

Learning Objectives
Students will…
 Create multiplication equations through arrays
 Identify what equal and unequal groups are

Annotated Learning Resources List

These must be relevant and age appropriate and from a reliable source. If it is on online resource provide
an active link.. If it a book, cite the book and author. Provide 2 -3 sentences (annotated) to indicate what
the resource is and why you have chosen it. How does it support your lesson and student learning?

Resource #1: http://www.learnalberta.ca/content/me3usa/flash/index.html?goLesson=8

This source allows students to go through different scenarios using multiplication. For the purpose of my
lesson we will use this source and go to the arrays tab. The students are able to formulate arrays based on a
multiplication statements. The students
Resource #2:
http://www.learnalberta.ca/content/memg/division01/array%20model%20for%20multiplication/index.html
This source creates a definition for multiplication using arrays. The students are able to see how an array is
created by using two different numbers. I would begin my lesson with this source to show how the array is
used in multiplication and go through two or three examples as a class.

Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…

Manipulatives (if laptop cart isn’t available)

Graph Paper
Laptop Carts
Printed off exit slip with a gridded area for array drawing
Smart board
PowerPoint Slide
Whiteboard markers
Lesson Procedures

Introduction (5min.):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate the tim
section

Hook/Attention Grabber
 Say: Hands on the Top, students respond with ‘That Means stop’ to gain students attention then go
into Group Discussion. (1 minute) this allows students to focus on the teacher and get settled before
teacher begins talking

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 Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
 As a group teacher and students will discuss what we learned last class. (We learned what
multiplication is and how it is related to repeated addition through a Circle and Stars worksheet). (2
minutes)
 Ask questions on what multiplication is, go over previous examples from last class. (2 minute)
Expectations for Learning and Behavior:
 In accordance to the Math POS, students will value and respect the diversity of students’ experiences
and ways of thinking
 In accordance to the Math POS, Students will attach meaning to what they do and find ways to
construct their own meaning to the math.
 All students have an equal opportunity to participate in activities and discussions
 Students will demonstrate their learning through an exit slip done at the end of class.
 Students will show respect to all individuals by listening attentively and being quiet.

Transition to Body: students will be handed a new handout for the days definitions and will then take out a
pencil to get ready to take notes. While students are doing this the teacher is pulling up the PowerPoint
slides for the days instruction.

Body (25min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute
teacher picks up this lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and transitions in
lesson. Indicate timing of each section. Identify teaching strategies, organization of class etc. How and
when are you using formative assessment in your lesson? Indicate differentiation and accommodation in
the provided tables

Steps and Procedures Identify Teaching Strategies: ex. Direct

Direct Instruction (7-8 minutes)
 The below will be made onto a PowerPoint
slide that the teacher will go through with the
students, giving them time to copy down the
definitions
 Define what an array is:
o Set of numbers (or objects) arranged in
rows or columns.
 Define what an Equal Group is:
o Groups that have the same number of
items
instructions, pair/share, jigsaw, whole group
discussion etc. When will you use these and why?
 Direct instruction: I have chosen direct
instruction because I feel it is the best
method to ensure students get the
definition you want them to use. It gives
them the opportunity to ask questions if
needed.
 Experimental Instruction: I have chosen
experimental instruction because I think it
is important for trial and error to occur.
What better way than in a game setting.

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 Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
o Example = two groups with 4 in each Assessments
group Indicate what these will be and when you would
 Defined what an Unequal Group is: use them.
o Groups that have a different number of
items in each Formative: Example: Observation/Anecdotal,
Student/Teacher conferencing, check list etc..
o Example= one group has 4 and the other
When will you administer these and why?
group has 7
 During the direct instruction students will
 Show how it can be used in multiplication
be asked to answer some questions, the
through a simulation on learn Alberta. The
students will be selected at random thus
teacher pulls this up on the smart board for the
everyone is accountable to know it and
students to see.
not just the teacher calling on the same
 Get a student to pick one number between 1
student every time.
and 5 and another student to pick another
 While students are on the computer
number between 1 and 5. Create the array with
teacher will be walking around ensuring
students counting out loud as you move for the
everyone is on task and observing how the
row and then for the column. Do this over twice.
students are doing on the game.
 Transition(2-3minutes): Go over the rules of
 Students will complete an exit slip at the
using a laptop and technology in class by asking
end of class to show their understanding
3 students. (have the log in information for each
of what equal, and unequal groups are
student on their desk prior to class starting)
and demonstrate what an array is from a
Experimental Instruction (15- minutes) multiplication equation.
 Students then grab a laptop from the laptop cart
and sit back at their desk. Students are asked to
Summative Assessment: Example Rubrics,
go to google. quizzes test etc., projects
 Students type in Math 3 Under the Sea into the  At the end of the unit students will have a
search bar and click on the first link that comes test as a form of summative assessment.
up.
 Students will click on Multiplication, once on the
section students will click on the arrays section.
 Students will go through the array section and
create different arrays from the provided
examples.
 If completed early students can also do the
repeated addition sequence within the
multiplication games
 While students are working on the computer
game, the teacher will walk around the room
ensuring everyone is on task and seeing if any
students need help.
 The teacher should be observing what steps the
students are taking to creating the arrays on the
game.

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 Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges
Differentiation

If there is no access to laptop carts, then I would provide graph paper for each student and pull up the game
on the smart board. Then would pick a student to go up to the board and roll the dice simulation twice then
get each student to draw an array on the graph paper and copy down the equation.

Consolidating and Closure: In this part of your planning you are providing time for ensuring that students
learned and understood what was intended in the lesson. If they haven’t you will need to revisit your lesson
plan or re-teach (if necessary) Here you could provide an exit slip or walk through a guided whole group
and/or small group discussion. This part of the lesson can act also as a transition from lesson body into
closure…cleanup and getting ready for the next class. Don’t forget to time this too and to indicate very
clearly how you will facilitate consolidation and closure. Provide Clear steps and indicate process. Often 5
mins is allotted for this section but that is not enough time. To consolidate, clean up and get students ready
for transition can take up to 10 – 15 mins depending on the lesson
Closure (10 minutes)
 Student’s will log off of laptops and put them in their corresponding laptop Cart, ensuring they are
plugged in
o Giving students about 2-3 minutes to complete task with a timer counting down on the
smartboard
o One student should ensure all laptops are put away correctly
 For the last 7-8 minutes of class we will discuss what we have learned and perform an exit slip
o What is an array?
o What is an equal group?
o How could we use an array when solving a multiplication problem?
o Students will complete an exit slip with one question where they will have to draw an array
on graph paper. Students will put their names on the exit slip to know how they are doing
with the concepts as well as where to go with my teaching next class. (Formative Assessment)
(This shows the students individual learning)

Reflective Notes: You will only fill out this section after your deliver your lesson.

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Curriculum and Instruction Mini Unit Assignment Fall 2019 Darlene St. Georges

Array & Grouping Exit Slip for Multiplication 2

Name:_____________________

1. Create an array with the statement 3 x 5

2. Draw an equal group of 6 triangles

3.

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