Unit Plan Template s21

Intel® Teach Program Essentials Course PlacePlace ValueValue UnitUnit PlanPlan

Unit Author First and Last Name Nathan Harris School District Fort Osage R-1 School District School Name Blue Hills Elementary School City, State Independence, Missouri Unit Overview Unit Title Place Value Unit Summary Students will guide their learning in being able to read, compare and order, round, and research population data to determine gains and losses in populations of various cities. Students will communicate their results by posting their research in the Moodle Classroom Wiki. Students who finish completion will post their information on the classroom web site in the form of a pod cast. Subject Area Math: Numbers & Operations Grade Level Third Approximate Time Needed 8-60 minute Math sections. Unit Foundation Targeted Content Standards and Benchmarks MA.03.01.01.010 Read, write, and compare whole numbers up to 10,000 MA.03.01.01.030 COMPOSE/DECOMPOSE: Recognize equivalent representations for the same number and generate them by decomposing and composing numbers MA.03.02.01.010 EXTEND PATTERNS: Extend geometric/shape pattens and numeric patterns to find the next terms

MA1. Addition, subtraction, multiplication and division; other number sense including numeration and estimation; and the application of these operations and concepts in the workplace and other situations MA4. Patterns and relationships within and among functions and algebraic, geometric, and trigonometric concepts 1.6 Discover and evaluate patterns and relationships in information, ideas, and structures 3.4 Evaluate the processes used in recognizing and solving problems 3.6 Examine problems and proposed solutions from multiple perspectives Student Objectives/Learning Outcomes  TSWBAT order numbers through continuation of counts.  TSWBAT distinguish between maximum and median numbers in a given data set.  TSWBAT extend patterns in a place-value chart to find digit values.  TSWBAT compare and order whole numbers.

 TSWBAT use place-value books to identify numbers that are 10 more (less), 1 more (less), and 0.1 more (less).  TSWBAT read and write 6- and 7- digit whole numbers. Curriculum-Framing Questions Why are the values of numerals important? Essential Why are their many names for the same number? Question What would your world be like if numbers did not exist? Unit How can a unit grid help you learn number patterns? Questions What would the world be like if time did not exist? What is a whole number, fraction, decimal, and a negative number? What are some equivalent names for numbers? Content Questions What do the terms maximum and median mean when working with numbers?

Assessment Plan Assessment Timeline

Before project work begins Students work on projects After project work is and complete tasks completed

 Questio  Math  Observ  Math  Pod  Common ning Journal ation Journals Cast Assessment  Math  Indepe  Wiki (Unit Test) Messages ndent using Senteo Conferencing Response System

Assessment Summary Using the Smart Senteo Response System, students will take a pre-assessment covering whole numbers, Reading, Writing, comparing, and ordering numbers. After each component, students will either use the paper or online Math journal to complete problems to show their understanding of each concept. After each concept is introduced in daily lessons, independent conferencing and observations will be recorded to identify student misconceptions and support. At the end of the unit, students will work together to research the populations of 10 U.S. Cities. Students will need to order and compare the results, then post their collaboration on the Wiki. The final component of this project is for students to create a script and make a podcast.

Unit Details Prerequisite Skills Students must know that our numeration system is a base-10 place-value system, where the values of each digit are determined by its position. They must understand that the value of each place is 10 times the value of the place to its right, and 1/10 the value of the place to its left. Instructional Procedures Day 1: Discuss student learning goal. Complete the Math Message Slip for Lesson 5-1. Prepare for Math lesson by doing Mental Math and Reflexes using the calculator the follow-up by reviewing the Math message. Using the 5-digit place value chart on the smart board, review several five-digit numbers in the chart. During Small Group Math, students will be completing their learning plan by finishing their math journals for lesson 5-1, playing multiplication baseball online or using game materials, completing Math boxes, exploring patterns on a 100-number grid, or working on reviewing place value concepts (Math Master p.122) at the small group table with the teacher. Assign Home Link 5*1 for homework. Day 2: Discuss student learning goal. Using the online forum, have students list the names of the animals in order, from Student Reference book pp.218-219, of the most eggs they can have in a clutch. Review “How to Read and Compare Numbers” using the 5-digit place-value chart. During small group Math, students will be completing their learning plan by completing their learning plan by playing Number Top-It, Minute Math, Math Boxes, Comparing and Ordering numbers on the classroom number-line, comparing 5-digit numbers, and working at the small group table with the teacher building a Math Word Bank using the laptops and Smart Notebook. Assign Home Link 5*2 for homework. Day 3: Discuss student learning goal. Have students answer the Math message using the Moodle Journal. Do Mental Math and Reflexes 5*3 with a shoulder partner. Assess students by using anecdotal record and Mental Math and Reflexes activity. Follow up Home Link 5*2 by having partners read the number sentences in Problems 1-6 to each other. Using the 7-Digit Place-Value Chart on the smart board and a student copy using clipboards, discuss place value through millions and then have students come to the board to create 3-7 digit whole numbers on the chart. Have students use the calculators to see the relationships between the values of the places. In Small Group Math, students will complete their learning plans in Global Scholar, play Number Top-It through Millions, complete Math Boxes 5*3, complete Find the Mystery Number with a partner or Collecting Very Large Numbers, Math Minute+, or working with Mr. Harris at the small group table for reteaching. Assign Home Link 5*3 for Homework. Day 4: Discuss learning goals for “The U.S. Census” project. Have students pair-share what population means. Follow-up Home Link 5*3 and have children take turns reading the numbers they made for Problem 3. Discuss the meaning of population and do Mental Math and Reflexes 5*4. Using MAP with populations (Student Reference pp.226 & 227) discuss 6- and 7- digit whole numbers with the population data for some of the U.S. cities. Using the reference pages, model a difference and ratio comparison. Using questioning ask questions and watch for children who are having difficulty determining whether 382,618 is closer to 300,000 or 400,000. Begin with an easier question as needed. Also monitor students and record student progress toward comparing numbers (Exit Slip). Day 5: Using Math Journal 1, p.106 have children compare the population data for the years (1990 and 2000 census count) for populations of 10 U.S. cities. Students who finish early can begin comparing the population data while playing Number Top-It. During Small Group Math, students will practice multiplication and division facts using their fact triangles, complete their learning plan, complete Math Boxes 5*4 online, making large numbers, or playing any place value game taught during the unit. Day 6-7: Display anchor chart that describes the checklist for completing the Census project. To apply children’s understanding of ordering numbers, students will need to conduct a census. Students will need to conduct the census and determine what type of data they need to collect. They

will need two sets of data such as the population of 1990 and 2000. They will need to compare their data and list a minimum of five facts about their data. Children will record all group findings and ensure the final report is typed neatly in their group’s wiki page on the Moodle site. A scoring guide will be assigned to each student as a part of the group. Day 8-9: Once each group has had a conference with the teacher about their Wiki (if changes need to be made, graph their score, etc) than the group will need to create a pod cast by making a script and recording their segment using Audacity. The script should be practiced and a time limit should be restricted to no more than 2 minutes. Every groups segment will be combined into one presentation and posted online. Accommodations for Differentiated Instruction Students who are classified as MAP-A will normally be with a SPED teacher and the assignment will be excused. If not, an IEP may require the assistance of a Para who can assist these students with the assignment. Any student who has Special Needs documented accommodations or interventions should have the curriculum Students modified. This will involve setting the number requirement for the census to be lowered, having all materials read, assistance when comparing data, or having a scribe. Students with visual needs will need the ability to view the computer monitor, larger printed materials, or any other documented intervention. Children who are visual and kinesthetic learners will be provided base-10 blocks.

Nonnative ELL instruction will primarily take place in small group setting. All Math Speakers assessments will be guided and read if the child qualifies for ELL. Children may be accommodated with base-10 blocks to assist in learning place value.

Students who are G/T will not be held accountable for the day(s) they are absent with the TAG teacher. Students should have an extension of time to complete the assignments in the unit. G/T students will be accommodated with Gifted/Talented enrichment activities in their Global Scholar learning plan involving activities Students that are at a higher DOK or grade level. This may include a modified addition to the project where students will need to use Excel by entering the data and creating a graph to represent their data.

Materials and Resources Required For Unit Technology – Hardware (Click boxes of all equipment needed) Camera Laser Disk VCR Computer(s) Printer Video Camera Digital Camera Projection System Video Conferencing Equip. DVD Player Scanner Other Internet Connection Television Technology – Software (Click boxes of all software needed.) Database/Spreadsheet Image Processing Web Page Development Desktop Publishing Internet Web Browser Word Processing E-mail Software Multimedia Other Power Point, Moodle, Global Encyclopedia on CD-ROM Scholar, Audacity Everyday Mathematics Student Reference Book, Paper Version of Math Printed Materials Journal.

Math Journals, Math Master Copies for Lessons 5*1-5*4, calculators, Home Link 5*1-5*3, half-sheets of paper, chart paper and markers, number cards Supplies 0-4, 4 of each, 12 sided dice, multiplication baseball game cards, place value mats, Math Minute Copies, pp.23,27-29, and 31, 5 dice, index cards.

Internet Resources Elearning.fortosage.net, Student Explorer (Learning Plan)

Other Resources None

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