Tanya

=Stage 3 - Plan Learning Experiences and Instruction=

// **Note:** // How are you using technology as a teacher? How are your students using technology? [|Verbal-Linguistic] [|Logical/Mathematical] [|Visual/Spatial] [|Bodily/Kinesthetic] [|Musical/Rhythmic] [|Intrapersonal] [|Interpersonal] [|Naturalist]
 * (W) .1** Students understand that....**(Where)**, Real Life **(Why)**, MLR or CCSS **(What**)
 * (H)** **.2** Engage (**Hook)**
 * (E)** **.3** Students will know...(**Equip**), [|Graphic Organizer] and[| Cooperative Learning] the content (**Explore**), working on product (partners, teams...) (**Experience**)
 * (R)** **.4** Checking for Understanding Strategies during instruction (**Rethink),** Self-Assessment using Rubrics or Checklist, feedback by students **(Rethink/Revise),** and feedback by teacher on Product (**Revise**/**Refine**),
 * (E)** **.5** Formative Assessment - **Pre-Assessment:** (note:lesson 1 only), **Checking for Understanding**: and **Timely Feedback: (Evaluate**)
 * (T)** **.6** Give an example of each Multiple Intelligences **(Tailor**)
 * (O)****.7** Students will be able to ..., (**Name the Facet**) **Product:** Type II Technology, **Number of Days:** (**Organize**)

[|Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.

=Lesson 1=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 1.1 Students will understand that multiplication and division fact patterns can be modeled in multiple ways, ex. fact families and arrays **(Where)**. //Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.// **(What)** Multiplication/division facts are used to calculate area/determine dimensions, which is used in the construction of buildings **(Why)**.


 * (H)** 1.2 Students will view the video [|Using Arrays to Solve Multiplication Facts] from teachertube.


 * (E)** 1.3 Students will know how to multiply, how to divide, array, fact family, product, quotient, equation, × ∙ ÷ ∕ = . **(Equip).** Students will fill in a [|multiplication table] while they are participating in a mix-pair-freeze activity where they are exploring arrays and multiplication/division vocabulary **(Explore).** Students will use the shape creator in Pages to model/identify multiplication and division facts, including the creation of arrays **(Experience)**.


 * (R)** 1.4 Exit slips will be used to reveal any misconceptions or missing knowledge that should be retaught and reassessed. Misconceptions will be addressed in following lessons and students will rethink the information **(Rethink).** Teacher will assess Pages Documents and fill out checklist to identify that students have created an array with accurate fact families that correspond with each array **(Rethink/Revise).**


 * (E)** 1.5 **Pre-Assessment:** Wall Wisher K-W-L, **Checking for Understanding:** Exit Slips, **Timely Feedback:** Checklist **(Evaluate)**


 * (T)**1.6 ** Verbal-Linguistic: **Students will share their knowledge verbally during the Mix-Pair-Freeze activity.
 * Logical/Mathematical: ** Students will use problem solving to create fact families.
 * Visual/Spatial: ** Students will visually represent fact families in arrays.
 * Bodily/Kinesthetic: ** Students will group themselves to create an array, which they will then use to determine the fact family that corresponds with their array.
 * Musical/Rhythmic: **Students will use learn multiplication songs.
 * Intrapersonal: ** Students will use the Wall WIsher K-W-L to demonstrate their learning.
 * Interpersonal: ** Students will participate in a mix-pair-share partner activity where they work together to share their knowledge
 * Naturalist: ** Students will photograph arrays in nature.


 * (O)** 1.7 Students will be able to model multiplication and division facts using different methods, including arrays and fact families **(Explain). Product:** Pages Document. **Number of Days:** 1-2 **(Organize)** ||

=Lesson 2=
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**2.1 Students will understand that multiplication and division are related through predictable patterns and once the pattern is learned it won't vary **(Where)**. // Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations // **(What).** The relationship between multiplication and division can be used to solve real-life problems, ex. if you have 35 cookies and need to divide them amongst 7 children, how many cookies will each child get? **(Why).**


 * (H)** 2.2 Students will participate in a multiplication and division scavenger hunt finding clues around the classroom that lead to their learning of multiplication and division facts.


 * (E)**2.3 Students will know how to multiply, how to divide, product, quotient, equation, × ∙ ÷ ∕ = **(Equip).** Students will use a [|Venn DIagram] to organize their thoughts, while using a Think-Pair-Share activity to fill in their graphic organizer with a partner **(Explore)**. Students will use the Venn Diagram creator provided by Read, Write, Think to compare and contrast the differences between multiplication and division **(Experience).**


 * (R)** 2.4 Students will use a Think-Pair-Share strategy to brainstorm ways in which multiplication and division are related **(Rethink).** Teacher will utilize teacher conferences to reveal any misconceptions that students have and to allow them to rethink and revise their thoughts **(Rethink/Revise).**


 * (E)** 2.5 **Checking for Understanding:** Think-Pair-Share **Timely Feedback:** Teacher Conference **(Evaluate).**


 * (T)**2.6 ** Verbal-Linguistic: ** Students will explain their understanding of fact families during the Think-Pair-Share activity.
 * Logical/Mathematical: ** Students will use mathematical reasoning to create their Venn Diagram.
 * Visual/Spatial: ** Students will use color-coding to practice strategies to solve facts.
 * Bodily/Kinesthetic: ** Students will practice their multiplication/division facts by participating in a a jumping jack fact activity.
 * Musical/Rhythmic: ** Students will create their own multiplication poems to learn facts.
 * Naturalist: ** Students will identify ways in which multiplication/division facts can be represented in nature.

=Lesson 3= // Fluently multiply and divide within 100, using strategies such as relationships between multiplication and division // **(What).** Multiplication facts are used at the grocery store when you want to buy 5 boxes of cereal at $3.00 each. **(Why).**
 * (O)**2.7 Students will be able to c ompare and contrast the similarities and differences between multiplication and division **(Perspective). Product:** Venn Diagram. **Number of Days:** 1 **(Organize).** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**3.1 Students will understand that multiplication and division are related through predictable patterns and once that pattern is learned it won't vary **(Where)**.


 * (H)** 3.2 Students will be paired up and given a multiplication/division fact family. They will be given 5 minutes to plan a short skit that illustrates their fact family, while their classmates predict what fact family they have.


 * (E)**3.3 Students will know how to multiply, how to divide, product, quotient, equation, × ∙ ÷ ∕ =. They will know how to multiply and divide two whole numbers within 100 and how they can apply this process to other problems. **(Equip).** Students will use a [|Sequencing Chart] to plan their story, then meet with a partner to provide 2 questions and 1 comment of feedback about their story **(Explore).** Students will use the Comic Life software to tell a story of a multiplication and division fact family **(Experience).**


 * (R)**3.4 Students will answer questions on the white board to reveal any gaps in their knowledge of the multiplication/division facts **(Rethink).** Students will practice their facts using IXL, which will reveal areas in which they need to practice more **(Rethink/Revise).**


 * (E)**3.5 **Checking for Understanding:** Questions with responses on white boards **Timely Feedback:** Students will practice skills using IXL and teacher will determine areas that need additional practice based on the report provided with the program **(Evaluate).**


 * (T)**3.6 ** Verbal-Linguistic: ** Students will plan their fact family story and explain their plan verbally before writing.
 * Logical/Mathematical: ** Students will use their knowledge to create brain teasers for their classmates.
 * Visual/Spatial: ** Students will represent predictable patterns through a form of art.
 * Bodily/Kinesthetic: ** Students will dramatize their fact family story.
 * Musical/Rhythmic: ** Students will listen to multiplication songs while working on their stories.
 * Intrapersonal: ** Students will complete IXL practice independently.

=Lesson 4=
 * (O)** 3.7 Students will be able to t ell a story of a multiplication and division fact family, through a piece of writing **(Interpret). Product:** Comic Life. **Number of Days:** 2 **(Organize).** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**4.1 Students will understand that multiplication and division are related through predictable patterns and once that pattern is learned it won't vary **(Where)**. // Fluently multiply and divide within 100, using strategies such as relationships between multiplication and division //** (What). **Mechanics use division facts when they calculate how many bottles of oil they will need if the truck takes 20 quarts of oil and each oil bottle contains 2 quarts **(Why).**


 * (H)** 4.2 Students will be given a picture of real-life animals and asked to predict what multiplication/division fact their picture represents.


 * (E)**4.3 Students will know how to multiply, how to divide, product, quotient, equation, Commutative Property, × ∙ ÷ ∕ =. **(Equip).** Students will use a [|Cause and Effect T-Chart] to organize their thoughts for their acrostic poem. They will share their thoughts during a Round-Robin Brainstorming session where students provide positive feedback to their classmates **(Explore).** Students will use the Acrostic Poem creator provided by Read, Write, Think to create a poem describing how their number affects other numbers in terms of multiplication and division **(Experience).**


 * (R)**4.4 Using a Thumbs Up/Thumbs Down strategy students will gauge their comfort level with fact families **(Rethink).** Teach will use a checklist to assess gaps in student knowledge of fact families **(Rethink/Revise).**


 * (E)**4.5 **Checking for Understanding:** Thumbs Up/Thumbs Down **Timely Feedback:** Teacher will complete checklist **(Evaluate)**


 * (T)**4.6 ** Verbal-Linguistic: ** Students will write/read step by step directions on how to solve multiplication/division facts.
 * Logical/Mathematical: ** Students will predict and identify multiplication/division patterns.
 * Visual/Spatial: ** Students will graph their progress on learning the multiplication/division facts.
 * Bodily/Kinesthetic: ** Students will complete hands-on grouping activities for multiplication/division.
 * Musical/Rhythmic: ** Students will use clapping to learn their facts.
 * Naturalist: ** Students will demonstrate their learning of multiplication/division facts by gathering and sorting objects in nature.

=Lesson 5=
 * (O)** 4.7 Students will be able to a ssume the role of a number between 0-9 and describe your effect on different numbers in terms of multiplication and division **(Empathy). Product:** Acrostic Poem. **Number of Days:** 1 **(Organize).** ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)**5.1 Students will understand that multiplication and division fact patterns can be modeled in multiple ways, ex. fact families and arrays **(Where)**. // Apply properties of operations as strategies to multiply and divide //** (What). ** In order to calculate the amount of seeds he needs to plant pumpkins, a farmer must be able to calculate multiplication facts through the use of arrays **(Why).**


 * (H)** 5.2 Students will be given a number of unifix cubes and asked to arrange their cubes in as many different sized rectangles as they possibly can, recording the dimensions of their results.


 * (E)**5.3 Students will know how to multiply, how to divide, product, quotient, equation, Commutative Property, × ∙ ÷ ∕ =. **(Equip).** Students will use an E-Chart to organize their thoughts on the problems presented and the possible solutions. They will solve these problems during a Team-Pair-Solo structured cooperative learning structure **(Explore).** Students will first create a poster using Glogster to illustrate what strategy works best for them in solving multiplication and division facts. Then, they will share their strategies with other third graders through the Tanberg System **(Experience).**


 * (R)**5.4 Teacher will use a feedback loop to gather information and identify any misconceptions that students have in their knowledge of different strategies that can be used to solve multiplication/division problems **(Rethink).** Teachers will use quick quizzes to identify where students needs further instruction in terms of problem solving strategies **(Rethink/Revise).**


 * (E)**5.5 **Checking for Understanding:** Feedback Loop **Timely Feedback:** Quick Quizzes with Peer Evaluation **(Evaluate).**


 * (T)**5.6 ** Verbal-Linguistic: **Students will practice their facts by repeating them after the teacher.
 * Logical/Mathematical: **Students will use logic to justify their thinking.
 * Visual/Spatial: ** Students will demonstrate their understanding of multiplication/division facts by sorting amounts of objects.
 * Intrapersonal: ** Students will self-reflect using the feedback loop.
 * Interpersonal: ** Students will practice their multiplication facts while participating in a I have...Who has... game with their classmates.
 * Naturalist: ** Students will create fact family triangles using objects in nature.

=Lesson 6=
 * (O)** 5.7 Students will be able to r ealize that there are multiple strategies for solving multiplication and division facts and recognize what strategy works best for them **(Self-Knowledge). Product:** Tanberg System Collaboration. **Number of Days:** 3. ||
 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * **(W)** 6.1 Students will understand that the patterns that are apparent in multiplication and division can be applied to solve more complex multiplication problems **(Where)**. // Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding // **(What).** A bank clerk must be able to divide amounts of money in to smaller groups evenly and does so by applying her knowledge of division facts **(Why).**


 * (H)** 6.2 The teacher will read __The Best of Times__ by: Greg Tang to students.


 * (E)**6.3 Students will know how to multiply, how to divide, array, fact family, product, quotient, equation, Commutative Property, Associative Property, Distributive Property, variable, × ∙ ÷ ∕ =. They will know how to multiply and divide two whole numbers within 100 and how they can apply this process to other problems. **(Equip).** Students will use a [|Problem-Solving Workmat] to organize their thought process on solving word problems. They will use a peer-check strategy to assess the reasonableness of their partners solution **(Explore).** Students will create their own multiplication word problem and post their problem on Blogspot. From there, other members of the class will access and solve the problem, then comment on what strategy they used to solve the problem **(Experience).**


 * (R)**6.4 Teacher will observe students as they are working as a formative assessment tool and identify areas where they need further instruction **(Rethink).** Students will use IXL to practices skills that they need further help with **(Rethink/Revise).**


 * (E)**6.5 **Checking for Understanding:** Teacher Observation **Timely Feedback:** Students will practice skills using IXL and teacher will determine areas that need additional practice based on the report provided with the program **(Evaluate).**


 * (T)**6.6 ** Verbal-Linguistic: **Students will listen to multiplication stories read by the teacher.
 * Logical/Mathematical: ** Students will justify their solutions through logic and reasoning.
 * Bodily/Kinesthetic: ** Students will act out multiplication/division facts while their classmates guess what fact they are depicting.
 * Musical/Rhythmic: **Students will create their own multiplication/division raps.
 * Intrapersonal: ** Students will use journaling to explore multiplication/division patterns.
 * Interpersonal: ** Students will quiz each other using flash cards.


 * (O)** 6.7 Students will be able to u se the multiplication and division patterns to solve more complex problems **(Apply). Product:** Blogspot. **Number of Days:** 1-2. ||

2004 ASCD and Grant Wiggins and Jay McTighe