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Title:
Teacher:
Content
Focus:
Victoria Coburn
Multiplication Intervention
Project
Idea:
This is an intervention unit in which students will investigate the concept of:
Agriculture and design a school garden. In doing so, they will practice with a
variety of materials to gain fluency in multiplication facts.
Students will:
Learn multiplication facts within 100.
Understand multiplication as a number of groups with an equal number of
objects in each group.
Learn multiplication number bonds.
Many students will initially rely on repeated addition to solve multiplication
problems. A primary goal of this unit is to transition students to
multiplicative reasoning.
Identify the original agricultural sources of basic everyday products
produced around the United States.
Identify food and fiber products outside traditional farming circles.
Most kids LOVE tacos and most taco ingredients can be grown in the garden.
Tully C. Knoles School has a wonderful life lab. Students will be eating their
home-grown tacos in no time!
Essential
Question:
Content and
Skills
Standards to be
addressed:
(CCCSS, NGSS,
Calif.)
Driving
Questi
on
T+
A
21st Century
Skills and
MPS to be
explicitly taught
and assessed
(T+A) or that
will be
encouraged (E)
by Project work
but not taught or
assessed:
Environmental
Literacy
Think Creatively
Collaborate with
Others
Communicate
Clearly
Create Media
Products
Apply Technology
Effectively
Group:
Culminating
Products
and
Performanc
es
x
x
x
x
T+
A
Work Creatively with
Others
Solve Problems
Work Effectively in
Diverse Teams
Produce Results
x
x
Presentation Audience
Class
School
Community
Individual:
Experts
Web
Project Overview
Entry event
to launch
inquiry, engage
students:
Outline or
Conceptual
Flow
Include
assessment
points:
The teacher begins the unit dressed as a farmer. Students begin thinking about
the concept of how agriculture touches them throughout each and every day. The
students will watch a video titled, Thank A Farmer Lady who teaches through a
magic show.
Multiplication
Students must have an intuitive understanding about equal shares and the
connection with repeated addition and skip counting before they can begin to
memorize multiplication facts.
Since this is an intervention unit, the students will begin multiplication from the
beginning. In lieu of a pretest, the class will generate a poster about Things
That Come in Groups.
A. Arrays
Students will use arrays to show the multiplication concepts
B. Communicative Property
Students will learn two ways to name a multiplication number sentence by counting
Assessment
s
Formative
Assessments
(During Project)
Summative
Assessments
(End of Project)
Resources
Needed
On-site people,
facilities
Equipment
Materials
Quizzes/Tests
Journaling/Learning Log
Preliminary Plans/Outlines
Rough Drafts
Online Tests/Exams
Other Products
Peer Evaluation
Multiple Choice/Short
Answer Test
Self-Evaluation
Essay Test
Other
Community resources
Reflection
Methods
Journal/Learning Log
(Individual, Group,
and/or Whole
Class)
Whole-class Discussion
Survey
Focus Group
X
Fishbowl Discussion
Other
Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do
you have to support students learning?