ASSIGNMENT # 3: CONSTRUCTIVISM AND E-LEARNING FINAL ASSIGNMENT

MATHEMATIZING CONSTRUCTIVISM 1
Unit: Decimals, Fractions and Percentages in
Relation to Area.
Grade 7/8

By: Sarah Irwin-Gibson & Laura Hall

ETEC 530: Constructivism

Subject of Unit

Fractions help us to solve problems in the real world.

Length of Lesson

5 x 45 minute lessons

PLO Connections:
Big Ideas from the New BC Curriculum

Math Content:

Data enable us to draw conclusions and make predictions in an unstable world. (Math)
We can apply mathematics to inquiry questions and use it to communicate information and data.
(Math)
Exchange ideas and viewpoints to build shared understanding and extend thinking (LA)
Students will examine significant cultural achievements (Socials)
Artists often challenge the status quo and open us to new perspectives and experiences (Arts
Education)
Creative growth requires patience, readiness to take risks, and willingness to try new approaches.
(Arts Education)

logic and patterns to solve games and puzzles

operations with integers (addition, subtraction, multiplication, division, and order of operations)
multiplication and division facts to 100 (extending computational fluency)
discrete linear relations, using expressions, tables, and graphs
circumference and area of circles
relationship between decimals, fractions, and percents

Unit Objectives:
1. To actively participate and work collaboratively in small groups both online and face-to-face
2. To use Math language to demonstrate understanding
3. To apply mathematical concepts from previous units to further their understanding of real world
situations
4. To demonstrate creativity through the communication of their understanding

PROCDURE OU DROULEMENT

ASSIGNMENT # 3: CONSTRUCTIVISM AND E-LEARNING FINAL ASSIGNMENT

MATHEMATIZING CONSTRUCTIVISM 2
Lesson # 1

Theoretical Framework

10 minutes
Accessing prior
knowledge - following
Barnes first stage,
focusing students and
presenting preliminary
knowledge.
10 minutes
Creating a community of
learning through a
collaboration mindset
(Fosnot, 2013, 66%).
15 minutes
Decentralizing the role of
the teacher in order to
facilitate an environment
of collaboration and
creation (Fosnot, 2013, 1.
4% & 66%).
2.
10 minutes
Math congress concept as
seen in Fosnot chapter 10
(2013, 58%) .

Teacher:
Hook:
Introduce artist by posting four of
Mondrians painting on the whiteboard.

Content:
Explain and explore the concepts written
on the board. Teacher use of whiteboard
to classify ideas as students talk to
create visual connections.

Webquest:
Divide class into groups of 3 factoring
in students ability.
Guiding questions to facilitate Math
congress discussion [post on board]:
In what ways do fractions relate to
Mondrians artwork?
What mathematical concepts do you
connect to this topic?
Math Congress: Opportunity for
students to share their discussions and
responses to the questions, as explored
during the Webquest activity.

Students:

Materials:

Students circulate to view all four paintings

around the room and fill in their ideas on what
the next unit will be using their white board
markers.

Four
different Mondrian
paintings

Whiteboard
markers

Tape/Magn
ets

Classroom discussion looking at how fractions,

percents and area can be used to support
construction of

pens

Understanding fractions in relation to Mondrian.

Students work collaboratively in small group to
fill in missing fractions based on images.

iPads

Small
whiteboards.

Markers

Math
Notebooks

Pencils

Students listen to class discussion

participate when group is given the floor.

No
materials necessary.

and

Whiteboard
Whiteboard

At home task: Find a real life situation where you find patterns and repetition in physical things in life. Ex. A well-groomed garden, aisles in grocery store.

Lesson # 2
10 minutes

Theoretical Framework

Teacher:
Hook:

Students:

Materials:

ASSIGNMENT # 3: CONSTRUCTIVISM AND E-LEARNING FINAL ASSIGNMENT

MATHEMATIZING CONSTRUCTIVISM 3
Bringing in real life
connections will help
students to build from
within their current
understanding (Pritchard,
2014, p.70).
25 minutes
Working with Math
workshop partners
(Fosnot, 2013, 56%).

Discuss findings from homework. Write

out mind-map on board to help
visualize the connections.
Assess who did and didnt understand
based on what they share.
Activity:
Students will be given a set of tiles, laid
out like a Mondrian piece of art.
Together they will look to quantify each
colour, writing them as decimals,
fractions and percents, while reflecting
on the area they represent.
Provide each group with a laminated
table for them to fill in.

Contribute to discussion and share their

discoveries.

Whiteboard

Markers

Work through sample example, given the tiles

provided. Discuss collaboratively

Laminated
sheet (%, decimal and
fraction columns vs. 3
colours)

Tiles set in
pattern

Whiteboard
markers

5 minutes

Post Activity:
Activity fair - go around and find out
information from other groups in
discussion partners.

Students walk around the room in discussion

partners exploring the other groups work,
looking for similarities and differences in
steps taken.

No
materials needed

5 minutes

Exit Slip:
Discuss as a class what was easy?
Where did we get stuck? Could this be
used in our lives? What section do you
feel that you need to continue to work
on to feel successful?

Students reflect on their own ability level

within their understanding of the
interrelationships between fractions, decimals,
percentages and area indicating areas of
strength and areas to continue growth.

handouts.

Exit slip

At home task: Optional review of concepts using IXL or Khan Academy to review relationships between fractions, percentages and area.

Lesson # 3

Theoretical Framework

15 minutes
Exploring Renner (1982)
stage one and two (Sunal,

Teacher:
Hook:
Guided lesson through examples
worked through in L#2. Apply

Students:

Work alongside the teacher to explore the

given Mondrian example and record

Materials:

example

Mondrian

ASSIGNMENT # 3: CONSTRUCTIVISM AND E-LEARNING FINAL ASSIGNMENT

MATHEMATIZING CONSTRUCTIVISM 4
n.d.).

25 minutes

Investigate this new

knowledge and create their
own example in order to
extend their understandings
(Sunal, n.d).

strategies from last class and review

math-specific terminology and
formulas to support understanding.

Activity:
Students will create a visual model
for a situation with fractions (similar
to FSA question with multiple
fractions removed or applied)

Leveling work to help

students find appropriate
levels of tension. redefining what is fair for
students learning (Cooper,
2011).
5 minutes
Math congress concept as
seen in Fosnot chapter 10
(2013, 58%).

Lesson # 4

Theoretical Framework

Math Congress:
Opportunity for students to share their
discussions and responses to the task.

Teacher:

information accordingly.

markers

Notebook

Whiteboard
Whiteboard

Students work independently or in peer

learning pairs to create an example of
Mondrians artwork. Self-assess their
understanding as they choose what level they
will work to meet:
Red: 3 colours, all varying percentages
Yellow: 4 colours, all varying percentages
Green: 5+ colours, of varying percentages

Paper

Markers

Large White

Select a partner from the same colour level

group to share work and strategies used to
create art.

Work
Created

Notes from
previous activity

Students:

Math
Pencils

Sharpies
Coloured

Materials:

ASSIGNMENT # 3: CONSTRUCTIVISM AND E-LEARNING FINAL ASSIGNMENT

MATHEMATIZING CONSTRUCTIVISM 5
5 minutes

Hook:
As a class, look at Google earth examining the visual look at
street plans.

40 minutes
Open to individual
creativity, leads to time of
reflection that will
solidify their personal
understanding of
fractions, decimals, and
percentages given area.
Good use of searching for
patterns (Karplus, 1979 as seen in (Sunal, n.d)).

Activity:
City planning. Students will all be
provided a list of components
including fractions, percents,
decimals and area to create their
city view. Individually or in pairs,
students will demonstrate their
understanding through effective
use of concepts in their city
planning design.

Students will participate in discussion

examining the different elements present
in Google Earth view.

Students will decide if they would like

to work individually or in pairs. Students
will be provided a work period to work
with manipulatives, plan out their city
blocks and construct their final product.

Laptop
Projector

Planning
Slips

Large Poster
Paper

Scrap Paper

Tiles (for
Tactile Students)

Markers,
pens & pencils

Rulers

Grid paper
guides

At home task: Complete activity in preparation for the gallery walk next class.

Lesson # 5

Theoretical Framework

45 minutes
Decentralized role of

Teacher:
Gallery Walk:
Students will present their final

Students:

Students will circulate to ask questions and

Materials:

Paper

ASSIGNMENT # 3: CONSTRUCTIVISM AND E-LEARNING FINAL ASSIGNMENT

MATHEMATIZING CONSTRUCTIVISM 6
teacher and non-linear
approach to teaching to
facilitate students
understanding through
exemplifying principles of
Barnes public stage
(Pritchard, Barnes and
Fosnot)

product.

1.
2.
3.
4.

observe their peers work.

Students will be required to complete a slip
indicating:
Which work did you most like?
Which space was most effectively utilized?
Select one work to provide a suggestion to
support/extend students usage of space.
After viewing every ones work, what do you
think that you could add to your own to better
demonstrate your skills?

Pens
Post-its

VALUATION:
Formative:

1.
Students will engage in classroom discussion.
2.
Exit slips to help guide instructions and differentiation of leveled work for students.
3.
Students will be able to discuss multiple strategies, which can be used and applied when exploring percentages, fractions
and decimals and their relationship with areas.

ASSIGNMENT # 3: CONSTRUCTIVISM AND E-LEARNING FINAL ASSIGNMENT

MATHEMATIZING CONSTRUCTIVISM 7
4.
5.
Summative:

Students will actively participate in-group discussions.

Students will effectively self-reflect by directing themselves to the right-leveled group.

1. Students will be evaluated on their reproduction of Mondrian and ability to communicate their art through mathematical
language.
2. Students will be evaluated on the quality of their work after each stage and in their final production of the city planning
activity.
3. Students will be evaluated on their ability to provide self and peer review along with communicating their understanding of
mathematical concepts using different platforms (i.e. through art, mathematical equations, orally and text).