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Learning Map Mathematics
7
3rd Grade Mathematics Learning Map
Ryan Dotson
ITL 516
National University
Standard:
CCSS MATH CONTENT 3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
Content: whole number, multiplication,
division, equation
Skills: Determine (find), Relate (whole numbers)
Standard
Standards for Mathematical Practice:
2. Reason Abstractly and quantitatively.
6. Attend to precision.
7. Look for and make use of structure.
Essential Questions, Knowledge, and Skills
Knowledge
Skills
Essential Questions
How can we divide a number into equal shares?
How do multiplication and division relate to one another?
- Where to find the Dividend in an equation.
- Where to find the Divisor in an Equation.
- Where to find the Quotient in an equation.
- How to divide a whole number into equal groups
- How to use the multiplication process of referring to the equation 4 X 5 as 4 groups of 5, to assist in their understanding of division.
How to divide a whole number into equal groups.
Using the multiplication process of referring to the equation 4 X 5 as 4 groups of 5, to assist in their understanding of division
Vocabulary:
Dividend
Divisor
Quotient
Classroom composite
Classroom Composite
My classroom is comprised of 10 diverse students. There is one English Language Learner and one student with an Individualized Education Plan. I have one student whose parents originated from the Philippines.
***Student pictures and profiles are taken from the week one assessment analysis.***
Bianca
Common Misconceptions:
Student with an Individualized
Education Plan
- Is bright and can read well, yet has difficulty with reading comprehension and word problem.
- Can explain her thinking during problem solving.
- IEP with goal in social skills awareness.
- Will benefit from instruction which incorporates social interaction, as well as, use of a manipulative.
Student who is a English Language Learner
Fabiola
- Can solve basic Math problems.
- Has a passion for art (drawing).
Will require picture support, especially with word problems and or vocabulary.
Student who needs Social Emotional Support
James
- Enjoys peer collaboration
- Catches on to Math concepts quickly.
Due to frequent absences may require being grouped with a student who can assist him with topic he has missed.
Student Learning Goals (I can...)
I can determine the unknown number in multiplication and division problems.
I can understand how multiplication and division relate to one another.
Common Misconceptions
In previous lessons, students learned the commutative properties of addition and multiplication. For this reason, they may also want to incorporate these properties while working with division
Student Goals, Barriers, And Misconceptions
Social-emotional Goals
Students will demonstrate their social-skills by working in small groups creating using multiplication charts to develop division problems for their peers.
Students will also demonstrate their social-skills through the daily routine of Math Talk.
Student Social-Emotional Goal
Barriers to learning
Barriers to Learning
English language learners will be assisted through use of pictures to support vocabulary in word problems. They will also be grouped with bilingual peers whenever possible.
My student with an IEP will be assisted with word problems through use of pictures and manipulatives.
STAGE 2: TEACHING
My Daily Agenda (What I will use to manage instruction)
Learning Map Sequence (Day one)
Class will begin with a math talk about multiplication to further assess their grasps of previous lessons.
Sample Lesson video will be played.
We will then work on further division problems using concrete materials in a small group setting.
Another video which includes instruction about the relation of Division and Multiplication.
Using multiplication charts students will continue working in small groups to create division problems for the class.
Materials:
Containers and objects to be divided into the containers.
Multiplication charts.
Assessments:
Informal assessments will be conducted as I monitor the small group activities.
Informal assessments will also be conducted during whole group class instruction by use of "thumbs up" and "Thumbs down".
Instruction will be assessed further in the following day's Math Talk routine.
Multiple Means of Representation
(Modeling & Practice)
Students will view a lesson demonstrating how to divide a whole number into equal groups using pictures. (modeling)
Students will work in small groups to solve problems in a similar fashion using containers and objects. (Practice)
Universal
Design
For
Learning
Multiple Means of Engagement
Multiple Means of Engagement.
Students will create their own word problems using multiplication problems as a source. Through this process, students will gain practice in writing division problems and new understanding about how each problem relates to a multiplication.
Multiple means of Expression
(practice & assessment)
Multiple Means of Expression
Students will demonstrate their understanding of the concept by imaging real life situations in which they will need to divide objects into equal shares. Through collaboration with peers they will deepen this understanding and express it to one another.
The following day's Math Talk will allow students another opportunity to express their thoughts and ideas in regard to the process of division.
Managing the Classroom Environment
Classroom Management
Students groups have already been created to account for student social skills. Students which struggle in this area are grouped with more socially proficient students. Students patience levels with one another have also been taken into account (Tate tends to annoy his peers while Melvin has low patience level, so they are not in the same group).
The lesson contains two major transitional periods, retrieving materials for hands-on activity and storing materials after hands-on activity. During these transitional phases, I will assess student behavior and infractions will be recorded on a behavior chart.