Title: Building Blocks for Multiplication and Division
Author: Mrs. Zeman, Elliott Elementary school
Subject: Math
Grade Level – 3th grade
Duration – 45 minutes
Unit Description – Multiplying and dividing whole numbers using building blocks from physical interaction.
Lesson Goals –
· Being able to multiply and divide whole numbers.
· Learn how to use building blocks as a physical way to figuring out the equations.
· Reading mathematic word sheets with word problems (simple to complex sentences).
Common Core Standards –
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 = ?
Big Ideas –
· Building blocks used as a tool can help solve multiplication and division problems to represent the numbers for a visual display for explanation.
Barriers –
· Being able to build the blocks (gripping disability).
· Not being able to count up to 10 or counting on.
· Problems with reading the math sentence (reading disability while also having comprehension problems).
· EI when it comes to frustration level.
UDL Checkpoints –
Guideline 5: Provide options of expression and communication
· Checkpoint 5.1 – Use multiple media for communication
· Checkpoint 5.2 – Use multiple tools for construction and composition
Guideline 9: Provide options of self-regulation
· Checkpoint 9.2 – Facilitate personal coping skills and strategies
Guideline 8: Provide options for sustaining effort and persistence
· Checkpoint 8.1 – Heighten salience of goals and objectives
Guideline 6: Provide options of executive functions
· Checkpoint 6.2 – Support planning and strategy development
Guideline 1: Provide options for perception
· Checkpoint 1.3 – Offer alternatives for visual information
Guideline 2: Provide options for language, mathematical expressions, and symbols
· Checkpoint 2.1 – Clarify vocabulary and symbols
· Checkpoint 2.5 – Illustrate through multiple media
Guideline 7: Provide options for recruiting interest
· Checkpoint 7.3 – Minimize threats and distractions
[ATTACHED BELOW IS THE FULL IN-DEPTH LENGTH OF THE LESSON PLAN]
Author: Mrs. Zeman, Elliott Elementary school
Subject: Math
Grade Level – 3th grade
Duration – 45 minutes
Unit Description – Multiplying and dividing whole numbers using building blocks from physical interaction.
Lesson Goals –
· Being able to multiply and divide whole numbers.
· Learn how to use building blocks as a physical way to figuring out the equations.
· Reading mathematic word sheets with word problems (simple to complex sentences).
Common Core Standards –
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 = ?
Big Ideas –
· Building blocks used as a tool can help solve multiplication and division problems to represent the numbers for a visual display for explanation.
Barriers –
· Being able to build the blocks (gripping disability).
· Not being able to count up to 10 or counting on.
· Problems with reading the math sentence (reading disability while also having comprehension problems).
· EI when it comes to frustration level.
UDL Checkpoints –
Guideline 5: Provide options of expression and communication
· Checkpoint 5.1 – Use multiple media for communication
· Checkpoint 5.2 – Use multiple tools for construction and composition
Guideline 9: Provide options of self-regulation
· Checkpoint 9.2 – Facilitate personal coping skills and strategies
Guideline 8: Provide options for sustaining effort and persistence
· Checkpoint 8.1 – Heighten salience of goals and objectives
Guideline 6: Provide options of executive functions
· Checkpoint 6.2 – Support planning and strategy development
Guideline 1: Provide options for perception
· Checkpoint 1.3 – Offer alternatives for visual information
Guideline 2: Provide options for language, mathematical expressions, and symbols
· Checkpoint 2.1 – Clarify vocabulary and symbols
· Checkpoint 2.5 – Illustrate through multiple media
Guideline 7: Provide options for recruiting interest
· Checkpoint 7.3 – Minimize threats and distractions
[ATTACHED BELOW IS THE FULL IN-DEPTH LENGTH OF THE LESSON PLAN]
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