TAT2-_Task_2

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Western Governors University *

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TAT2

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Mathematics

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Feb 20, 2024

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RUNNING HEAD: TAT2 Task 2 Technology Product 1 TAT2: Task 2- Technology Product Tia Martin Student ID: #000631149 Program Mentor: Michelle Corona-Vass Assessment Code: TAT2 November 2021

Technology Product 2 Instructional Goal Fourth-grade students will be able to identify the value of a digit on the place value chart and apply the skill to multiplying and dividing numbers by 10’s, 100’s, and 1,000’s within the millions place. Identifying the value of a digit skill will assist students within the performance context to understand the value of monetary items. Performance Objective Below is the list of Performance Objectives to match each of the three lessons. ● Performance Objective 1: Given a place value chart and place value disks, learners will represent products when multiplying by a one-digit number of 4 out of 5 multiplication equations. ● Performance Objective 2: Given a place value chart learners will use place value disks to represent multiplication patterns and numerically represent a one-digit number times a multiple of 10 in 4 out of 5 multiplication equations. ● Performance Objective 3: When given a two-digit multiple of 10 by two-digit multiples of 10 learners will create an area model to represent the multiplication equation and solve for the product in 4 out of the 5 multiplication equations. Audience My classroom is full of a diverse group of students with various socio-economic statuses, cultures, races, colors, religions, and genders. Currently, my students have been trying to have a good attitude despite the challenges of transitioning from the virtual learning model into the hybrid learning model. Each day they show up ready to learn and repeat our positive affirmations to give them the motivation to succeed. The belief that all students can learn with the proper tools is an important part of our classroom community. Within my classroom, a majority of the

Technology Product 3 students are general education students. My classroom is the inclusion classroom which means it is co-taught by our special education department. I have 9 students on Individualized Education Plans (IEP), 5 English Language Learner (ELL) students that speak English and Spanish. My classroom has a group of students on the Accelerated Learning Model (ALM). These students are working on performance tasks and receive services from our Gifted and Talented Education teacher (GATE). Of the 9 GATE students, 2 students are labeled as highly gifted by the CCSD and receive additional services with a team of educators that address their highly gifted abilities and assist them with organization and social skills. My students have a great attitude to learning and towards math. Even with the challenges of the past two school years, they love learning the higher-level cognitive demand of fourth-grade math. Learning Environment The instructional unit will take place in a 4th-grade classroom at Newton Elementary School in Henderson, Nevada within the Clark County School District. The classroom environment is all in-person learning. The classroom has 33 desks which are required to be placed 3 feet apart, with no grouping allowed. Each student will have their own district-issued chrome book, as well as any necessary math manipulatives for success. Key Components The instructional unit delivery plan is expected to take 3 days of instruction with a time frame of 80 minutes for each lesson. As of right now, students are in-person learning, with no students in distance education. Students will be allowed to work in groups and partners, as long as social distancing guidelines are adhered to. Students will spend 80 minutes each day of the allotted mathematics institutional time working on mastering multiplying and dividing numbers by 10’s, 100’s, and 1,000’s. The unit will include pre-assessment, objective, and connecting real-

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Technology Product 4 life application to the objective, lesson- I Do, We Do, You Do delivery format for each lesson, and each lesson will have an exit ticket. The instructional theories that will be most utilized within this unit of instruction are cognitivism and constructivism. The lesson includes activities that require students to engage with the content by constructing meaning through hands-on exploration and connecting that meaning to prior knowledge. The plan of instruction will include an entrance ticket into the lesson, which will allow the teacher to quickly assess prior knowledge. The lesson moves next into the presentation of the objective, lesson, participation of the learners through a think, pair, share, quick checks for understanding, and an activity for students to demonstrate their understanding. The materials necessary to the success of the unit will be place value charts, Chromebooks with access to quick checks, math notebook along with writing tools, 10’s 100’s, and 1,000’s disks. All paper handouts will be provided to students during each lesson. Lesson Plan in Instructional Unit Lesson 1: Lesson Plan Summary: When students make meaning of their learning by constructing their knowledge this is a key example of constructivism. In this lesson, students will use their knowledge of the place value chart to learn to move up the place value chart by recognizing the patterns of multiples of 10. Engaging students in the learning process by utilizing place value disks and place value charts helps them connect their knowledge and increase their understanding of the concept. This lesson also encourages students to be metacognitive in their thinking by justifying the thought process that they have constructed throughout the lesson with their peers. Lesson 2: Lesson Plan Summary: The learning theory applicable to this objective and lesson is cognitivism. Students were asked to build upon their initial understanding of

Technology Product 5 multiplying by multiples of 10, 100, and 1,000 and extend their understanding by increasing the value of the multiple. Students were given examples of the content and then asked to solve with peers on further multiplication of multiples of 10 equations. Lesson 3: Lesson Plan Summary: The learning theory that most represents this lesson is constructivism because students are using their initial understanding to multiply one-digit by multiples of 10 to now multiplying two digits by two digits by decomposing the multiple of ten. Students were using their partners to discuss possible solutions to which factors they would decompose and which strategy they would try first. Assessment Throughout the unit plan, ongoing embedded formative assessments such as a 4,3,2,1 scale, entrance tickets, exit tickets, and quick checks will be utilized. Students will monitor their learning and communicate through one of the various assessments of their understanding of the concept. Unit Plan Lesson Plan #1 Title : Multiplying by 10, 100 and 1000 Performance Objective: Given a place value chart and place value disks, learners will represent products when multiplying by a one-digit number of 4 out of 5 multiplication equations. Resources or Materials Needed: ● Place Value Chart ● place value disks, ● personal whiteboard, ● whiteboard marker,

Technology Product 6 ● word problem, ● document camera, projector ● Google Slides ● Quizizz- Exit Ticket ● Homework: Problem Set Time: 1 hour Step 1: Pre-Instructional Activities: (15 minutes) ● Begin by reviewing key vocabulary terms for this unit, factor, product, groups, and decompose. ● Use interactive slides to display the word problem- Samantha received an allowance of $3 every week. By babysitting, she earned an additional $30 every week. How much money did Samantha have in four weeks, combining her allowance and her babysitting? ● Students will discuss what they know about the problem and what the problem is asking them to do with their shoulder partner. Students will discuss how they can solve the word problem. ● Students will then solve the word problem independently on their whiteboards. ● Students will use the silent signal to signal they are done. The teacher will circulate checking for strategies and assist with any misconceptions. ● With their opposite shoulder partner, students will discuss what strategy they used to solve the problem and their answer to the problem. Step 2: Content Presentation: (15 minutes) ● Teacher will use interactive slides to model placing a factor on the place value chart.

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Technology Product 7 ○ Place 3 place value disks in one place. Explain the multiplication model represented is 3x1. Teacher will ask students to think about how I would represent 3 tens. ○ Teacher will move the 3 disks from the one’s place to the tens place and explain that to move my 3 ones to the tens place I need to multiply by 10. ○ Teachers will continue to demonstrate moving 3 tens to the hundreds place, from the hundreds place to the thousands place. ○ Teacher will model how to move 3 ones to the hundreds place and to the thousands place by multiplying by 100 and 1,000. Step 3: Learner Participation: (15 minutes) ● Teacher will display the slideshow with 4 ones on a place value chart. ○ Teacher will ask students to work with a partner and demonstrate how to multiply 4 by a multiple of 10. Students will record their multiplication equations for each multiple on their whiteboards. ○ Teacher will circulate observing students and assist with any misconceptions. ● Teacher will display the equation 5 x 10, 5 x 100, and 5 x 1,000 and ask students to use their place value charts and disks to determine the product of these expressions. Step 4: Assessment: (15 minutes) ● Students will be given a Quizizz as an exit ticket as a formative assessment with 5 questions on it. The exit ticket will consist of problems similar to today’s lesson. ● Students will be allowed to use their place value charts, as well as place value disks. Step 5: Follow-Through Activities:

Technology Product 8 ● Students will be required to complete their problem set for homework to continue practicing the skill of 10, 100, or 1,000 times more than. Lesson Plan Summary: When students make meaning of their learning by constructing their knowledge this is a key example of constructivism. In this lesson, students will use their knowledge of the place value chart to learn to move up the place value chart by recognizing the patterns of multiples of 10. Engaging students in the learning process by utilizing place value disks and place value charts helps them connect their knowledge and increase their understanding of the concept. This lesson also encourages students to be metacognitive in their thinking by justifying the thought process that they have constructed throughout the lesson with their peers. Lesson Plan #2 Title : Multiplying by 10, 100 and 1000 Performance Objective: Given a place value chart learners will use place value disks to represent multiplication patterns and numerically represent a one-digit number times a multiple of 10 in 4 out of 5 multiplication equations. Resources or Materials Needed: ● Place Value Chart ● place value disks, ● personal whiteboard, ● whiteboard marker, ● word problem, ● document camera, projector ● Google Slides ● Exit Ticket- Google Form

Technology Product 9 ● Homework: Problem Set Time: 1 hour Step 1: Pre-Instructional Activities: (15 minutes) ● Begin by reviewing key vocabulary terms for this unit, multiplicative comparison- ___ times as many ___, factor, product, groups, and decompose. ● Use interactive slides to display the word problem- Brianna buys 3 packs of balloons for a party. Each pack has 60 balloons. How many balloons does Brianna have? ● Students will discuss what they know about the problem and what the problem is asking them to do with their shoulder partner. Students will discuss how they can solve the word problem. ● Students will then solve the word problem independently on their whiteboards. ● Students will use the silent signal to signal they are done. The teacher will circulate checking for strategies and assist with any misconceptions. ● With their opposite shoulder partner, students will discuss what strategy they used to solve the problem and their answer to the problem. Step 2: Content Presentation: (15 minutes) ● Teacher will use interactive slides to model placing a factor on the place value chart to model 2 ones x 4, 2 tens x 4, 2 hundred x 4, and 2 thousand x 4. ○ Place 2 ones with place value disks in the ones place. Explain the multiplication model represented as 2 one’s times 4 Teacher will circle each group of 2 to represent 4 equal groups. Teacher will say I have a total of 8 ones.

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Technology Product 10 ○ Using the same concept, the teacher will model 2 tens x 4on the place value chart. Teacher will place 2 tens on the place value chart and then model how to make 4 equal groups of 2 tens. Teacher will say I have 8 tens or 80. ○ Teacher will model 2 hundred x 4 on the place value chart. ○ Teacher will add 4 groups of 2 hundred and circle the equal groups. Teacher will explain how 4 groups of 2 hundred is the same as 800. Continue modeling with 2 thousand x 4. Step 3: Learner Participation: (15 minutes) ● Teacher will display the slideshow with 8 ones on a place value chart. ○ Teacher will ask students to work with a partner and demonstrate how to multiply 8 x 2, 8x 20, 8 x 200, and 8 x 2 thousand by using the pattern of multiples of 10, 100, and 1,000. Students will record their multiplication equations for each multiple on their whiteboards. ○ Teacher will circulate observing students and assisting with any misconceptions. ● Teacher will display the word problems on the slideshow for students to work as a group to find the product. Step 4: Assessment: (15 minutes) ● Students will be given a Google Form Exit Ticket as a formative assessment with 5 questions on it. The exit ticket will consist of problems similar to today’s lesson. ● Students will be allowed to use their place value charts, as well as place value disks. Step 5: Follow-Through Activities: ● Students will be required to complete their problem set for homework to continue practicing the skill of 10, 100, or 1,000 times more than.

Technology Product 11 Lesson Plan Summary: The learning theory applicable to this objective and lesson is cognitivism. Students were asked to build upon their initial understanding of multiplying by multiples of 10, 100, and 1,000 and extend their understanding by increasing the value of the multiple. Students were given examples of the content and then asked to solve with peers on further multiplication of multiples of 10 equations. Lesson Plan #3 Title : Two digit multiples of 10 Performance Objective: When given a two-digit multiple of 10 by two-digit multiples of 10 learners will create an area model to represent the multiplication equation and solve for the product in 4 out of the 5 multiplication equations. Resources or Materials Needed: ● Place Value Chart ● place value disks, ● personal whiteboard, ● whiteboard marker, ● word problem, ● document camera, projector ● Google Slides ● Khan Academy ● Quizizz ● Homework: Problem Set Time: 1 hour Step 1: Pre-Instructional Activities: (15 minutes)

Technology Product 12 ● Begin by reviewing key vocabulary terms for this unit, Associative property, multiplicative comparison- ___ times as many ___, factor, product, groups, and decompose. ● Use interactive slides to display the word problem- There are 400 students at Park Elementary School. Park High School has 4 times as many students. a. How many students in all attend both schools? b. Lane High School has 5 times as many students as Park Elementary. How many more students attend Lane High School than Park High School? ● Students will discuss what they know about the problem and what the problem is asking them to do with their shoulder partner. Students will discuss how they can solve the word problem. ● Students will then solve the word problem independently on their whiteboards. ● Students will use the silent signal to signal they are done. The teacher will circulate checking for strategies and assist with any misconceptions. ● With their opposite shoulder partner, students will discuss what strategy they used to solve the problem and their answer to the problem. Step 2: Content Presentation: (15 minutes) ● Teacher and students will watch a Khan Academy video explaining how to multiply two digit numbers by tens using the Associative Property. ● Teacher will then use interactive slides to model multiplying two digit multiples of 10 by two digit multiples of ten with the area model. ○ On the interactive slide display 30 x 20 and discuss the value of the factors. Explain to students that we can use the associative property of multiplication to

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Technology Product 13 help us solve this equation. Decompose the 30 into 3 tens and write 10 x 20 x 3 because 30 is the same as 3 tens. Demonstrate to students how the associative property allows you to group any two factors to assist with finding the product of three factors. ○ Teacher will model grouping 2 tens on the place value chart then multiple those by 10 and move to the hundreds place value. Then teacher will model how two hundreds multiplied by 3 is the same as 6 hundreds. ○ Using the same expression, the teacher will model again but this time they will decompose 30 x 20 into a different decomposition of 2 x 30 x 10. Teacher will model how to multiply 2 x 30 = 60 and then multiply the product 60 to the remaining factor of 10. Using our prior knowledge teacher will place 6 tens and group them to move one place value to the left or multiple by 10. ○ Teacher will demonstrate how to multiply 30 x 20 with the area model. Teacher will write 30 x 20 = 3 tens x 2 tens= 6 hundreds Step 3: Learner Participation: (15 minutes) ● Teacher will display the slideshow with 40 x 20. ○ Teacher will ask students to work with a partner and demonstrate how to multiply 40 x 20 by decomposing the factor using the associative property and grouping the factors to discover the product using a multiple of ten comparisons. ○ Teacher will circulate observing students and assisting with any misconceptions ○ Students will continue by practicing independently with 50 x 40 and this time practice the area model strategy. Step 4: Assessment: (15 minutes)

Technology Product 14 ● Students will be given a Quizizz exit ticket as a formative assessment with 5 questions on it. The exit ticket will consist of problems similar to today’s lesson. ● Students will be allowed to use their place value charts, as well as place value disks. Step 5: Follow-Through Activities: ● Students will be required to complete their problem set for homework to continue practicing the skill of 10, 100, or 1,000 times more than. Lesson Plan Summary: The learning theory that most represents this lesson is constructivism because students are using their initial understanding to multiply one digit by multiples of 10 to now multiplying two digit by two digit by decomposing the multiple of ten. Students were using their partner to discuss possible solutions to which factors they would decompose and which strategy they would try first. Handouts and Assessments All handouts and formative assessment are included in each lesson of the unit plan. In each lesson, a handout of a place value chart is used to assist students with concept development. Each lesson has its own digital formative assessment and accompanying handout homework for independent practice. Each of these resources are included in the lesson plan. Instruction for Resource When using the technology resources as stated in the lesson plan, teachers will need access to the internet to support the unit plan. The first resource is a formative assessment called Quizizz. Teachers do not need to set up an account unless they want to accumulate the data on their own account, otherwise teachers can share this link with students on their learning management site (LMS). Another option would be for a teacher to set up a free account so they can project the Quizizz game. The Next technology resource is a Google Form. For a teacher to

Technology Product 15 utilize this Form, they will need a Google account. Teachers will share the Form with students on their respective LMS. The last resource is a Khan Academy video, this video does not require a subscription or a login, however, if a teacher would like to see the notes provided by Khan Academy they can create a free account. Productivity Resource The productivity resource I used was Google Forms. The Form is a practical way to quickly assess students' understanding of the concept with automatic feedback so students can self monitor their own learning. Google Form provides a resource for educators to monitor their students' learning while maintaining a digital portfolio of their students' mastery. It is fairly easy to set up a Form to collect data. Research Resource The research resource is Khan Academy video utilized in unit plan and will assist teachers with engaging visual learners and it provides students with another way to see how to multiply two digit by two digit multiplication. Showing students a research based video on how to properly multiply these whole numbers by using the associative property built upon their prior knowledge from previous work. Videos not only support visual learners, but also if a student is absent or if a student needs to rewatch the video for assistance while completing the homework. Teachers can place the video on their LMS to further support their students. Additional Resource The additional resource I used in this unit plan is Quizizz. The web based game Quizizz is a fun way to engage all learners. Quizizz provides instant feedback to teachers and students. It also uses funny memes to keep students engaged in the learning process. Teachers can set the game up for different game modes. It's a useful tool for collecting data after a lesson.

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Technology Product 16 References Embarc Course: G4M3: Multi-digit multiplication and division . EMBARC.Online. (n.d.). Retrieved November 15, 2021, from https://embarc.online/course/view.php?id=23. Google. (n.d.). Google Forms . Google forms: Free online surveys for personal use. Retrieved October 31, 2021, from https://www.google.com/forms/about/. Khan Academy. (n.d.). Multiplying 10s (video) | multiply by 10s . Khan Academy. Retrieved November 15, 2021, from https://www.khanacademy.org/math/cc-fourth-grade-math/multiplying-by-2-digit- numbers/multiply-by-10s/v/multiplying-10s. Quizizz - The World's Most Engaging Learning Platform. (n.d.). Retrieved October 31, 2021, from https://quizizz.com/.

TAT2-_Task_2

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