TEKS Lesson Plan/Unit Plan - Texarkana Independent School ...



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: | |PLAN CODE: | |

|Writer: | |Course/subject: | |

| |G. Peterson | |Math |

|Grade(s): | |Time allotted for instruction: | |

| |3rd | |Two thirty minute sessions |

| | | |(then great for a center) |

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|Title: | |

| |Function Fun |

|Lesson TOPIC: | |

| | |

|TAKS Objective: | |

|FoCUS TEKS and Student Expectation: |3.4B The student recognizes and solves problems in multiplication and division situations. |

|Supporting TEKS and Student Expectations: |3.4C Including problems that demonstrate that multiplication and division are inverse operations.|

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|The basic functions (addition, | |

|subtraction, multiplication, and |by using practice, guess and check, and estimation, students will become proficient in the calculation |

|division) work in patterns and can be |of all functions, develop high level critical thinking skills, and gain understanding of number |

|manipulated to accomplish a goal. |reasonableness. |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections/anticipatory set

After learning basic addition, subtraction, multiplication, and division facts, these games should be played to enhance speed and accuracy, enrich understanding, develop critical thinking skills, and increase the students’ concept of reasonableness.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, think-aloud, discussion, reading, listening, viewing, etc.)

Use Transparency 1 – Addition Challenge to teach the students how to play the game. Each team of 2 to 4 children will need 3 standard number cubes, a paper copy of Transparency 1 to use as the game board, and a different color marker. Taking turns, each student rolls all 3 cubes and adds the numbers. He or she then colors in their answer number on the chart. Each student will roll and add in turn; they must use all of the numbers they throw. The goal of the game is to be the first to cover 5 squares in a row on the answer board. Rows may run horizontally, vertically, or diagonally. (Make several copies of the game board as the students will want to play more than once.) While learning the game, it is helpful for the students to calculate aloud. In case of miscalculation, students may challenge another student who will then have to prove his or her answer.

C. Guided activity or strategy

After the students are proficient on the Addition Challenge, give them Handout 2 – Addition Challenge II which uses 4 number cubes. The students will add their four numbers and color their answer on this board in order to cover 5 squares in a row. The same general directions as above apply.

Handout 3 – Addition & Subtraction Challenge is played with four dice and using the same rules as above, except each student may choose which of the numbers on each roll they want to add and/or subtract. With each roll, each student is allowed to add only, subtract only, or both add and subtract in order to calculate the number they are trying to reach. They must use all four numbers they rolled.

Handout 4 – Extreme Challenge is played with three number cubes using same rules as above. The Challenge here is “Extreme” because each student must add two of the numbers and multiply by the third. The student is able to decide which two numbers they want to add first. By this time, students should begin to understand the strategies and critical thinking helpful to winning the game.

D. Accommodations/modifications

Students may allow a friend to roll for them, to assist them in their calculations, and to color in their squares for them if appropriate. Calculators may be used for challenges and students with this modification.

E. Enrichment

Handout 5 – Extreme Challenge II is played using the same rules, but during each turn, the student has the option to add, subtract, multiply, and/or divide. They may use any and all functions during the same turn in order to determine a way to calculate the number they are trying to attain. They must use all the numbers they rolled.

Handout 6 – Extreme Challenge III is played using the same rules as the Extreme Challenge but is played with 6 number cubes. Good luck!!

Other extension activities: Challenge students to develop a math game of their own using either pencil and ruler or computer to lay out the board.

Play Tic-Tac-Toe, Battle Ship, or other logic game to utilize new critical strategies.

II. STUDENT PERFORMANCE

A. Description

The students will play a series of board games in which they mentally calculate the sum, difference, product, and/or quotient of the numbers thrown on number cubes. The challenge to calculate totals which will make a row of 5 numbers on the board game will enhance the development of high level critical thinking skills, as well as aid in the gain of understanding of number reasonableness.

B. Accommodations/modifications

Students may allow a friend to roll for them, to assist them in their calculations, and to color in their squares for them if appropriate. Calculators may be used for challenges and students with this modification.

C. Enrichment

Handouts 5 and 6 are extremely challenging for the high level thinkers. They require the understanding of the numbers, the functions, and mathematical reasonableness.

Challenge students to develop a math game of their own using either pencil and ruler or

Play Tic-Tac-Toe, Battle Ship, or other logic game to utilize new critical strategies computer to lay out the board.

III. ASSESSMENT OF ACTIVITIES

A. Description

Students can be assessed by teacher observation during the game. High level questions can also be asked to determine student understanding.

B. Rubrics/grading criteria

Student Observation Sheet is included.

C. Accommodations/modifications

Students may allow a friend to roll for them, to assist them in their calculations, and to color in their squares for them if appropriate. Calculators may be used for challenges and students with this modification.

D. Sample discussion questions (answers may vary)

Why did you place your first number where you did?

If you are trying to place your answer in a special location on your game board, how do you attempt to make your numbers fit there? (estimation)

How do you determine which numbers to add and which to multiply? (estimation, guess and check, reasonableness) Does it matter? (yes)

How does your knowledge of Fact Families help you in this game?

Explain your thoughts as you decide which square to color. (Note: squares in the middle have more chances around them and so have a better probability of the student being able to play on them later.)

Have you thrown more high numbers or low this game? How does that affect the way you play?

IV. TAKS Preparation

A. Transition to TAKS context

Review TAKs vocabulary and tie word problems to the games

B. Sample TAKS questions

TAKS Practice and answer key are included. You may want to make a transparency and work them together as a class, or you can use it as a quiz.

V. Key Vocabulary

Fact family, probability, addition, sum, subtraction, difference, multiplication, product, division, quotient, function, reasonableness

VI. Resources

A. Textbook

B. Supplementary materials/equipment

Markers, number cubes, copies of handouts, calculator for checking (if desired)

C. Technology

Math games -

Primary Games -

Kids Math Games -

Math is Fun -

VII. Follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

Brainstorm and create your own board games to share with your friends.

Add a timer and allow only one minute for each student to make their play.

Play Tic-Tac-Toe, Battle Ship, or other logic game to utilize new critical strategies computer to lay out the board.

VIII. Teacher Notes

A large bag of number cubes may be purchased for your classroom at the dollar store.

You may want to begin this activity by pairing students with similar math skill levels. Diverse skill levels will be frustrating for everyone playing.

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