Difference between revisions of "Activities/Blocku/LessonPlans"
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# Pen | # Pen | ||
# Paper | # Paper | ||
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===III. Goals === | ===III. Goals === | ||
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# To observe patterns | # To observe patterns | ||
# To work effectively in a team setting | # To work effectively in a team setting | ||
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===IV. Objectives=== | ===IV. Objectives=== | ||
# To evaluate students comprehension of multiplication concepts in a constructivist format | # To evaluate students comprehension of multiplication concepts in a constructivist format | ||
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===V. Vocabulary=== | ===V. Vocabulary=== | ||
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http://en.wikipedia.org/wiki/Constructivist_teaching_methods | http://en.wikipedia.org/wiki/Constructivist_teaching_methods | ||
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===VI. Instruction=== | ===VI. Instruction=== | ||
Students are placed into teams of either two or three. Once students are placed within their teams, the teacher presents the class with a question on the Blocku game. Groups of students race against each other to see who can complete the Blocku puzzle the fastest. Points or prizes are awarded accordingly. As a class, the teacher reviews the entire puzzle to make sure everyone understands the math concept and patterns found in the game. | Students are placed into teams of either two or three. Once students are placed within their teams, the teacher presents the class with a question on the Blocku game. Groups of students race against each other to see who can complete the Blocku puzzle the fastest. Points or prizes are awarded accordingly. As a class, the teacher reviews the entire puzzle to make sure everyone understands the math concept and patterns found in the game. | ||
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===VII. Rationale (explain why methods are used)=== | ===VII. Rationale (explain why methods are used)=== | ||
This incentive based, constructivist teaching style enables students to collaborate and review amongst themselves lessons taught prior to playing the game. By making the game competitive students are motivated to grasp the concept and further understand intermediate multiplication concepts. | This incentive based, constructivist teaching style enables students to collaborate and review amongst themselves lessons taught prior to playing the game. By making the game competitive students are motivated to grasp the concept and further understand intermediate multiplication concepts. | ||
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===VIII. Supporting Material=== | ===VIII. Supporting Material=== | ||
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* 4th Grade Mathematics Curriculum Chart: | * 4th Grade Mathematics Curriculum Chart: | ||
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===IX. Activities and Procedure=== | ===IX. Activities and Procedure=== | ||
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* Review of Game: 5 minutes after each competition | * Review of Game: 5 minutes after each competition | ||
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===X. Lesson Closure=== | ===X. Lesson Closure=== | ||
At the conclusion of each competition, students should review with their teacher the solution to the puzzle. At the completion of the three competitions teams should be awarded prized. | At the conclusion of each competition, students should review with their teacher the solution to the puzzle. At the completion of the three competitions teams should be awarded prized. | ||
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===XI. Standard Descriptions=== | ===XI. Standard Descriptions=== | ||
Revision as of 05:30, 18 February 2010
Listed below are lesson plans that could be incorporated into your classroom.
Blocku Puzzle Game: Grade 4
Printable Version:Media: Lesson_plan.pdf
I. Standards Addresses
4.N.11, 4.N.12
II. Preparation Material
- Blocku Game
- Pen
- Paper
III. Goals
- To practice accurately multiplying numbers from 1 to 12
- To observe patterns
- To work effectively in a team setting
IV. Objectives
- To evaluate students comprehension of multiplication concepts in a constructivist format
V. Vocabulary
- Puzzle
- Constructivist teaching: A teaching format in which the learners are actively involved, the environment is democratic, the activities are interactive and student-centered, and the teach facilitates a process of learning in which students are encouraged to be responsible and autonomous.
http://en.wikipedia.org/wiki/Constructivist_teaching_methods
VI. Instruction
Students are placed into teams of either two or three. Once students are placed within their teams, the teacher presents the class with a question on the Blocku game. Groups of students race against each other to see who can complete the Blocku puzzle the fastest. Points or prizes are awarded accordingly. As a class, the teacher reviews the entire puzzle to make sure everyone understands the math concept and patterns found in the game.
VII. Rationale (explain why methods are used)
This incentive based, constructivist teaching style enables students to collaborate and review amongst themselves lessons taught prior to playing the game. By making the game competitive students are motivated to grasp the concept and further understand intermediate multiplication concepts.
VIII. Supporting Material
- Blocku Wiki: http://wiki.sugarlabs.org/go/Blocku
- 4th Grade Mathematics Curriculum Chart:
IX. Activities and Procedure
- Instruction of Game: 10 minutes
- Duration of Game: 45 minutes (three rounds)
- Review of Game: 5 minutes after each competition
X. Lesson Closure
At the conclusion of each competition, students should review with their teacher the solution to the puzzle. At the completion of the three competitions teams should be awarded prized.
XI. Standard Descriptions
Know multiplication facts through 12 x 12 and related division facts. Use these facts to solve related multiplication problems and compute related problems, e.g., 3 x 5 is related to 30 x 50, 300 x 5, and 30 x 500. Add and subtract (up to five-digit numbers) and multiply (up to three digits by two digits) accurately and efficiently.
4.N.11-
4.N.12-
Contacts: Mark DeMayo | Ariel Zamparini | Ihudiya Ogburu | Fran Rogers