ALEX Learning Activity

  

Lego Array Game

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Meghan Denson
System:Hoover City
School:Brock's Gap Intermediate School
  General Activity Information  
Activity ID: 2023
Title:
Lego Array Game
Digital Tool/Resource:
Lego Array Game
Web Address – URL:
Overview:

Students will look at a number and determine how many rows and columns it creates in a Lego brick to create equal shares. 

This activity results from the ALEX Resource Gap Project.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 3
2. Illustrate and interpret the quotient of two whole numbers as the number of objects in each group or the number of groups when the whole is partitioned into equal shares.

Unpacked Content
Evidence Of Student Attainment:
Students:
Given any division problem (including word situations) in the form a ÷ b = c,
  • Use concrete materials/pictorial representations to model various division situations.
  • Identify and explain the meanings of the quantities given as well as the meaning and quantity of the missing information.

    • Example: Given 35 ÷ 5, depending on context, students explain that 35 is the number of objects partitioned into 5 equal shares, and 7 is the size of each share, or that 35 is the number of objects partitioned into groups of 5 objects each, and 7 is the number of groups shared.
  • Explain the strategy or reasoning used to find a quotient (or missing factor).
  • Write expressions and equations illustrated by models and drawings.
  • Write word problems to represent a situation involving division.
    • Teacher Vocabulary:
    • Partitive division
    • Measurement division
    • Missing factor
    • Factor
    • Quotient
    • Partition
    • Product
    • Divisor
    • Dividend
    • Equal share
    Knowledge:
    Students know:
    • that division is related to multiplication in terms of finding a missing factor. The missing factor being either the number of groups or the number of items in each group.
    Skills:
    Students are able to:
    • Interpret quantities in a division situation as the number of objects in each group or the number of equal groups.
    • Use a model or drawing to illustrate a quotient.
    • Write word problems for division context involving equal groups and fair shares.
    Understanding:
    Students understand that:
    • a division expression represents either the number of objects in each group when the total number is partitioned evenly into a given number of groups or the number of groups when the total number is partitioned into groups that each contain a given number.
    Diverse Learning Needs:
    Essential Skills:
    Learning Objectives:
    M.3.2.1: Define the parts of a division problem including divisor, dividend, and quotient.
    M.3.2.2: Write a division equation.
    M.3.2.3: Apply the signs ÷ and = to the action of separating sets.
    M.3.2.4: Recognize division as either repeated subtraction, parts of a set, parts of a whole, or the inverse of multiplication.
    M.3.2.5: Model grouping with basic division facts partitioned equally (e.g. 8/2).
    M.3.2.6: Apply properties of operations as strategies to subtract.
    M.3.2.7: Subtract within 20.
    M.3.2.8: Represent equal groups using manipulatives.

    Prior Knowledge Skills:
    • Putting a larger item into smaller groups
    • Model writing equations from word problems.
    • Apply signs +,
    • , = to actions of joining and separating sets.
    • Use of base 10 blocks to demonstrate making equal sets of a larger whole.
    Alabama Alternate Achievement Standards
    AAS Standard:
    M.AAS.3.1 Using vocalization, sign language, augmentative communication, or assistive technology, model finding the sum of equal groups using repeated addition (sums within 30).
    Learning Objectives:

    Students will match a quotient with a Lego array on a Lego brick and find the corresponding row, column and the total number of pips that relate. Students will then write a corresponding equation to the array. 
      Strategies, Preparations and Variations  
    Phase:
    During/Explore/Explain
    Activity:

    Share with students that they will be playing a matching game with cards and Legos. 

    The teacher holds up a brick. Teacher asks students to name the brick (ie. 2x3). Teacher asks, Why do we call it a 2x3 brick? Student response would be because there are 2 rows and 3 columns. Practice with several different bricks.  

    Pass out a Lego Arrays Matching Game sheet to all students. Go over the directions and play a practice round with the class.  

    * Draw a card. 

    * Find a Lego brick that has the same number of pips on the brick as the quotient card. 

    * Draw the Lego brick on your paper. 

    * Write the number of rows, columns, and pips on the next column that corresponds with the Lego brick.  

    * Write a division equation to match. 

    Give students a partner and a set of cards per group. Allow students time to play the game. 
    Assessment Strategies:

    Answer sheet serves as assessment check. 
    Advanced Preparation:

    Print out one Lego array game sheet per student. 

    Print out one set of quotient cards per group. 
    Variation Tips (optional):
     
    Notes or Recommendations (optional):

    For use later in centers, laminate and allow for use with a dry erase marker. 

    If you do not have physical Lego bricks the teacher can make cards with pictures of corresponding Lego bricks to each quotient card. 
      Keywords and Search Tags  
    Keywords and Search Tags: