ALEX Learning Activity

  

Lego Toy Assessment Activity

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: Stephanie Carver
System:Cullman City
School:Cullman City Board Of Education
  General Activity Information  
Activity ID: 2753
Title:
Lego Toy Assessment Activity
Digital Tool/Resource:
Lego Toy Assessment Sheet
Web Address – URL:
Overview:

This learning activity should be used as an assessment activity that allows students to explain their thinking to solve problems involving equal groups for multiplication. Students will solve an equal groups multiplication word problem illustrating their thinking. They will then have to defend their answer on an extension problem. 
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 3
1. Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in each group and represent as a written expression.

Unpacked Content
Evidence Of Student Attainment:
Students:
Given any multiplication problem in the form a x b = c,
  • Interpret the equation as a groups of b objects equals the product c, the total number of items.

    • Example: Given 5 x 7 = 35, students explain that 35 represents the total, 5 is the number of groups and 7 is the number in each group.
  • Use concrete materials/pictorial representations to model multiplication situations.
  • Write expressions and equations illustrated by models and drawings.
  • Write word problems to represent a multiplication situation.
    • Teacher Vocabulary:
    • Equal groups
    • Equation
    • Expression
    • Factor
    • Product
    • Array
    • Row
    • Column
    • Skip count
    Knowledge:
    Students know:
    • that in multiplication, one factor represents the number of groups and the other factor represents the number of items in each group, and the product represents the total number of items in all of the groups.
    Skills:
    Students are able to:
    • Use a model or drawing to illustrate the product of two whole numbers.
    • Write an expression or equation to represent the product of two whole numbers identifying the number of equal groups and the group size.
    Understanding:
    Students understand that:
    • a multiplication problem can be interpreted as x groups of y objects.
    Diverse Learning Needs:
    Essential Skills:
    Learning Objectives:
    M.3.1.1: Identify and define the parts of a multiplication problem including factors, multiplier, multiplicand and product.
    M.3.1.2: Use multiplication to find the total number of objects arranged in rectangular arrays based on columns and rows.
    M.3.1.3: Write an equation to express the product of the multipliers (factors).
    M.3.1.4: Relate multiplication to repeated addition and skip counting.
    M.3.1.5: Apply concepts of multiplication through the use of manipulatives, number stories, skip counting arrays, area of a rectangle, or repeated addition.
    M.3.1.6: Apply basic multiplication facts through 9 x 9 using manipulatives, solving problems, and writing number stories.
    M.3.1.7: Solve addition problems with multiple addends.
    M.3.1.8: Represent addition using manipulatives.

    Prior Knowledge Skills:
    • Recall doubles addition facts.
    • Use repeated addition to solve problems with multiple addends.
    • Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
    • Understand key words in addition and subtraction word problems.
      Examples: sum, difference, all together, how many more, how many are left, in all.
    • Define subtraction as separating groups of objects, taking from, or taking apart.
    • Define addition as combining groups of objects, adding to, or putting together.
    • Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
    • Represent numbers with objects or drawings.
    • Use objects to combine and separate groups.
    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 illustrate the number of groups and the number in each group and represent the product as a written expression. 
      Strategies, Preparations and Variations  
    Phase:
    After/Explain/Elaborate
    Activity:

    Students will use the "Lego Toy Assessment Activity" sheet to solve an equal group multiplication word problem. Students must illustrate the problem and write an equation to find the total number of legos. They will then extend the problem by comparing Max's lego amount to Bree's lego amount. They must defend their thinking. This activity can be completed independently or with partners. A class discussion may follow or the activity can be taken up for further assessment.  
    Assessment Strategies:

    Students will complete the Lego Toy Assessment Sheet. 
    Advanced Preparation:

    Each student will need a copy of the activity sheet. 

     
    Variation Tips (optional):
     
    Notes or Recommendations (optional):

    This activity can stand alone or be used as an After/Explain/Elaborate activity for the following learning activities:

    Quick Images for Multiplication (before activity)

    Cookie Monster Bake Sale (during activity)
      Keywords and Search Tags  
    Keywords and Search Tags: equal groups, multiplication, product