Sarah Kincaid

ED 124

Final Project

Developmental Instructional Sequence with Assessment

Grade Level:​ 3rd grade

Math Concepts:​ Students will be using their existing knowledge of addition and division

in order to explore the concept of calculating the average. Students will also learn how

to represent data collected in the form of a bar graph.

Math Skills Used:​ Knowledge of basic addition facts. Use easy and hard division facts,

and efficiently use the division algorithm. Measurement of intervals of time. Addition of

collected data and division to find the average. Ability to collect data and create a visual

representation by filling in a bar graph. (Practices: 3.MP.1, 3.MP.3, 3.MP.4)

ODE Math Standard: ​These activities will focus on Operation and Algebraic Thinking

(3.OA) and Measurement and Data (3.MD).

-3.OA.3 Use division within 100 to solve word problems involving groups, arrays, and

measurement quantities using drawings and equations.

-3.MD.3 Draw a scaled bar graph to represent a data set.

be integrated into a larger ongoing science unit on animals and habitat (​3-LS4 Biological

Evolution: Unity and Diversity​). The first two activities will shore up and assess the

addition and division skills of the students and introduce the concept of calculating the

average. The final activity will allow them to use their mathematical skills to gather data

from a Bald Eagle web cam and come to conclusions about the eagles and how they

raise their young based on logging behaviors. Strategies will include classroom

discussion, pairs, group work, heuristics, and teacher modeling. Assessment will be

ongoing and largely informal. It will consist of discussion, one-on-one check ins, floating,

verbal checking for understanding, and a final group presentation along with individual

work from each activity.

Materials needed:

-Pre-made worksheet

-pencils

Introduction: ​This first activity will essentially function as a refresher as the class

moves on to the concept of calculating an average. The purpose of this lesson and

worksheet is to go back over the students’ addition and division facts and use of

algorithms in order to make sure they are prepared to move on to using those strategies

to calculate averages/means in the next activity.​*

Direct Instruction/Modeling: ​The teacher will go over the basics of addition and

division with the class. Using the whiteboard, the teacher will complete several sample

problems with the class. Problems will be presented in the formats that will be used in

the next activities in order to create a cohesive progression toward introducing

calculating averages.​**​ So for example:

3 + 5 + 7 + 4 + 2 + 1 + 6 = 28

28 ÷ 7 = 4

Independent Practice: ​Students will work in pairs to complete the worksheets. This will

give them someone to confer with and ask questions. During this time, the teacher will
float, checking in with students and asking questions that provide assessment

opportunities. For example, “Which number is your divisor? Which number do you put

the divisor into first?”

Closure: ​This activity will provide the teacher with a worksheet that will provide an

assessment of each student’s ability and comfort level with addition and division. Before

moving on to the next activity, the teacher can do additional work with students who

need more practice, reteaching with manipulatives and potentially offering alternative

algorithms to increase comprehension.

*​Starting with Simple Problems- Solutions are more easily found and confidence is built

when students experience success quickly. (p. 202)

**Grouping Similar Types of Problems That Call for Similar Strategies- Helps students

to find the patterns in their solution attempts. These patterns can then be applied to new

problems. (p. 202)

Materials needed:

-Dice

-Pencils

-Worksheet for logging dice throws.

Introduction: ​To introduce the concept of calculating averages using addition and

division, students will play a simple dice game in groups.​*​ Students will take turns rolling

a die and logging the number presented. Once they have rolled the die seven times to

gather seven digits, they will use their addition skills to add the numbers together, and

division skills to calculate the average.

Direct Instruction/Modeling:​ The teacher will lead a classroom discussion of

average/mean (a number that represents a set of numbers). The whiteboard can be

used to show examples.

4 6 8 2

4 + 6 + 8 + 2 = 20

20 ÷ 4 = 5 (which is the average)

To provide a visual for this process, blocks (or popsicle sticks, or crayons, ect.) can be

used. First, the teacher lays out blocks to represent each number. Once the average is
found (5), the blocks can be moved to show that the average levels out the blocks and

they still add up to 20.

Guided Practice: ​The teacher will play one round of the game with the entire class, so

the process of logging the digits can be modeled. The die will be thrown seven times,

and the teacher will model how to log the numbers on their worksheet. Using the

whiteboard, the teacher will model the process of adding together the numbers, then

walk the students through dividing that sum by the number of digits rolled in order to find

the average.

Independent Practice: ​Students will be placed in heterogeneous groups to increase

shared knowledge.​**​ Each group will take turns rolling dice and logging seven numbers.

Students will then find the average of the seven numbers, sharing their results with their

group. Since each group member should have the same answer, this provides

opportunity for discussion and problem solving between students.

the game in groups, at the end of the game, each student will have created a worksheet

based on rolling the dice. They will use these series of numbers to calculate averages,

and the teacher will be able to assess understanding of the concept for each individual

student, so additional support can be provided to any students who need it before

moving on to the final activity that uses the new skill.

*Playing games provides a teacher with an easy way to assess student skill level while

providing students a fun real-world way to explore the concept. (p. 58)

**Pair slow and average learners, and also older and younger learners, to increase

students helping one another (p. 132)

Materials needed:

-Lined paper and graph paper

-Pencils

-Crayons/markers

-Timers

-Bald Eagle web cam

(​https://explore.org/livecams/bald-eagles/decorah-eagles-north-nest​)

Introduction:​ This activity will be the culmination of the lesson about calculating

averages and gathering data. The idea of this lesson is to tie together science concepts

about data collection, animal behavior and habitat, with math concepts that would be

used, all while strengthening comprehension of 3rd grade level math skills.​*

Direct Instruction/Modeling:​ The teacher will give an overview of the objectives of the

activity, and provide a list of key vocabulary. Sample teacher-drawn bar graphs will be

provided, explained, and displayed with the objectives and key vocabulary for students

to reference.

Guided Practice:​ Additionally, based on assessment of the previous activities, the

teacher will form a group of students who appear to have struggles with the concept of
calculating averages and the teacher will be part of that group in order to provide extra

guidance through the activity.

Independent Practice: ​Students have been watching an eagle web cam as part of a

larger science unit learning about plants, animals, and habitat. For seven days, students

will work in groups and keep a log. Each group will be in charge of timing/counting and

logging a different behavior of the eagles. The groups could be which parent leaves the

nest and for how long, how often/long the eaglets nap, and how often the parents feed

the eaglets. At the end of the seven days, each student will use graph paper and make

a bar graph of their data.​**

Here is what a simple finished bar graph might look like:

example of Eaglet Feedings in one hour, the student would be able to refer to their

previous activity about averages, and proceed to work the problem:

3 + 2 + 5 + 2 + 3 + 4 + 2 = 21

21 ÷ 7 = 3

The average number of times the eagles feed their eaglets per hour is​ three.​

Closure: ​Closure for this activity will not only wrap up what has been learned about

using addition and division algorithms to calculate an average, it will tie in with the study

of animals and habitat. Each group will present their findings, and what can be learned

from the data collection and observation will be discussed as a class. As each student

will have completed a data log and bar graph that includes their work to add the data

points, divide by the number of days, and find the average, the teacher will be provided

with a clear assessment to see what, if any, steps of the process are posing

comprehension or procedural challenges to each student.

*​Provide opportunities to explore the connections between math and science. (Kay

Toliver, lesson: Green Thumbs

https://thefutureschannel.com/videogallery/green-thumbs/​)

**Using heuristics helps guide students to the right answer. Looking for patterns or

making a table can help lead to the solution. (p. 200)

3rd grade Math Worksheets: What's the average?: GreatSchools (n.d.). Retrieved from

https://www.greatschools.org/gk/worksheets/whats-the-average/

3rd grade Math Worksheets: Mean, median, and mode: GreatSchools (n.d.). Retrieved

from ​https://www.greatschools.org/gk/worksheets/mean-median-and-mode/

Base 10 Blocks (n.d.). Retrieved from

https://www.coolmath4kids.com/manipulatives/base-ten-blocks

Meta Chart (n.d.). Retrieved from ​https://www.meta-chart.com/

Oregon Department of Education: Mathematics Standards. Retrieved from

https://www.oregon.gov/ode/educator-resources/standards/mathematics/Pages/MathSt

andards.aspx

Oregon Department of Education: Science Standards. Retrieved from

https://www.oregon.gov/ode/educator-resources/standards/science/Pages/default.aspx

Sherman, H., Richardson, L., Yard, G. (2019). ​Teaching Learners Who Struggle with

Mathematics​ (Fourth Edition). Long Grove, Illinois: Waveland Press, Inc.