PBLInterventionOverview

Title:

Intervention 3rd grade

Teacher:
Content
Focus:

Victoria Coburn
Multiplication Intervention

Project
Idea:

This is an intervention unit in which students will investigate the concept of:
Agriculture and design a school garden. In doing so, they will practice with a
variety of materials to gain fluency in multiplication facts.

Est. Start Date:

Duration: 4
April 4, 2016
weeks
Grade Level: 3rd
Other subject areas to be included:
Writing, Reading, Science, and Social
Studies

Students will:
Learn multiplication facts within 100.
Understand multiplication as a number of groups with an equal number of
objects in each group.
Learn multiplication number bonds.
Many students will initially rely on repeated addition to solve multiplication
problems. A primary goal of this unit is to transition students to
multiplicative reasoning.
Identify the original agricultural sources of basic everyday products
produced around the United States.
Identify food and fiber products outside traditional farming circles.
Most kids LOVE tacos and most taco ingredients can be grown in the garden.
Tully C. Knoles School has a wonderful life lab. Students will be eating their
home-grown tacos in no time!

Essential
Question:

Did you know everything in

your lives begins on a farm?

Content and
Skills
Standards to be

3-5-ETS1-1 Define a simple design problem reflecting a need or a want that

includes specified criteria for success and constraints on materials, time, or cost.
3-5-ETS1-2 Generate and compare multiple possible solutions to a problem based
on how well each is likely to meet the criteria and constraints of the problem

addressed:
(CCCSS, NGSS,
Calif.)

Driving
Questi
on

Are you involved in agriculture?

CCCS Mathematics 3.OA.3

Represent and solve problems involving multiplication and division.
Use multiplication and division within 100 to solve word problems in
situations involving equal groups, arrays, and measurement quantities, e.g.,
by using drawing and equations with a symbol for the unknown number to
represent the problem.
CCCS Mathematics 3.OA.7
Multiply and divide within 100. Fluently multiply and divide within 100,
using strategies such as the relationship between multiplication and division
or properties of operations. By the end of Grade 3, know from memory all
products of two one-digit numbers.
History-Social Science Third Grade
Development of the Local Community: Change Over Time

T+
A
21st Century
Skills and
MPS to be

explicitly taught
and assessed
(T+A) or that
will be
encouraged (E)
by Project work
but not taught or
assessed:

Environmental
Literacy
Think Creatively
Collaborate with
Others
Communicate
Clearly
Create Media
Products
Apply Technology
Effectively
Group:

Culminating
Products
and
Performanc
es

x
x

x
x

T+
A
Work Creatively with
Others
Solve Problems
Work Effectively in
Diverse Teams
Produce Results

Peers will solve multiplication

word problems generated by
peers.

x
x

Presentation Audience
Class

School
Community

Individual:

At the end on the intervention

unit, students will find a
picture of or draw a picture
representing an array and
write a multiplication story
that goes with the picture.

Experts
Web

Other: Power Point

Presentation

Project Overview
Entry event
to launch
inquiry, engage
students:

Outline or
Conceptual
Flow
Include
assessment
points:

The teacher begins the unit dressed as a farmer. Students begin thinking about
the concept of how agriculture touches them throughout each and every day. The
students will watch a video titled, Thank A Farmer Lady who teaches through a
magic show.
Multiplication
Students must have an intuitive understanding about equal shares and the
connection with repeated addition and skip counting before they can begin to
memorize multiplication facts.
Since this is an intervention unit, the students will begin multiplication from the
beginning. In lieu of a pretest, the class will generate a poster about Things
That Come in Groups.
A. Arrays
Students will use arrays to show the multiplication concepts
B. Communicative Property
Students will learn two ways to name a multiplication number sentence by counting

the rows and

Columns of its array
C. Repeated Addition
Students will use the strategy of repeated addition and apply this strategy to solve
various real-life
Problems. Work is centered around a connection to literature and the agriculture ongoing theme.
D. Multiplication Equations
Students will learn to write and solve multiplication equations understanding that the
expression
On the left side of the equals sign (=) has the same value as the number on the right
side.
E. Area Model
Students will use grid paper to learn how to multiply a 1 digit number by another 1
digit number by
Applying an understanding of the area model for multiplication.
F. Factors and Products
After relearning the basic concepts of multiplication, its time to simply memorize the
fact families.
Rehearsing a small portion of the facts at a time is less confusing to students.
G. Word Problems/Stories
Learning the equations by drawing a picture and writing a story that goes with it

Assessment
s

Formative
Assessments
(During Project)

Summative
Assessments
(End of Project)

Resources
Needed

On-site people,
facilities
Equipment
Materials

Quizzes/Tests

Journaling/Learning Log
Preliminary Plans/Outlines

Rough Drafts

Online Tests/Exams

Written Product(s), with

rubric

Other Products

Oral Presentation, with

rubric

Peer Evaluation

Multiple Choice/Short
Answer Test

Self-Evaluation

Essay Test

Other

Computer lab, Tully C Knoles Life Lab

Document camera (ELMO), projector, computer

Poster paper, tile counters, pinto beans, cups, gardening tools,
construction paper for creating Thinking Maps, sticky notes,
colored pens, sentence strips, pencils, crayons

Community resources

Reflection
Methods

Local Historian from the San Joaquin Country Historical Society,

Ag Venture Field Trip at the San Joaquin County Fair Grounds

Journal/Learning Log
(Individual, Group,
and/or Whole
Class)

Whole-class Discussion
Survey

Focus Group
X

Fishbowl Discussion
Other

Project Teaching and Learning Guide

Knowledge and Skills Needed by Students
(to successfully complete culminating projects and to do well on summative assessments)
Student needs to be able to:
Memorize the multiplications facts within 100. Learning
multiplication and memorizing the times tables are building blocks for
other math topics taught in school higher learning taught in school
such as division, long multiplication, fractions and algebra (just to
name a few). Students who have not memorized the times tables
before leaving third grade will find these levels of math much more
difficult than they need to be.

Student needs to be able to:

Use multiplication in situations involving equal groups,
arrays, drawings.

Questions to be Provided by the Project Teacher

(to successfully complete culminating products and to do well on summative assessments)
Teacher asks questions to recall facts, make observations, or
demonstrate understanding:
How many rows of _______________________do you see?
How many _____________________are in each row?
Can you write two different multiplication sentences that can
be used to find the total number of _________________?

Teacher asks questions to summarize, analyze, organize, or

evaluate:
How are the two arrays the same?
How are the two arrays different?
How do you know?

Teacher asks questions to apply or relate:

How many squares of the grid paper does it take to make the 7 x 3
rectangle?

Teacher asks questions to predict, design, or create:

Is there another way you could arrange all of your counting tiles to
make another rectangle?

Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn? What evidence do
you have to support students learning?