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Jheroma Simon

OMDE 610-9040: Teaching and Learning in Online DE


Assignment 3- Constructivist Lesson Plan- 2 to 12 times tables

Objective
Embed learning in realistic and relevant contexts (Koohang et al, 2009 pg. 93). Students will
be able to investigate and identify areas outside the classroom where multiplication is used.
Situations, scenarios, examples etc. will be documented in an online math journal. The journal
entry will be used to assess the students understanding of the concept of multiplication.
Encourage the use of multiple modes of representation (Koohang et al, 2009. Pg. 93). Students
will be able to offer different perspectives on through the representation of ideas during the
group discussion. Using one real-world experience, students will present their questions and
procedures to the class.
Background/Theory:
This assignment is a constructivist learning assignment that is in conjunction with the lesson plan
using the behaviorist and cognitivist theories of learning multiplication through repetition and
practice. The constructivist theory is defined by Harasim (2012) as the construction of a persons
own understanding and knowledge of a specific topic through personal experience. Based on
Koohang et al (2009) model on constructivism learning theory in an e-learning environment,
there are three categories that need to be addressed when creating a constructive environment.
The Design of Learning Activities
Our encounters with new ideas, new things and new perspectives require that we reconcile the
new with our prior understanding (Harasim, 2012, pg. 61). During the lesson unit on
multiplication, students are taught the concept of how grouping is used in understanding the 2
times to the 12 times tables. Throughout the various lessons over the 2-3 weeks allotted for the

Jheroma Simon
OMDE 610-9040: Teaching and Learning in Online DE
Assignment 3- Constructivist Lesson Plan- 2 to 12 times tables

Multiplication Unit, students will be introduced to counters, e-tools, worksheets, and other tools
that can be used to master the concepts of multiplication in the classroom. The most difficult
aspect of any lesson is to be able to relate the concept to the real world. Fourth graders have a
difficult time piecing together classwork to their everyday life. This assignment allows for the
students to make connections through the application of strategies learned in the classroom to
daily activities. Real world examples offer students a chance to take new ideas with old ideas to
develop and better understand the concepts within the new idea.
Learning Assessment
This assignment will be assessed by the instructor following a rubric of expectations for both
parts of the lesson. Part I of the assignment will require a collaboration assessment from
classmates which will also follow a rubric. A self-assessment will be in the form of producing
correlating ideas between daily activities and the lesson written in the journal. Mastery of
multiplication will provide the self-assessment.
Instructors Role
During the activity, journal writing, and presentation, the instructor will offer feedback, guidance
and mentoring to the students. Based on the students journal entry, the instructor will be able to
determine how much each student has learned. The teacher will offer suggestions or encourage
students to think outside the box when analyzing their daily activities to ensure that the real
world experiences will not be duplicated in the presentations.

Jheroma Simon
OMDE 610-9040: Teaching and Learning in Online DE
Assignment 3- Constructivist Lesson Plan- 2 to 12 times tables

Lesson Plan
Part I- Introduction to the Math real world journal

Student will be given information on a link to a class specific student portal, with a
username and password at the beginning of the school year. Students should have the
information available as it will be used periodically in various classes.

Students upon entering the class will be given an apron and chefs hat.

Student will be divided into groups of 4 at designated desks.

They will be asked to pick a team captain and a scribe.

Once the captain is picked, students will be asked to send one volunteer to the front of the
class to gather the necessary tools as outlined on the recipe, found on the tables of each
group. Each recipe will be required to create a different quantity of cookies.

Students will be given all ingredients in unmeasured quantities, all utensils and a sheet
with unit measurements and conversions.

Students will be expected to follow the recipe using multiplication and the tools given to
convert the measurements to make their specified quantity of cookies.

The scribes job will be to keep notes on all procedures during the process.

The captains responsibility will be to delegate procedures to the team and direct the
overall process.

While the teacher walks around to offer guidance to each team, students are encouraged
to write their questions down for the final class discussion.

Jheroma Simon
OMDE 610-9040: Teaching and Learning in Online DE
Assignment 3- Constructivist Lesson Plan- 2 to 12 times tables

At the end of the class period, students will place their cookie dough in a Ziploc bag with
the groups name as the label. After clean-up of each station, students will come together
to discuss the project and ask questions they had during the process.

The scribe will submit the written procedures to the teacher. An analytic rubric will be
used to assess the students.

Teacher will then explain to students about their journal assignment. Part II of the
assignment

Part II- Journal Entry

Taking the notes from the group scribe, students are expected to write a journal entry in
the student portal describing and explaining the activity and relating their use of
multiplication to the recipe and drawing conclusion that shows knowledge of the
mathematical concept. Using the holistic rubric, students will be assessed on their ability
to make the connections of multiplication and the real world.

Jheroma Simon
OMDE 610-9040: Teaching and Learning in Online DE
Assignment 3- Constructivist Lesson Plan- 2 to 12 times tables

Rubric
Part I
Exemplary
Full credit
Using
multiplication,
student shows a
deep
Understanding understanding
multiplication of the concept
10 points
of connecting
the real world to
the concept of
multiplication to
follow a recipe.
Student is able
to accurately
convert all
Application of ingredients in
measurement the recipe using
conversions multiplication to
10 points
a make the
specified
quantity within
their group.
Student is able
to find the
Accuracy
correct
5 points
ingredient
measurements.
Overall
Score
Criteria

Proficient
Half credit

Unsatisfactory
No credit

Using multiplication,
student shows a
minimal
understanding of the
concept of
connecting the real
world to the concept
of multiplication to
follow a recipe.

Using multiplication,
student does not
show understanding
of the concept of
connecting the real
world to the concept
of multiplication to
follow a recipe.

Student is able to
convert most of the
ingredients in the
recipe using
multiplication to a
make the specified
quantity within their
group.

Student inaccurately
converts the
ingredients in the
recipe using
multiplication to a
make the specified
quantity within their
group.

Score
w/ Remarks
______/10

______/10

Student is able to
find most of the
ingredient
measurements
correctly.

______/5
Student is unable to
find the ingredient
measurements.
______/25

Part II
Did student successfully complete the assignment? Was student able to make correlations
between multiplication and the real world through the recipe?

Jheroma Simon
OMDE 610-9040: Teaching and Learning in Online DE
Assignment 3- Constructivist Lesson Plan- 2 to 12 times tables

References
Cookie Recipe. Retrieved from http://www.food.com/recipe/easy-snickerdoodle-cookies-393886
Harasim, L. (2012). Learning theories and online technologies. NY: Routledge.
Koohang, A., Riley, L., Smith, T., & Schreurs, J. (2009). E-learning and constructivism: From
theory to application. Interdisciplinary Journal of E-learning and Learning Objects, 5, 91109. Retrieved from http://umuc.edu