Assessment of Prior Knowledge Planning the Building What Are the Parts? Who Works When? The Storage Room Finding Workers Selling the Idea Including: August 2001 Written by: Marc Hamel The Toy Factory Measurement An Integrated Unit for Grade 2/3 Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 08, 2001 at 3:24:31 PM
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Assessment of Prior KnowledgePlanning the BuildingWhat Are the Parts?Who Works When?The Storage RoomFinding WorkersSelling the Idea
Including:
August 2001
Written by:
Marc Hamel
The Toy FactoryMeasurement
An Integrated Unit for Grade 2/3
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 08, 2001 at 3:24:31 PM
The Toy FactoryMeasurement An Integrated Unit for Grade 2/3
Marc Hamel
Marc Hamel
Central Public School(613)432-3627
Renfrew County District School Board
Central Public School(613)432-3627
Renfrew County District School Board
Based on a unit by:
An Integrated Unit for Grade 2/3Written by:
This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.
AcknowledgementsThe developers are appreciative of the suggestions and comments from colleagues involved through theinternal and external review process.
Participating Lead Public School Boards:Mathematics, Grades 1-8Grand Erie District School BoardKawartha Pine Ridge District School BoardRenfrew District School Board
Science and Technology, Grades 1-8Lakehead District School BoardThames Valley District School BoardYork Region District School Board
Social Studies, History and Geography, Grade 1-8Renfrew District School BoardThames Valley District School BoardYork Region District School Board
The following organizations have supported the elementary curriculum unit project through team building andleadership:
The Council of Ontario Directors of EducationThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment Policy Branch
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 08, 2001 at 3:24:31 PM
The Toy Factory Page 1
Measurement An Integrated Unit for Grade 2/3
Task ContextIn this unit, students will be studying and applying measurement concepts to enable them to plan the buildingand running of a toy factory. By using measurement in real life situations and then relating that learning backto an abstract project, such as a plan, it is hoped they will be able to demonstrate mastery of the conceptstaught. They will be encouraged to use diverse methods to arrive at solutions as would planners in the adultworld. They will also be exploring geometry, time, and numeration concepts in order to better develop andpresent their ideas. Their choices of strategies and tools must be qualified by the students in light of theirsuitability. Knowledge and skills necessary to complete the subtasks will be studied in isolation and then thelearning will be applied to the relevant part of the project.
Task SummaryThe unit "The Toy Factory " is based on preparing a plan and trying to convince others to support it. This is areal-world activity in which the students may very likely be engaged sometime in their adult lives. By linkinglearning of abstract concepts to such a concrete task, it is hoped that there will be greater retention of theknowledge and skills. By making the focus a toy factory, it is hoped the children will be more engaged in theprocess.By using exercises that gradually narrow the focus of the application of that skill, students will be able tosuccessfully complete the task by taking the exercises one step further.This is primarily a measurement unit with additional components in geometry, number sense, and numeration.As well as the basic concepts covered, the students will also have to learn to choose between alternateproblem-solving strategies. Beginning with linear measurement, the students will then explore geometry,followed by time.The subtasks will begin with an assessment of prior knowledge so the teacher can ensure that students areadequately grounded in basic concepts. The culminating activity will be discussed and the necessary skillsfor its completion identified. Each required skill will then be addressed in isolation in the subtasks and thenapplied to the project. The students will develop a potential scenario, choose, and present it.Students are placed in the position of having to prepare a business plan for a proposed toy factory. Includedin the business plan are drawings of the proposed factory with measurements indicated on scale drawings.Schedules are to be made up for the employees for days and hours worked. As an additional exercise, anadvertisement will be made for potential employees.After the design work for the plan is complete, a floor plan, a drawing of the factory, a geometric model ofthe factory, a work schedule, a storage plan, and an advertisement for employees are placed on a posterboard and an oral presentation is prepared to deliver to the entire class.
Culminating Task AssessmentThe completion and presentation of the business plan is the culminating activity. In the presentation andsubsequent question session by students and teacher, it will be possible to assess the students' overallunderstanding of the concepts in context. Examination of the hard copy of the plan will allow assessment ofthe accuracy with which the student is able to apply skills in the context. The individual measurementconcepts and skills that are taught in isolation are also evaluated in isolation.The choice of a toy factory was made for its appeal to young students. The idea of a business plan will beconsiderably simplified. Students are placed in the position of having to prepare a business plan for aproposed toy factory. Included in the business plan are drawings of the proposed factory withmeasurements indicated on scale drawings. Schedules are to be made up for the employees for days andhours worked. As an additional exercise an advertisement will be made for potential employees.After the design work for the plan is complete, a floor plan, a drawing of the factory, a geometric model ofthe factory, a work schedule, a storage plan, and an advertisement for employees are placed on a posterboard and an oral presentation is prepared to deliver to the entire class.The task makes connections between the basic concepts of measurement and the very concrete businessof making toys. Some assessment of how well these connections are made is also done.
Unit Overview
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The advertising and presentation components allow for assessment in the area of oral and visualpresentation. Students will be using rubrics for self- and peer assessment of the designs and presentations.
Links to Prior KnowledgeThe students are expected to have studied and shown a reasonable understanding of the need formeasurement in their immediate environment.They must understand measurement using non-standard units of measure (repeating), and be able to usecomparators when describing physical objects.They must possess basic drawing skills.They must know the days of the week and be able to tell time to the half hour.Note: The first subtasks in each area will assess and provide opportunities for remediation in each of theseareas.Additionally, they must be able to read and independently follow simple written instructions appropriate fortheir grade level.
Considerations
Notes to TeacherEvery effort must be made at the start of the unit to simplify the concept of a business plan in order that thestudents understand and are able to anchor their learning in a concrete and practical experience.Although the primary focus in this unit is measurement, there is a strong geometry component as well.Every effort is made to keep the required additional resources to a minimum in order to speed theimplementation of the unit.If the teacher wishes to provide enrichment for the grade 2 students, judicious use of the blackline mastersdesigned for the grade 3 students. That lesson would take them the logical next step in their learning of theconcept. Depending on the students in the class, the teacher may wish to provide alternative enrichmentactivities for the grade 3 students.The subtasks should be done in the order that they are presented in the unit as some subtasks aredependent on prior subtasks for understanding of the concepts presented.A folder should be provided for each student to store accumulated work over the course of the unit. Ideally,these should be bi-pocket folders, colour-coded for each subtask.As a lot of new and difficult learning is expected to take place in a relatively short period of time, every effortmust be made by the teacher to provide a supportive environment for the students. Suggestions are to usevisuals for reference where possible (pictures of toys, factories, other places of work, etc.), word wallcharts for the various units of time and linear measure, digital and analog clock faces linked to variousactivities (lunch time, break time, etc.), and charts of shapes and solids.Telling time on analog clocks is very difficult for many young students today. The ministry expectations statingthat a student emerging from grade 1 should be able to tell time to the half hour using analog clock faces isone that requires careful use of a variety of teaching strategies. This unit is based on the ministryexpectations and so additional time will most likely have to be invested in bringing the students up toexpectations prior to beginning subtask 4.Teachers should familiarize themselves with students' IEPs, as they may require adaptations oraccommodations. These may include additional time, assistance with reading, and repetition of instructionsand prompts.Every effort has been made to use a large typeface in production of the blackline masters. Also wherepossible, blackline masters have been designed so that they may be presented in two or more parts simplyby folding them prior to reproducing and enlarging them. Multiple-choice questions are presented using asimilar format to the EQAO testing of grade 3 students.
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The Toy FactoryMeasurement An Integrated Unit for Grade 2/3
Subtask List Page 1List of Subtasks
Assessment of Prior KnowledgeIn this first subtask, prior knowledge will be assessed in the areas of measurement and geometry as areasonable understanding of concepts is necessary as a starting point for new learning. As such, wewill be looking to meet the expectations on the prior grade in each case.In the area of measurement, grade 2 students will be reviewing and subsequently tested onunderstanding height and width and comparing objects according to these characteristics. Tilingsurfaces to compare areas will also be reviewed. Concepts of time, digital and analog, to the half hour,and days of the week will all be reviewed. In geometry, grade 2 students will review names andcharacteristics of two-dimensional shapes and practise manipulating three-dimensional solids to createmodels.Grade 3 students in the area of measurement will review the concepts of centimetre and metre, andcompare objects according to their dimensions. The meaning and application of area and perimeter willbe reviewed. Concepts of time, the relationships of minutes, hours, days, weeks, months, and years;digital and analog time to the 1/4 hour and names of the days of the week will all be reviewed.In geometry, grade 3 students will review the names and characteristics of various solids and how touse them to construct irregular solids.
1
Planning the BuildingThe teacher will first introduce the idea of designing a toy factory by looking at toys and where theycome from. The concept of borrowing money for a project and convincing people to lend that moneywill be explored. The class will then begin looking at area and the need to have such a measurement.The class will be led through a series of exercises that will give them an understanding of how tocalculate area with non-standard units. They will be led through a continuum of exercises that beginwith calculating the areas of existing regular shapes, to areas of irregular shapes, to drawing shapes;both regular and irregular of given areas. The grade 3 students will also explore perimeter and learn tocalculate it for regular and irregular shapes. As the extension activity in this subtask, they will designtheir factory floor plan according to certain established parameters and calculate its area and perimeter(the grade 3 students use standard units).
2
What Are the Parts?The first activity in this subtask will involve exploration of shapes and exploration as to how regularshapes can be put together to make irregular shapes. The need for differentiation of areas in a factoryfor varying needs will be discussed and the factory design from the first subtask will then be brokenup into smaller regular shapes that would correspond to the rooms in a factory. This would befollowed by an exploration of solids and how irregular solids can be made up using regular solids.As a culminating activity in this subtask, students will construct 3D-models of their proposed factories.
3
Who Works When?The students will be assessed for prior knowledge of time concepts. Analog and digital time will beexplored as will the days of the week, weeks, months, and years. The idea of work and its place inour lives will be discussed, eventually bringing students to an appreciation of the need for schedulingof time, especially as it relates to work and the parrallel needs of their imaginary factories. Somepractice will be needed with simple schedules, working and extracting information from an existingschedule, and eventually, designing simple schedules according to specific requirements. Theculminating activity in this subtask will be the preparation of a work schedule for the toy factories.Preparation of a yearly as well as a daily schedule will allow students to become more familiar withcalendars, statutory holidays, and scheduled holidays.
4
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The Toy FactoryMeasurement An Integrated Unit for Grade 2/3
Subtask List Page 2List of Subtasks
The Storage RoomStudents will review regular shapes and solids and examine ways in which they may be organized.The grade 2 students will have an addition component whereas the grade 3 students will beintroduced to arrays as well as an application of various characteristics of solids (i.e., they stack, roll,etc.). The culminating activity for the subtask will be a completion of a diagram showing how variouspackaged toys can be stored in their hypothetical factory.
5
Finding WorkersA discussion will be led by the teacher identifying skills and attitudes that are valued in a classroom.This is then extended to the workplace and the value to an employer of certain employees over others.The students will then design and make an advertisement for potential employees for their factories.This subtask can be taught in a language arts period.
6
Selling the IdeaThe completion and presentation of the business plan is the culminating activity. In the presentation andsubsequent question session by students and teacher, it will be possible to assess the students'overall understanding of the concepts in context. Examination of the hard copy of the plan will allowassessment of the accuracy with which the student is able to apply skills in the context. The individualmeasurement concepts and skills that are taught in isolation are also evaluated in isolation.The choice of a toy factory was made for its appeal to young students. The idea of a business planwill be considerably simplified. Students are placed in the position of having to prepare a business planfor a proposed toy factory. Included in the business plan are drawings of the proposed factory withmeasurements indicated on scale drawings. Schedules are to be made up for the employees for daysand hours worked. As an additional exercise an advertisement will be made for potential employees.After the design work for the plan is complete, a floor plan, a drawing of the factory, a geometricmodel of the factory, a work schedule, a storage plan, and an advertisement for employees are placedon a poster board and an oral presentation is prepared to deliver to the entire class.The task makes connections between the basic concepts of measurement and the very concretebusiness of making toys. Some assessment of how well these connections are made is also done.The advertising and presentation components allow for assessment in the area of oral and visualpresentation. Students will be using rubrics for self- and peer assessment of the designs andpresentations.
7
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The Toy Factory Subtask 1Assessment of Prior Knowledge
Measurement An Integrated Unit for Grade 2/3 mins180
Expectations2m35 • identify relationships between and among
measurement concepts (e.g., shorter time, longerlength, colder temperatures);
2m34 • demonstrate an understanding of and ability toapply measurement terms: centimetre, metre,second, minute, hour, day, week, month, year, coinsto $1 value;
2m61 • investigate the attributes of three-dimensionalfigures and two-dimensional shapes using concretematerials and drawings;
3m34 • demonstrate an understanding of and ability toapply measurement terms: centimetre, metre,kilometre; millilitre, litre; gram, kilogram; degreeCelsius; week, month, year;
3m35 • identify relationships between and amongmeasurement concepts;
3m37 • estimate, measure, and record the perimeter andthe area of two-dimensional shapes, and comparethe perimeters and areas;
3m55 • investigate the attributes of three-dimensionalfigures and two-dimensional shapes using concretematerials and drawings;
DescriptionIn this first subtask, prior knowledge will be assessed in the areas of measurement and geometry as areasonable understanding of concepts is necessary as a starting point for new learning. As such, we will belooking to meet the expectations on the prior grade in each case.In the area of measurement, grade 2 students will be reviewing and subsequently tested on understandingheight and width and comparing objects according to these characteristics. Tiling surfaces to compare areaswill also be reviewed. Concepts of time, digital and analog, to the half hour, and days of the week will all bereviewed. In geometry, grade 2 students will review names and characteristics of two-dimensional shapes andpractise manipulating three-dimensional solids to create models.Grade 3 students in the area of measurement will review the concepts of centimetre and metre, and compareobjects according to their dimensions. The meaning and application of area and perimeter will be reviewed.Concepts of time, the relationships of minutes, hours, days, weeks, months, and years; digital and analogtime to the 1/4 hour and names of the days of the week will all be reviewed.In geometry, grade 3 students will review the names and characteristics of various solids and how to use themto construct irregular solids.
GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually
Teaching / Learning StrategiesBrainstormingDirect TeachingDiscussionEstimatingHomeworkWorking With Manipulatives
AssessmentAs this is mostly a review of previousknowledge, assessment is mostly in the formof quizzes and answer sheets. It would behelpful as well to keep anecdotal records ofthe students; identifying general conceptsthat they have difficulty with.
Teaching / LearningLesson 1 Measurement (Linear Focus) Approximate Time 45 min1- Using brainstorming, the teacher writes on the board all words that students associate with the concept ofmeasurement, eventually through more pointed questions reaching a stage where units for every simple typeof measurement are on the board. Don't be fussy at the accumulation stage about metric, imperial, standardand non-standard, accept them all.
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The Toy Factory Subtask 1Assessment of Prior Knowledge
Measurement An Integrated Unit for Grade 2/3 mins180
2- With the aid of students, the teacher groups the vocabulary into terms that represent similar characteristics(e.g., capacity, mass, temperature). Non-metric terms creep into the lists so this will be followed by anexplanation of metric and imperial systems.
3- This is to be followed by a discussion with students as to why we need to be able to measure thingsaccurately and how that can be done using non-standard units of measure. This is then extended to anexplanation that for reasons of comparison and standardization, standard units of measure are used.
4- The terms length and width, and the units centimetre and metre, are introduced. Students then find anapproximate equivalent to the centimetre and the metre that they can use to estimate lengths (i.e., their thumbis about 1 centimetre wide, their arm span is about 1 metre).
5- In pairs, the students then measure items from their classroom using their newly discovered non-standardunits. Keeping the whole class using non-standard units at this point will help lessen the confusion and allowthe link to be more clearly made in the next step.
6- On the board the teacher lists the various items measured and expresses the measurements in thumbs orspans or whatever the student has used for measuring. The measurements are then expressed in theirmetric equivalents.
7- On the board the items are organized in order of size. Comparators are then discussed (wider, longer,bigger, smaller).
8- The teacher then administers a test to assess the level of prior knowledge using Blackline Master: BLM201 for grade 2 students, and Blackline Master: BLM 301 for grade 3 students. The tests are used todetermine the level of remediation required. These are based on the previous year's expectations. Homeworkmay be assigned by choosing from worksheets used in programs from the previous grade.
Lesson 2 Measurement (Time Focus) Approximate Time 45 min1- The teacher begins by putting on the board 10 subtraction questions of moderate difficulty and tells thestudents to begin calculating the answers mentally. After about one minute, the students are told to stop asthe test is finished. The complaints of the students lead to a discussion of time. Leading questions have to dowith estimates of how many seconds or minutes or hours or days would be required to complete the task.This leads into a discussion of each of the standard units and their relationships to each other.
2- The students are to complete Blackline Master: BLM 202 for grade 2 students, or Blackline Master:BLM 302 for grade 3 students in class. These are then corrected as a class. Each should be corrected onlywith that grade level.
3- The teacher then administers a test to assess the level of prior knowledge using Blackline Master: BLM203 for grade 2 students, and Blackline Master: BLM 303 for grade 3 students. The tests are used todetermine the level of remediation required. These are based on the previous year's expectations.
Lesson 3 Geometry Approximate Time 45 min1- The teacher leads a class discussion by drawing various shapes (square, circle, rectangle, triangle, oval,pentagon, hexagon) on the board and asking students to identify them. Their individual characteristics arethen discussed.
2- The teacher then discusses the difference between two- and three-dimensional figures. The 3D figuresare then identified as solids and they are described and named. Characteristics such as faces, edges, andvertices are pointed out, paying particular attention to the fact that the faces may be linked to the named 2D
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The Toy Factory Subtask 1Assessment of Prior Knowledge
Measurement An Integrated Unit for Grade 2/3 mins180
Resources
shapes discussed earlier. The students are then given access to various solids and asked to fill out aworksheet looking at characteristics of the various shapes and solids. Use Blackline Master: BLM 204 (Gr.2) or BLackline Master: BLM 304 (Gr. 3). Examination of these worksheets should provide adequateassessment of prior knowledge in the area of geometry.
Lesson 4 Area Approximate Time 45 min1- The students are asked how much carpet it would take to cover the floor of the classroom. After fieldingvarious answers, the discussion is led to the need for a non-standard unit of measure. The suitability ofdiffering sizes is discussed and the need for a standard unit that all the carpet stores could use is broughtup. The term area is discussed and defined. Reference is made to the need to measure area for variousproducts (paint, wallpaper, floor coverings, shelf paper, etc.) and some transactions (buying land, rentingstore space, etc.).
2- Students are then given Blackline Master: BLM 205 (Gr. 2) or Blackline Master: BLM 305 (Gr. 3) to fillout. These are then assessed.
AdaptationsThe general level of answers in the class discussions will indicate the speed at which the previous year's materialshould be reviewed and in what depth. It is possible, especially with teaching time and area, that extensiveremediation will be required. The teacher may then wish to use practice sheets from the previous year's program.
BLM 201 LM201.cwk
BLM 301 LM301.cwk
BLM 202 LM202.cwk
BLM 203 LM203.cwk
BLM 303 LM303.cwk
BLM 204 LM204.cwk
BLM 304 LM304.cwk
BLM 302 LM302.cwk
BLM 302SE LM302a SE.cwk
Quest 2000 Gr.2 Extra Practice and TestingMasters
Addison Wesley
Quest 2000 Gr.3 Extra Practice and TestingMasters
Addison-Wesley
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The Toy Factory Subtask 1Assessment of Prior Knowledge
Measurement An Integrated Unit for Grade 2/3 mins180
Notes to TeacherThis subtask is a review and assessment of prior knowledge. Depending on the time of year, the students mayrequire much remediation before continuing onto the next subtask so teachers are advised to leave a lot offlexibility in their schedules.
Teacher Reflections
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The Toy Factory Subtask 2Planning the Building
Measurement An Integrated Unit for Grade 2/3 mins270
Expectations2m58 – estimate and measure specified areas using
uniform non-standard units, and record themeasures (e.g., the area of the page is four pencilcases);
2m56 – estimate, measure, and record the lineardimensions of objects using non-standard andstandard units (centimetre, metre), and compareand order objects by their linear dimensions;
3m51 – measure the perimeter of two-dimensional shapesusing standard units (centimetre and metre), andcompare the perimeters;
3m52 – estimate and measure the area of shapes usinguniform non-standard units, and compare and orderthe shapes by area;
DescriptionThe teacher will first introduce the idea of designing a toy factory by looking at toys and where they comefrom. The concept of borrowing money for a project and convincing people to lend that money will beexplored. The class will then begin looking at area and the need to have such a measurement. The class willbe led through a series of exercises that will give them an understanding of how to calculate area withnon-standard units. They will be led through a continuum of exercises that begin with calculating the areas ofexisting regular shapes, to areas of irregular shapes, to drawing shapes; both regular and irregular of givenareas. The grade 3 students will also explore perimeter and learn to calculate it for regular and irregularshapes. As the extension activity in this subtask, they will design their factory floor plan according to certainestablished parameters and calculate its area and perimeter (the grade 3 students use standard units).
GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually
Teaching / LearningLesson 1 Where Do Toys Come From? 45 min1- This activity is mostly a discussion. The teacher has on hand a number of different toys that are examinedby the class. This is done in groups of three students with each group having one toy to look at. Studentsare asked to write on a sheet of paper everything they know about that toy. In the ensuing discussion, whengroups share their findings with the teacher and class, at least one group should mention the country oforigin stamped on one of the toys. If this does not happen, the teacher may ask students to look for any suchinformation. The teacher leads the discussion into how toys are manufactured and where. Students areasked what sort of toys they would make given the choice. The discussion then is brought around to the factthat they would need a factory to produce that toy.
2- They are then asked how they would go about building a factory to manufacture those toys. In the ensuingdiscussion, the teacher should list on the board all the requirements that the students come up with.
3- The list should include things such as a plan, building materials, workers, and especially money.
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The Toy Factory Subtask 2Planning the Building
Measurement An Integrated Unit for Grade 2/3 mins270
4- The need for money should be stressed and where it would come from. Potential lenders could be family,friends, venture capital firms, and banks. This leads into discussing how money is borrowed and generallyunder what conditions (i.e., proposal must be sound, borrower must be trustworthy, etc.).
5- The students are then told that this unit in math is going to revolve around designing a toy factory. The planis going to be used to sell the idea to the rest of the class as if they were lenders. The teacher must stressthat in addition to being borrowers when presenting their plans, they will also be lenders when the otherstudents are presenting theirs. They are told what things will be included in their business plans and whichconcepts they will be covering in the course of the unit. The students are shown a rubric indicating how theywill be assessed.
Lesson 2 Exploration of Area 45 min1- The teacher begins this lesson by showing the students some pictures of the outside and inside of somefactories. These should be as large as possible. The factories are compared in terms of size to the schoolthey are in. The teacher introduces the concept of area as being the flat space that something covers. Theareas of the school and the factories in the pictures are then compared. The students are asked to comparethe size of various rooms in their school (e.g., the bathroom with the size of the classroom). Eventually, theamount of floor space is brought up.
2- The students are asked why we would wish to know the size of a room in more than a comparativesense. The sales of floor and wall coverings could be used as an example. The students should be remindedthat area is not just horizontal and that any flat surface has area.
3- The teacher asks how we could measure the floor space. It would be useful at this point if the teacher hadon hand a number of squares, rectangles, and irregular shapes of approximately one metre square. Thestudents are asked which shapes would be best suited to measuring, and eventually the square should besettled on. The need for different size squares for measuring different sized objects (and what would bemost appropriate) should also be discussed. Using an overhead projector and BLM 309, the teacher thendemonstrates to the students how the area of various regular shapes may be determined by covering themwith one-centimetre tiles. The teacher must draw shapes on the grid. (This may need considerablerepetition.)
4- The students are then given BLM 206 (Gr. 2) or BLM 306 (Gr. 3), a set of one-centimetre tiles, and theyare placed in groups of two. They are to determine the areas of the shapes and organize them into shapesof increasing area. The teacher may then take the grade 3 students aside and explore the concepts of findingthe area of shapes where the measuring unit does not always fit evenly into the shape being measured. Thegrade 3 students are then given BLM 306 for homework.
Lesson 3 Applying the Concepts 90 min1- The idea of a plan or model of something is discussed as well as the need to sometimes make plans thatare not full scale. The students are told that they will be making a plan of the floor space of their toy factory.A floor plan is defined as a drawing of what the floor of a particular room or building would look like. Theteacher then draws the floor plan of the classroom on the board and places some of the furniture on thedrawing. Comparisons of the drawing to the edges of the room they represent are made.
2- The students are then shown again the pictures of the factories that were used in the previous lesson.With the help of the students the teacher generates a list on the board of those rooms that would be neededin a factory. They decide together which would be the biggest and which the smallest.
3- The students are told that they will now be designing a floor plan for their factories. Their first plan will bemade on one-centimetre squared paper. They are told that one square on their paper is equal to about thesize of one large square (one metre squared) of light cardboard in real life. They will need to have a number
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The Toy Factory Subtask 2Planning the Building
Measurement An Integrated Unit for Grade 2/3 mins270
Resources
of different rooms in their factories for the different things that are done there. They are to use BLM 207 (Gr.2) or BLM 307 (Gr. 3) to aid them in planning their floor space. Each room is planned individually and therooms are then cut out and added together on a larger sheet of paper to determine the size and layout. At thistime, it is necessary to remind the students again of the various requirements of a factory: Production area,office, storage, staff room, shipping. It would be very helpful if the teacher demonstrated how two roomscould be designed by deciding on how big a room should be (in squares) and colouring in that number ofsquares on the grid paper, cutting it out, and taping it to the board. After doing two rooms, the studentsshould have a good idea of what is required.If additional explanations are required, the teacher can prepare a one metre squared piece of cardboard andshow the students how she/he could estimate the size of the room needed using the cardboard and thentransfer those squares to the grid paper by colouring them in.
4- Once all the rooms have been coloured in on grid paper, they are to be cut out and then glued on to alarger sheet of paper that will be their factory floor plans.
5- If there is sufficient time and the teacher wishes to take the learning further in this area, the students maybe given BLM 208 (Gr. 2) or BLM 308 (Gr. 3), which asks them to draw regular shapes of a given area, and(for the grade 3 students) to draw irregular shapes of given areas.
Lesson 4 Applying the Concepts 45 min1- The grade 2 students are given the task of drawing a sketch of their proposed factories in some detail. Theteacher should elicit from the students a list of those things that would be important to have in the drawings.The students are told to work very carefully as these drawings will become part of their business plans.
2- While the grade 2 students are drawing, the grade 3 students study perimeter. The perimeter of an objectis defined to the students as the distance around it. The teacher continues by asking the students to estimatehow long it would take to walk around various objects such as a car or the school. The correlation of timeneeded to the length of the perimeter is then made; the greater the perimeter, the longer it would take to walkaround it.
3- On the board the teacher could then draw a number of regular shapes that are covered by grids. Theteacher should demonstrate how to calculate the perimeter by counting the units around the outside of theshapes. Continue with this exercise until the students can reliably calculate the perimeter of a regular shapedrawn on the board. Repeat this exercise using irregular shapes (i.e., a rectangle with a square added to oneside).
4- As an extension, the grade 3 students can use BLM 309 and colour in the squares that would representtheir factory floor plans. These could then be used to calculate the perimeters of their factories. They mayneed to put together two or more of BLM 309 depending on the size of their factories.
AdaptationsExtensions: Students can further explore the concepts of area and perimeter.
BLM 206 LM206.cwk
BLM 306 Lm306.cwk
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The Toy Factory Subtask 2Planning the Building
Measurement An Integrated Unit for Grade 2/3 mins270
BLM 306H Lm306H.cwk
BLM 207 LM207.cwk
BLM 307 Lm307.cwk
BLM 208 LM208.cwk
BLM 308 Lm308.cwk
BLM 309 LM309.cwk
1 cm Tiles 1 class set
Overhead Projector 1
Notes to TeacherLesson 1A list of the parts of the business plan should be posted somewhere in the class.
Lesson 3If possible a visit from a lender of some kind to talk to the students about what she/he does would help thestudents to link the concepts to real life.
Lesson 4Teachers may wish to preface this lesson with some basic drawing lessons, especially on perspective.These are well-addressed in a book called, Mark Kistler's Draw Squad.
GeneralAlthough it is difficult to arrange, a class visit to any sort of manufacturing installation would very much helpthe students understand factory layouts and floorplans. Teachers may also find virtual tours of variousfactories on the Internet.
Teacher Reflections
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The Toy Factory Subtask 3What Are the Parts?
Measurement An Integrated Unit for Grade 2/3 mins135
Expectations2m66 – explore and identify three-dimensional figures
using concrete materials and drawings (e.g., prism,pyramid);
2m68 – create a three-dimensional model from anillustration, using concrete materials (e.g., make ahouse from clay or Plasticine);
2m70 – describe and name three-dimensional figures(e.g., cube, cone, sphere, prism);
2m71 – explain how they used different three-dimensionalfigures and concrete materials in building a structureor model;
2m75 – compare and contrast two-dimensional shapes;3m62 – build rectangular prisms from given nets and
explore the attributes of the prisms;3m64 – sketch a picture of a structure or model created
from three-dimensional figures;
DescriptionThe first activity in this subtask will involve exploration of shapes and exploration as to how regular shapes canbe put together to make irregular shapes. The need for differentiation of areas in a factory for varying needswill be discussed and the factory design from the first subtask will then be broken up into smaller regularshapes that would correspond to the rooms in a factory. This would be followed by an exploration of solidsand how irregular solids can be made up using regular solids.As a culminating activity in this subtask, students will construct 3D-models of their proposed factories.
GroupingsStudents Working In Small GroupsStudents Working IndividuallyStudents Working As A Whole Class
Teaching / Learning StrategiesDemonstrationDiscussionLectureModel Making
AssessmentThe work done on the blackline masters maybe assessed ito determine students' abilitiesto identify solids in complexthree-dimensional shapes. The final productis a model which is assessed for accuracy indepicting the desired three-dimensionalshape. The students' abilities to applymeasurement skills may also be assessed byexamining the model.
Teaching / LearningLesson 1 Exploration of Solids Approximate Time 45 min1- The teacher will review the names and characteristics of the basic shapes. These shapes will then beidentified in the classroom environment. The idea that every object in real life has an added dimension, that ofdepth, will be explored. The solids from a basic kit should then be named and characterized. The shapes thatmake up their faces is an important characteristic and should be stressed.
2- The students are placed in groups of three and asked to practise naming the various solids. They shouldalso practise naming all the faces while examining the solids.
3- The students are then encouraged to make larger solids, both regular and irregular, by putting together thebasic solids from their kits.
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The Toy Factory Subtask 3What Are the Parts?
Measurement An Integrated Unit for Grade 2/3 mins135
Resources
4- Students are to complete BLM 210 (Gr. 2) or BLM 310 (Gr. 3), in which they are asked to identify basicsolids within three-dimensional shapes of varying complexity.
Lesson 2 Solids in My Factory Approximate Time 45 min1- The concept of regular and irregular solids being made up of smaller regular solids is reviewed. In thesame groups as in the previous lesson and using the sets of solids, the students are encouraged toexperiment with different complex shapes made up of different combinations of the basic solids. They arethen to identify the three-dimensional shape of their proposed factory (keeping in mind the already designedfloor plan).
2- The students are then to individually create simple skeleton models of their proposed factories. Thestudents are to build the models using straws that are joined by pipe cleaners. The grade 3 students shouldmake one that is approximately the same size as their floor plan drawing. With the grade 2 students, it is onlynecessary that they have an identifiably similar shape. It may be simpler for the students to build the bases oftheir models directly over their floor plan drawings. It would be very helpful to the students if the teacherdemonstrated the construction techniques using the straws and pipe cleaners.
3- As an extension, the teacher could have students cover the models with some type of heavy card orconstruction paper. The students may also wish to add details to the model.
AdaptationsEncourage students with difficulties seeing more than one solid to simplify the model to perhaps a rectangularprism (leaving the building with a flat roof). They may also be allowed to make only one section of the plannedbuilding.The teacher should also provide samples of expected models of differing sizes.The teacher may find that allowing some students to work with a variety of materials that are more familiar to them(i.e., craft sticks, modelling clay) may be beneficial.These students will benefit from repeated demonstrations.Those students that complete the work quickly and accurately should be encouraged to include additional detail intheir models.
BLM 210 LM210.cwk
BLM 310 LM310.cwk
Drinking Straws 1 Box
Pipe Cleaners Lg. Bag
Solids Class set
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The Toy Factory Subtask 3What Are the Parts?
Measurement An Integrated Unit for Grade 2/3 mins135
Notes to TeacherTry to get as many solids as possible for the students to experiment with. Try to make solids as homogeneous aspossible.When making the the models, use the thickest pipe cleaners available or double them up by bending them over.Cut them to a length of approximately 10 cm before doubling them up. If you wish to make the models moredurable, put a dab of low-temperature hot melt glue at each of the joints. Regular hot melt glue tends to melt thestraws.
Teacher Reflections
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The Toy Factory Subtask 4Who Works When?
Measurement An Integrated Unit for Grade 2/3 mins225
Expectations2m42 – demonstrate an understanding of some standard
units of measure: for length and distance(centimetre, metre) and time (second, minute, hour,day);
2m45 – demonstrate an understanding of the relationshipbetween days and weeks, months and years,minutes and hours, hours and days;
2m48 – read digital and analog clocks, and tell and writetime to the quarter-hour;
3m43 – demonstrate an understanding of the relationshipbetween days and years, weeks and years;
3m44 – estimate and measure the passage of time infive-minute intervals, and in days, weeks, months,and years;
3m45 – tell and write time to the nearest minute in 12-hournotation using digital clocks;
3m46 – read and write time to the nearest five minutesusing analog clocks;
DescriptionThe students will be assessed for prior knowledge of time concepts. Analog and digital time will be explored aswill the days of the week, weeks, months, and years. The idea of work and its place in our lives will bediscussed, eventually bringing students to an appreciation of the need for scheduling of time, especially as itrelates to work and the parrallel needs of their imaginary factories. Some practice will be needed with simpleschedules, working and extracting information from an existing schedule, and eventually, designing simpleschedules according to specific requirements. The culminating activity in this subtask will be the preparation ofa work schedule for the toy factories. Preparation of a yearly as well as a daily schedule will allow students tobecome more familiar with calendars, statutory holidays, and scheduled holidays.
GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually
Teaching / LearningLesson 1 Time: The Basic Units 45 min1- The teacher starts the lesson by having the students orally generate a list of units employed in themeasurement of time. These are placed on the board and after the most common units have been suggested,the teacher gets the students to arrange them in order of increasing length.
2- The teacher, again with the aid of the students, then looks at the number of each unit that is found in thenext larger unit (i.e., 60 minutes in an hour).
3- At this point, the teacher should take an analog clock to model each of the units and how they add up tothe next larger unit.
4- The students are asked to suggest which units of time are appropriate to use to measure the duration ofcertain activities (i.e., the time it takes to eat lunch, play a game of tag, sharpen a pencil, walk across Canada,grow old, etc.).
5- The grade 2 students are given BLM 211 to complete which will help them practise the basic units of time
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The Toy Factory Subtask 4Who Works When?
Measurement An Integrated Unit for Grade 2/3 mins225
and estimate the passage of time.
6- The teacher works with the grade 3 students to reinforce the concepts of time already covered, and looksmore closely at months and years (i.e., the varying numbers of days in a month, months in a year, and days ina year).
7- The grade 3 students are given BLM 311 to practise the concepts just covered. These may be assignedfor homework as the allotted time for this lesson will have been used up.
Lesson 2 Practising Time Approximate Time 45 min1- Using a large model of a digital clock, the teacher explains again how the passage of time is recorded. It isexplained that this is a digital clock and that it is one way of measuring time but that it is a relatively moderninvention.
2- The teacher then uses a large model of an analog clock and shows the passage of time on it. It may beexplained that analog clocks are the more traditional of the time pieces and the students may be interested ina discussion as to why (gears, pendulums, etc.). As a class, the students count off the minutes by ones,fives, tens, and fifteens.
3- The students are given small models of analog clock faces and the teacher models certain times which thestudents copy on their clock faces. The teacher then writes a time on the board and the students attempt toshow that time on their clocks. Times to the hour, half hour, and quarter hours are done with the whole class.The grade 2 students are then asked to pair off and practise a similar exercise with their partners.
4- The teacher then works with the grade 3 students and has them practise time to 5-minute intervals. Oncethe students have a reasonable grasp of the concept they also are to break off into pairs and practise withtheir partners. Continue this exercise to the end of the lesson.
Lesson 3 Passage of Time Approximate Time 45 min1- The teacher draws an analog clock on the board with the time to the hour and asks the class what time itshows. The time is written on the board. A similar clock with the time an hour later is then drawn on the boardand the students again are asked what time it is. The time is again written on the board. The differencebetween the two times is calculated. The students are asked what they could do with that amount of time.
2- The entire exercise is repeated a number of times with varying time differentials but never using divisionssmaller than a quarter of an hour.
3- The teacher should then reinforce the concept by showing on a large model of an analog clock the actualpassage of time by moving the hands through from one time to another and having the students count thepassage of time in 5-minute intervals.
4- At this point, it is valuable to remind the students of how hours can be broken down into fractions of 1/2and 1/4 and having them practise counting hours by halves and quarters.
5- The grade 2 students complete BLM 212.
6- The grade 3 students are reminded how to count hours in 5-minute intervals, and the teacher leads themthrough an exercise where the time to 5-minute intervals is put on a large clock face and the students try tocalculate mentally the time shown.
7- The grade 3 students then complete BLM 312 in order to practise calculating the passage of time in5-minute intervals.
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The Toy Factory Subtask 4Who Works When?
Measurement An Integrated Unit for Grade 2/3 mins225
Resources
Lesson 4 What Is a Schedule? 45 min1- The teacher holds up a number of different types of schedules (a TV schedule from the newspaper, theschool timetable, sports team schedule, etc.) and asks students what they are. Examples of differentschedules are suggested by students. A definition of a schedule is then put on the board.
2- The teacher stresses that schedules can be made for very long or very short periods of time. The monthsof the year are written horizontally on the board. With the help of the students, the school schedule is writtenunder each month (e.g., under September is written 'school year begins').
3- The teacher draws on the board a 2-column grid in which she/he could make a daily schedule (for ageneric day of classes). With the class the schedule is filled in, putting times on the left and events on theright.
4- The students are then asked to make a schedule of their average day, from the time they get up until theygo to bed. Encourage the grade 3 students to be reasonably accurate with times.
Lesson 5 My Toy Factory Schedule 45 min1- This lesson is prefaced with a reminder of the business plan that the students are preparing for their toyfactories. The teacher enters into a discussion with the students as to the nature of work and what some ofthem expect to do once they finish their educations. The jobs their parents or acquaintances do can bediscussed with particular attention to what sort of hours they work (start times, duration, etc.), what breaksthere are during the day, and what they are used for. The days worked during the week should also bediscussed as well as the concept of shift work. The merits of different schedules from the point of view ofemployee and employer should also be touched on.
2- The students are then told that they are to decide what the daily work schedule will be like in theirfactories. The grade 2 students are to complete BLM 213 which will direct them in developing a daily workschedule where time is entered in digital and analog form with substantial guidance as to the expectations.The grade 3 students are to complete BLM 313 which will direct them in completing a similar but morecomplex task.
AdaptationsLesson 1 - As an extension, grouping and multiplication concepts using units of time could be explored.Lesson 2 - As an extension, students could be encouraged to look into the origins of clocks and the unit of time.Lesson 3 - Students having difficulty with breaking down time into 5-minute intervals could be given a hundredschart and told to highlight the '5' spots.Lesson 4 - An extension to the activity would be asking the students to make a yearly schedule for the factorybased on what they would perceive to be peak periods of demand for toys (i.e., Christmas). This could be furtherextended by having them conduct a survey in class to find out if there are other times in the year when there are adisproportionately higher number of birthdays. These results could be graphed as could proposed toy production.The worksheets in this unit may be overwhelming to some students. Teachers may fold them in half and presentthem in two parts.Identified students that are having an inordinate amount of difficulty with analog clock faces may be permitted toexpress and calculate the passage of time digitally only.
BLM 211 LM211.cwk
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The Toy Factory Subtask 4Who Works When?
Measurement An Integrated Unit for Grade 2/3 mins225
BLM 311 LM311.cwk
BLM 212 LM212.cwk
BLM 312 LM312.cwk
BLM 213 LM213.cwk
BLM 313 LM313.cwk
Large Analog Clock Face 1
Large Digital Clock Face 1
Small Analog Clock Faces 1
Notes to TeacherMuch practice is needed in this subtask. Time is a concept that young students have difficulty learning and evenmore difficulty retaining. Teachers should take every opportunity to make references to time and the passage oftime. Analog clock faces should be used around the classroom to diplay the start and stop times of activitiesthroughout the day.
Teacher Reflections
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The Toy Factory Subtask 5The Storage Room
Measurement An Integrated Unit for Grade 2/3 mins135
Expectations2m39 – demonstrate an understanding that the measure
of one object can be used to describe a similarattribute of another object (e.g., the mass of a boxcan be used to measure the mass of a larger box);
2m54 – use mathematical language to describe relativetimes, sizes, temperatures, amounts of money,areas, masses, and capacities (e.g., higher tower,fewer cups);
3m42 – compare and order objects by their lineardimensions;
3m23 – interpret multiplication and division sentences in avariety of ways (e.g., using base ten materials,arrays);
2m66 – explore and identify three-dimensional figuresusing concrete materials and drawings (e.g., prism,pyramid);
2m69 – compare and sort three-dimensional figuresaccording to one geometric attribute (e.g., shape);
3m65 – compare and sort two-dimensional shapesaccording to two or more attributes;
DescriptionStudents will review regular shapes and solids and examine ways in which they may be organized. The grade2 students will have an addition component whereas the grade 3 students will be introduced to arrays as wellas an application of various characteristics of solids (i.e., they stack, roll, etc.). The culminating activity for thesubtask will be a completion of a diagram showing how various packaged toys can be stored in theirhypothetical factory.
GroupingsStudents Working As A Whole ClassStudents Working Individually
Assessment StrategiesPerformance TaskQuestions And Answers (oral)
Assessment Recording DevicesChecklist
Teaching / LearningLesson 1 Characteristics of Solids 45 min1- The teacher reviews the names of the various shapes and solids with the whole class. Characteristicssuch as the different faces each has, whether or not they are pointy, are able to be stacked, and if they willroll or not are explored.
2- The grade 2 students are given an activity where they must trace all the faces of each solid onto a pieceof paper and record how many of each shape there are. This is first demonstrated on the board by theteacher.
3- The grade 3 students are taught the meaning of the terms vertices, edges, and faces. The teacherdemonstrates on the board how to go about making a table of these characteristics using a number ofdifferent solids as examples.
4- For homework, the grade 2 students should complete BLM 214, and the grade 3 students should completeBLM 314. These may be evaluated to establish how well the students have consolidated the learning.
Lesson 2 What Fits Where? 45 min1- The teacher starts by reviewing some of the characteristics of various solids but focuses specifically onwhether or not they stack or roll.
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The Toy Factory Subtask 5The Storage Room
Measurement An Integrated Unit for Grade 2/3 mins135
Resources
2- The students are to fill in a sheet where they must place different solids on a drawing of a storage rack.Each shelf space has certain requirements; solids that roll cannot be stored on the ends of shelves, objectsthat cannot stack must not be placed on the lower part of the taller spaces. Use BLM G01 for this exercisefor the entire class. It is important to review the limitations of each shelf space with the students. The grade 2students must only place one solid in each of the shelf spaces. The grade 3 students must use up all thesolids by stacking some of them in the taller spaces provided in the lower shelves.
Lesson 3 Arrays 45 minNote: This lesson is optional and does not contribute to the culminating activity. It is however a goodopportunity to fit in a study of addition for the grade 2 students and of arrays for the grade 3 students.
1- On the board the teacher draws an array of two rows of four rectangles. Lines are drawn under eachrow. It is explained that this represents a shelf in the storage room of their proposed toy factory. Eachrectangle represents a boxed toy. The students are asked how they could figure out how many toys thereare in all if each box contained one toy. Using suggestions from the students, the teacher then takes thestudents through the various ways of solving the problem; starting with simply counting the boxes, thenprogressing to addition, and then to grouping (adding of groups and multiplying). The teacher then does anumber of similar examples in the same way.
2- The grade 2 students are then given BLM 215 to practise addition, sorting, tallies, and grouping.
3- While the grade 2 students are engaged in this task, the grade 3 students are taken through an exercise inusing arrays. A number of simple arrays are drawn on the board and these are represented in various ways(i.e., (4, 4), 4+4+4+4, 4/8/12/16, ending with 4 x 4). The link between the array and the expressions of thatnumber are made for as many arrays as time permits. Have the grade 3 students then complete BLM 315 topractise linking arrays, addition, and multiplication.
AdaptationsIn the lesson on arrays, the concepts will be beyond most grade 2 students and may simply be confusing to them.Stronger students will benefit from the logical extension it presents and at the very least it will preview things to beseen next year.
BLM 214 LM214.cwk
BLM 314 LM314.cwk
BLM 215 LM215.cwk
BLM 315 LM315.cwk
BLM G01 LMG01.cwk
BLM G01 Gr3 Lmg01Gr3.cwk
Large Solids 1 Set
Solids 1 set
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The Toy Factory Subtask 5The Storage Room
Measurement An Integrated Unit for Grade 2/3 mins135
Notes to TeacherFor demonstrating the faces found on solids it would be beneficial to have a very large model of a solid. Thiswould allow the teacher to demonstrate the tracing and identification of the faces more easily.
Teacher Reflections
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The Toy Factory Subtask 6Finding Workers
Measurement An Integrated Unit for Grade 2/3 mins90
Expectations2e65 A – create some simple media works (e.g., design an
advertisement for a toy).3e64 A – identify basic elements of text (e.g., size of print)
and basic techniques (e.g., different tones of voicein audio productions) that help convey the messagein print and media materials;
DescriptionA discussion will be led by the teacher identifying skills and attitudes that are valued in a classroom. This isthen extended to the workplace and the value to an employer of certain employees over others. The studentswill then design and make an advertisement for potential employees for their factories. This subtask can betaught in a language arts period.
GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually
Teaching / Learning StrategiesDirect TeachingDiscussionExpressing Another Point Of View
AssessmentThe final product of this subtask is anadvertisment for potential employees for thestudents' proposed factories. These areassessed using a rubric which checks for theapplication of features common to printadvertising and knowledge relevant to theapplication (a toy factory).
Assessment StrategiesObservationPerformance Task
Assessment Recording Devices
Teaching / LearningLesson 1 Characteristics and Qualities of a Good Employee 45 min1- The teacher begins by discussing with the students their proposed toy factories and what they arethinking of producing. This leads into estimating the number of toys that they would want to produce in a year.The teacher may choose to extend this line of thinking in order to give the students an appreciation of thecomplexities of running a business (especially the need for a good working knowledge of mathematics andproblem-solving strategies) and also of the scale of most manufacturing done today.
2- The students are then asked what they will be doing day to day in their proposed factories. Eventuallythey will be led to the realization that they will need employees in order to help them run the business. Theteacher will then lead a discussion identifying those attitudes and skills that are valued in their classmates.The class will then seek to identify the characteristics that would make for a good employee or co-worker.These could be listed on the board. The teacher accurately defines each of these qualities or characteristicsand perhaps what would makes them more or less valuable to an employer. As a class it might be a valuableexercise to rate them in order of importance (this provides an opportunity for debate among the students). It isimportant for the teacher to point out that though some attributes are held in high regard by employers in anyposition, others may be more or less valued, depending on the different jobs that would need doing. The
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The Toy Factory Subtask 6Finding Workers
Measurement An Integrated Unit for Grade 2/3 mins90
Resources
students make a list of those qualities they would greatly value in their potential employees. This will helpthem in the next lesson in this subtask.
3- At this point, if a guest speaker is available he or she is introduced and asked to speak to the class abouthis or her experiences hiring and dealing with employees, stressing those qualities that are looked for inpotential employees, and the value of human resources to any business. Encourage the speaker to talk abouthis or her business, especially aspects covered in this unit. Having heard the introduction by the teacher,hopefully the speaker will have a good idea of the level at which to engage the students.
4- As some students would simply resort to offering their potential employees exorbitant salaries in order toattract the best potential employees, a discussion of what people are paid on an hourly or weekly basiswould benefit the student. With this age group it would be of value to balance this with a rough approximationof the cost of living on a weekly or monthly basis. A good starting point could be the minimum wage.
Lesson 2 Putting It All on Paper 45 min1- The teacher displays a number of posters, flyers, and advertisements (one of these could be anewspaper advertisement). A discussion is initiated on advertising and its value and presence in our livesevery day (it should not at this point be limited to any particular form or media).
2- The class is broken down into small groups and asked to discuss amongst themselves how convincing theadvertisement is and the particular strategies that were used in its execution (i.e., large type, funny picture,etc.) These findings are then presented to the class by the group spokesperson. During these presentations,the teacher may wish to list the features identified by each group. Following the presentations, the featuresthat were common to all or most of the advertisements are identified as well as those that were thought bythe class to be the most effective. Each group will then make note of these on paper. A class listincorporating these features is made and then displayed.
3- At this point, the students are to make an advertisement with which they are to attract potential employeesfor their proposed factories. The advertisement should be suitable to place in a newspaper. The teachershould stress the information applicants would need to know in order to decide whether or not they wouldlike to work for that particular employer and whether or not they would be suited for the position/s (shortdescription of business and what the employer is looking for). The students should be reminded to use thoseconventions (often referred to as tricks with this age group) they identified in analysing the advertisements.Remind them that they are listed on the class list made in the last exercise.
AdaptationsSome students would benefit from doing the entire advertisement on a computer. The teacher may even wish tomake a generic template of the advertisement on the computer and have students simply replace prescribed fieldswith their own words more suited to their application.
Selection of Print Advertisements
Small Business Person/Guest Speaker
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The Toy Factory Subtask 6Finding Workers
Measurement An Integrated Unit for Grade 2/3 mins90
Notes to TeacherIf the class has access to a sufficient number of computers, it would be an excellent opportunity to have thestudents work on their word processing and page layout skills by producing final copies of the advertisements ona computer. The finished look of the advertisements would be much closer to the look of the advertisements thatwere studied by the students and would therefore add to the air of authenticity of the business plan.The degree to which the teacher delves into the obvious complexities of the subjects covered in this subtaskdepends to a great extent on the level of sophistication of their particular group of students and the time theywish to give over to the lessons. The author feels very strongly about children gaining an appreciation of thenature of work and entrepreneurship. Thoroughly covering the concepts introduced in this unit should greatlyimprove the students' understanding and therefore their success in the culminating activity.
Teacher Reflections
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The Toy Factory Subtask 7Selling the Idea
Measurement An Integrated Unit for Grade 2/3 mins225
Expectations2m36 A • solve problems related to their day-to-day
environment using concrete experiences ofmeasurement and estimation;
2e59 A – use appropriate gestures and tone of voice, aswell as natural speech rhythms, when speaking;
3e61 A – use appropriate volume, tone of voice, gestures,and stance when speaking, making a presentation,or reading aloud;
3e62 A – use pauses and repetition effectively for emphasisin speech;
3e60 A - speak on a variety of topics in classroomdiscussions using some specialized language (e.g.,metres in measurement), and select words carefullyto convey their intended meaning;
DescriptionThe completion and presentation of the business plan is the culminating activity. In the presentation andsubsequent question session by students and teacher, it will be possible to assess the students' overallunderstanding of the concepts in context. Examination of the hard copy of the plan will allow assessment ofthe accuracy with which the student is able to apply skills in the context. The individual measurement conceptsand skills that are taught in isolation are also evaluated in isolation.The choice of a toy factory was made for its appeal to young students. The idea of a business plan will beconsiderably simplified. Students are placed in the position of having to prepare a business plan for aproposed toy factory. Included in the business plan are drawings of the proposed factory with measurementsindicated on scale drawings. Schedules are to be made up for the employees for days and hours worked. Asan additional exercise an advertisement will be made for potential employees.After the design work for the plan is complete, a floor plan, a drawing of the factory, a geometric model of thefactory, a work schedule, a storage plan, and an advertisement for employees are placed on a poster boardand an oral presentation is prepared to deliver to the entire class.The task makes connections between the basic concepts of measurement and the very concrete business ofmaking toys. Some assessment of how well these connections are made is also done.The advertising and presentation components allow for assessment in the area of oral and visualpresentation. Students will be using rubrics for self- and peer assessment of the designs and presentations.
GroupingsStudents Working As A Whole ClassStudents Working Individually
AssessmentUse rubrics for teacher assessment andsimplified checklists for peer assessment.Students may also fill in a checklist in orderto provide some self-assessment.
Teaching / LearningLesson 1 The Poster 45 min1- The teacher begins with a simplified review of the concepts covered so far in the unit giving particularemphasis to the idea of a business plan. The students are reminded that all the business planning in theworld is worthless if the entrepreneur is unable to secure financing for her/his project. The students are toldthat they will be presenting their plans for a toy factory and that they will be given the next three periods toprepare their plans. They will incorporate some of the work already completed into a large poster, and thenprepare a short oral presentation (five minutes) outlining their ideas. They are informed that thesepresentations will be rated by the teacher and classmates in their roles as possible investors in their
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The Toy Factory Subtask 7Selling the Idea
Measurement An Integrated Unit for Grade 2/3 mins225
Resources
proposed toy factories.
2- The teacher has the students affix the building plan, the work schedule, the employee advertisement, andthe storage room puzzle to a poster board. Grade 2 students should also affix their pictures that weredrawn of their proposed factories. At some time prior to to the actual presentations, the grade 3 studentsshould also be given an opportunity to complete a similar drawing so that these could also be added to theposter.
Lesson 2 How to Talk the Talk 90 min1- The teacher begins a discussion by writing on the board. "Today's lesson is about the importance of beingable to make a convincing oral presentation." The teacher keeps writing until the class begins to lose interest.The teacher then begins to mime and use gestures to try getting the message across. Eventually, the teacherdoes start speaking and points out to the students just how much people rely on the spoken work to getinformation out to people. The teacher then points out the various strategies that are used in public speakingto engage and convince listeners such as voice, eye contact, and gestures. Parallels are drawn between the'strategies' they used in getting people's attention with their advertisements and how they can do the samewhen speaking in public.
2- The students are given an exercise in which they must write out their presentations. They must decide ona name for their factory and what it is they will be producing. They must include in their presentations whatgood the factory will do for the general public and why they think their factory will be successful. It may beeasier for the teacher to make up a sheet for the students to assist with their work. Things like the name ofthe factory, benefits of the factory, building plan, and production schedules could be included on the sheet.The assessment rubric for this exercise will be shared with the students prior to beginning so they are moreaware of the criteria.
Lesson 3 This Is It! 90 minThe students do their presentations for the entire class. The teacher may wish to provide a peer assessmentrubric for the presentations. The teacher uses a rubric for assessing the presentations.
AdaptationsSome students that are too shy to do their presentations in front of the class may be encouraged to present to theteacher and a small group of friends.
Presentation Assessment
Video Camera
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The Toy Factory Subtask 7Selling the Idea
Measurement An Integrated Unit for Grade 2/3 mins225
Notes to TeacherIf the teacher has followed the lesson plans for the other subtasks reasonably closely, theconcept of a business plan and the need for and importance of it is now well ingrained in the students and itneeds only to be reviewed at the start of this subtask.It could be great fun for the teacher and students to make a big deal about the final presentations byencouraging them to get dressed up. An older student or parent could also be asked to videotape thepresentations for review by the class as a whole.Students may be inexperienced with peer assessment and time may need to be taken to familiarize them withthe process in general and this case in particular.
Teacher Reflections
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Black Line Masters:
The Toy FactoryMeasurement
Appendices
Rubrics:
Resource List:
Unit Expectation List and Expectation Summary:
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The Toy FactoryMeasurement
Resource List
An Integrated Unit for Grade 2/3
Page 1
Rubric
Presentation Assessment
Assessment of culminating activity3
ST 7
Blackline Master / File
BLM 201LM201.cwkMeasurement
ST 1
BLM 202LM202.cwkTime measurement
ST 1
BLM 203LM203.cwkTime measurement
ST 1
BLM 204LM204.cwkGeometry
ST 1
BLM 206LM206.cwkArea
ST 2
BLM 207LM207.cwkPlan sheet
ST 2
BLM 208LM208.cwkArea drawing
ST 2
BLM 210LM210.cwkIdent. basic solids in 3-D
ST 3
BLM 211LM211.cwkTime Practice
ST 4
BLM 212LM212.cwkPassage of Time
ST 4
BLM 213LM213.cwkFactory Schedule
ST 4
BLM 214LM214.cwkCharact. of Solids
ST 5
BLM 215LM215.cwkArrays and Addition
ST 5
BLM 301LM301.cwkMeasurement
ST 1
BLM 302LM302.cwkTime measurement
ST 1
BLM 302SELM302a SE.cwkSpec Ed version of LM302
ST 1
BLM 303LM303.cwkTime measurement
ST 1
BLM 304LM304.cwkGeometry
ST 1
BLM 306Lm306.cwkArea
ST 2
BLM 306HLm306H.cwkArea homework
ST 2
BLM 307Lm307.cwkPlan sheet
ST 2
BLM 308Lm308.cwkArea drawing
ST 2
BLM 309LM309.cwkPerimeter planner
ST 2
BLM 310LM310.cwkIdent. basic solids in 3-D Gr.3
ST 3
BLM 311LM311.cwkTime Practice
ST 4
BLM 312LM312.cwkPassage of Time
ST 4
BLM 313LM313.cwkFactory Schedule
ST 4
BLM 314LM314.cwkCharact. of Solids
ST 5
BLM 315LM315.cwkArrays and Multiplication
ST 5
BLM G01LMG01.cwkStorage Shelf Gr.2
ST 5
BLM G01 Gr3Lmg01Gr3.cwkStorage shelf Gr. 3
ST 5
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The Toy FactoryMeasurement
Resource List
An Integrated Unit for Grade 2/3
Page 2
Print
Quest 2000 Gr.2 Extra Practice and TestingMasters
Addison WesleyISBN 0-201-68270-2
ST 1
Quest 2000 Gr.3 Extra Practice and TestingMasters
Addison-WesleyISBN 0-201-682755-3
ST 1
Material
Drinking Straws1 Boxper class
ST 3
Grid Paper 1 Pad
1 cm. squareper class
Unit
Pipe CleanersLg. Bagper class
ST 3
Equipment / Manipulative
1 cm Tiles1 class set
ST 2
Calculators1per person
Unit
Large Analog Clock Face1per class
ST 4
Large Digital Clock Face1per class
ST 4
Large Solids1 Setper class
ST 5
Overhead Projector1per class
ST 2
Ruler1
Metricper person
Unit
Small Analog Clock Faces1per person
ST 4
SolidsClass setsper pair
Unit
SolidsClass set
ST 3
Solids1 set
Class Setper person
ST 5
Tiles1 set
Tiles in sets of varying sizesper pair
Unit
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The Toy FactoryMeasurement
Resource List
An Integrated Unit for Grade 2/3
Page 3
Other
Selection of Print AdvertisementsTo include at least one newspaper ad
ST 6
Video CameraOptional for recording presentations
ST 7
Parent Community
Small Business Person/Guest Speaker
Representative with experience in human resourcesLocal
ST 6
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LM 201- Linear Measurement Gr.2 Name _______________
Which of these things is longer? My pencil My foot My arm
Which of these things is shorter? My pencil My foot My arm
Which of these things is wider? My pencil My foot My arm
What is bigger than a car?
What is smaller than a cat?
What is taller than your classroom?
Estimate how long each of these things are in real life. Record in thumbs or arm spans.
LOWFATMILK
How would you measure the teacher’s desk?
Toy Factory
Name _______________
Write in each digital clock the time that you would do each thing:
Sleeping
Doing Homework
Playing After School
Cooking Supper
Eating Breakfast
Shower Time
Science Class
Write the days of the week in order:
1
7
6
5
4
3
2
LM 202- Time Measurement Gr. 2
Sunday
Toy Factory
Write the correct time under each clock.
__________ ______________________________
__________ ______________________________
1 2 123
457
8910
111 2 123
457
8910
11
1 2 123
457
8910
111 2 123
457
8910
111 2 123
457
8910
111 2 1
23
457
8910
11
1 2 123
457
8910
111 2 123
457
8910
11
Write in the numbers on the clock face.
BLM 203- Time Measurement (grade 2) Name _______________
Toy Factory
LM204- Geometry Gr.2 Name _______________
Write the name of each shape on the line below it
How Many Shapes?
How many of each shape can you find in the robot?
How many
triangles
squares
circles
rectangles
Basic Shapes
Toy Factory
BLM206- Area with Non-Standard Units of Measure Name ____________
This is one square unit: What are the areas of these shapes? (How many units are in each?)
Area = ____Units
Area = ____Units
Area = ____Units Area = ____Units
Area = ____Units
Area = ____Units
Area = ____Units
Toy Factory
BLM207- Planning Sheet for My Factory (grade 2)Name _____________
Draw your plan for the floor of your factory.
Toy Factory
BLM208- Drawing Specific Areas (grade 2) Name ________________
This is one square unit:
Draw a shape that has an area of 4 units.
Draw a shape that has an area of 6 units.
Draw a shape that has an area of 10 units.
Draw a shape that has an area of 16 units.
Draw a shape that has an area of 30 units.
Toy Factory
BLM210- Identifying Simple Shapes in Complex Shapes (grade 2)Name ______________
These are simple shapes.
In the drawings below find the simple shapes and colour them in.squares = red rectangles = yellow circles = green triangles = blue
square rectangle circletriangle
Toy Factory
BLM211- Estimating Time (grade 2) Name ______________
Circle the correct answer.
How many hours do you think there are in one week? How could you find out?
How long do you think it would take to walk from your home to school?Explain how you got your answer.
How long does it take to brush your teeth?
How long does it take to eat your supper?
How long does it take to play your favourite game?
How long does it take to watch your favourite TV show?
In one minute there are 4 7 12 24 30 60 seconds.
In one hour there are 4 7 12 24 30 60 minutes.
In one day there are 4 7 12 24 30 60 hours.
In one week there are 4 7 12 24 30 60 days.
In one month there are 4 7 12 24 30 60 weeks.
Toy Factory
BLM212- Telling Time (grade 2) Name ____________
Start End How Long
0 1 3 0
0 3 3 0
0 4 1 50 3 0 0
0 2 3 0
0 1 3 0
0 4 1 5 0 6 0 0Toy Factory
BLM213- Work Schedule (grade 2) Name ___________
Time Time What They Do
Home Time
Work
Afternoon Break
Work
Lunch Time
Work
Break Time
Start Work
Toy Factory
Solid Trace the FacesNumberof Faces
BLM214- Faces of the Solids (grade 2) Name __________
Toy Factory
BLM215- Arrays for Addition (grade 2) Name ___________
The boxes on the toy shelves can be stacked so they don’t take as much room. Try to find ways to add them up faster.
3+ 3
Add them up
Count them up
Toy Factory
LM 301- Linear Measurement Gr.3 Name _______________
Use your ruler to measure these pictures.
Length ___________________
Height ___________________
Length __________________
Width __________________
Length ___________________
Width ___________________
Length ___________________
Height ___________________
Using thumbs or spans measure the following:
A Book
The Teacher’s Desk
The Blackboard
The Classroom
Length __________ Width ___________
Length _________ Width ___________
Length __________ Width __________
Your DeskLength __________ Width ___________ Length __________ Width __________
What is the problem with using thumbs and spans to measure with?Toy Factory
LM 302 - Time Measurement Name _______________
Write in each digital clock the time that you would do each thing:Sleeping
Doing Homework
Playing After School
Cooking Supper
Eating BreakfastShower Time
Science Class
Write the days of the week in order:
1
7
6
5
4
3
2
Write the months of the year in order:
4
4
5
6
2
1
3
7
8
9
10
11
12
Sunday January
Toy Factory
LM 302 a SE- Time Measurement Name _______________
Write in each digital clock the time that you would do each thing:Sleeping
Playing After School
Cooking Supper
Eating Breakfast
Science Class
Write the days of the week in order:
1
7
6
5
4
3
2
Write the months of the year in order:
4
4
5
6
2
1
3
7
8
9
10
11
12
Sunday January
W
F N
O
S
A
J
J
M
A
M
F
D
12:00
08:00
04:0005:00
02:00
Choose 1 of these times.Toy Factory
Write the correct time under each clock
__________ ______________________________
__________ ______________________________
1 2 1234
57891011
1 2 1234
578
91011
1 2 1234
578
910111 2 1
234
578
91011
1 2 1234
57891011
1 2 1234
578910111 2 1
234
578
91011
1 2 1234
57891011
The Basics
How Much Time
Tell how much time has gone by between the first clock and the second.
10 00 20 15 hours minutes
There are minutes in an hour.
There are hours in a day.
There are days in a week.
There are weeks in a year.
How many?
Which hand is which?
This isthe ____hand
12
6
BonusThere are seconds in a minute.
There are days in a year.
This isthe ____hand
BLM 303 - Time Measurement Name _______________
Toy Factory
How Many Shapes?How many of each shape can you find in the robot?
How many?
triangles
squares
circles
rectangles
Name the Solids.
Write the name of each solid on the line below it.
BLM304 Shapes and Solids Gr. 3 P.1 Name ____________
Toy Factory
How Many Solids?
How many of each solid can you find in the robot?
How many
rectangular prisms
cubes
spheres
triangularprisms
pyramids
Name _______________
BLM304 Shapes and Solids Gr. 3 P.2
Toy Factory
BLM306- Area with Non-Standard Units of Measure Name __________
This is one square unit: What are the areas of these shapes? (How many units are in each?)
Area = ____Units Area = ____Units
Area = ____Units
Area = ____Units
Area = ____UnitsArea = ____Units
Area = ____Units
Toy Factory
BLM306H
Area with Non-Standard Units of Measure
Name _____________
This is one square unit: What are the areas of these shapes?(How many units are in each?)
Area = ____Units Area = ____Units
Area = ____Units
Area = ____Units
Area = ____Units
Area = ____Units
Area = ____Units
Toy Factory
BLM307- Planning Sheet for My Factory (grade 3)Name _____________Draw your plan for the floor of your factory.
Toy Factory
BLM308- Drawing Specific Areas (grade 3) Name _______________
This is one square unit:
Draw a shape that has an area of 7 units
Draw a shape that has an area of 19 units
Draw a shape that has an area of 16 units
Draw a shape that has an area of 37 units
Draw a shape that has an area of 10 units
Toy Factory
BLM309- Perimeter Planner (grade 3) Name _____________________
Make a copy of your plan for the floor of your factory. Count the units around the outside and then measure.
Perimeter = ____ unitsPerimeter = _____ cm
Toy Factory
BLM310- Identifying Simple Shapes in Complex Shapes (grade 2) Name ______________
In the drawings below find the simple solids and colour them in.rectangular prism = orange cube = red triangular prism = blue sphere = brown cone = green cylinder = yellow
Toy Factory
BLM311- Estimating Time (grade 3) Name ______________
In one minute, there are _________ seconds. In one hour, there are __________ minutes.In one day, there are _________ hours. In one week, there are _________ days. In one month, there are _________ days. In one month, there are _________ weeks. In one year, there are _________ months. In one year, there are _________ weeks.In one year, there are _________ days.
Fill in the blanks.
How many minutes are in one day? How could you find out?
Name 3 things that take about 1 minute to complete.
Name 3 things that take about 1 second to complete.
Name 3 things that take about 1 day to complete.
Toy Factory
BLM312- Telling Time (grade 3) Page 1 Name ____________
Start End How Long
0 2 3 0
1 2 0 0
0 8 1 50 6 0 0
1 0 3 0
0 1 0 0
1 1 0 0 0 2 4 0
Toy Factory
BLM312- Telling Time (grade 3) Page 2 Name ____________
Start End How Long
0 5 3 5
0 2 0 5
0 8 4 00 7 4 5
0 9 5 0
0 2 0 5
1 0 1 0 0 4 2 5Toy Factory
BLM313- Work Schedule (grade 3) Name ___________
Time Time What They Do
Start Work
Toy Factory
Solid Faces Vertices
BLM314- Faces of the Solids (grade 3) Name __________
Rectangular Prism
Edges
Toy Factory
BLM315- Arrays for Multiplication (grade 3) Name ___________
The boxes on the toy shelves can be stacked so they don’t take as much room. Use multiplication to see how many there are.
x =
groups of =
x =
x =x =
Toy Factory
BLMG01- Toy Factory Shelf (grade 2) Name ___________
This is a set of shelves in one of the storage rooms of your factory. The toy boxes are solids. Put one box on each shelf but be careful of the ones that will roll off
the shelf. They must fit in the spaces.
ToyFactory
BLMG01Gr3- Toy Factory Shelf (grade 3) Name ___________
This is a set of shelves in one of the storage rooms of your factory. The toy boxes are solids. Put the boxes on the shelves but be careful of the ones that will roll off
the shelf or won’t stack. They must all be put on the shelves.
ToyFactory
Expectationsfor this Subtask to Assess with this Rubric:
Communication usingappropriate oralpresentation skills
Application ofmathematicalprocedures to concept
Communication ofknowledge related toconcepts, procedures,and problem solving
– demonstrates limited use ofappropriate oral andpresentation skills
– communicates (orally,pictorially, or in written form)limited understanding ofconcepts, procedures, andproblem-solving skills
– demonstrates some use ofappropriate oral andpresentation skills
– demonstrates someapplication of new learning
– communicates (orally,pictorially, or in written form)some understanding ofconcepts, procedures, andproblem-solving skills
– demonstrates considerableuse of appropriate oral andpresentation skills
– demonstrates considerableapplication of new learning
– communicates (orally,pictorially, or in written form)considerable understandingof concepts, procedures, andproblem-solving skills
– demonstrates thoroughuse of appropriate oral andpresentation skills
– demonstrates extensiveapplication of new learning
– communicates (orally,pictorially, or in written form)thorough understanding ofconcepts, procedures, andproblem-solving skills
Level 1 Level 2 Level 3 Level 4
Presentation Assessmentfor use with Subtask 7 : Selling the Ideafrom the Grade 2/3 Unit: The Toy Factory
Student Name:Date:
– demonstrates limitedapplication of new learning
2e59 – use appropriate gestures and tone of voice, as well as natural speech rhythms, when speaking;
2m36 • solve problems related to their day-to-day environment using concrete experiences of measurement and estimation;
3e60 - speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and select words carefully to convey theirintended meaning;
3e61 – use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud;
3e62 – use pauses and repetition effectively for emphasis in speech;
Category/Criteria
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Expectation List
Selected
The Toy FactoryMeasurement An Integrated Unit for Grade 2/3
Page 1
Assessed
English Language---Oral and Visual Communication– use appropriate gestures and tone of voice, as well as natural speech rhythms, when speaking; 12e59
– create some simple media works (e.g., design an advertisement for a toy). 12e65
Mathematics---Measurement• demonstrate an understanding of and ability to apply measurement terms: centimetre, metre, second, minute, hour, day,
week, month, year, coins to $1 value;12m34
• identify relationships between and among measurement concepts (e.g., shorter time, longer length, colder temperatures); 12m35
• solve problems related to their day-to-day environment using concrete experiences of measurement and estimation; 12m36
– demonstrate an understanding that the measure of one object can be used to describe a similar attribute of another object(e.g., the mass of a box can be used to measure the mass of a larger box);
12m39
– demonstrate an understanding of some standard units of measure: for length and distance (centimetre, metre) and time(second, minute, hour, day);
12m42
– demonstrate an understanding of the relationship between days and weeks, months and years, minutes and hours, hours anddays;
12m45
– read digital and analog clocks, and tell and write time to the quarter-hour; 12m48
– use mathematical language to describe relative times, sizes, temperatures, amounts of money, areas, masses, andcapacities (e.g., higher tower, fewer cups);
12m54
– estimate, measure, and record the linear dimensions of objects using non-standard and standard units (centimetre, metre),and compare and order objects by their linear dimensions;
12m56
– estimate and measure specified areas using uniform non-standard units, and record the measures (e.g., the area of the pageis four pencil cases);
12m58
Mathematics---Geometry and Spatial Sense• investigate the attributes of three-dimensional figures and two-dimensional shapes using concrete materials and drawings; 12m61
– explore and identify three-dimensional figures using concrete materials and drawings (e.g., prism, pyramid); 22m66
– create a three-dimensional model from an illustration, using concrete materials (e.g., make a house from clay or Plasticine); 12m68
– compare and sort three-dimensional figures according to one geometric attribute (e.g., shape); 12m69
– compare and contrast two-dimensional shapes; 12m75
– describe and name three-dimensional figures (e.g., cube, cone, sphere, prism); 12m70
– explain how they used different three-dimensional figures and concrete materials in building a structure or model; 12m71
English Language---Oral and Visual Communication- speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and
select words carefully to convey their intended meaning;13e60
– use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud; 13e61
– use pauses and repetition effectively for emphasis in speech; 13e62
– identify basic elements of text (e.g., size of print) and basic techniques (e.g., different tones of voice in audio productions) thathelp convey the message in print and media materials;
13e64
Mathematics---Number Sense and Numeration– interpret multiplication and division sentences in a variety of ways (e.g., using base ten materials, arrays); 13m23
Mathematics---Measurement• demonstrate an understanding of and ability to apply measurement terms: centimetre, metre, kilometre; millilitre, litre; gram,
kilogram; degree Celsius; week, month, year;13m34
• identify relationships between and among measurement concepts; 13m35
• estimate, measure, and record the perimeter and the area of two-dimensional shapes, and compare the perimeters andareas;
13m37
– compare and order objects by their linear dimensions; 13m42
– demonstrate an understanding of the relationship between days and years, weeks and years; 13m43
– estimate and measure the passage of time in five-minute intervals, and in days, weeks, months, and years; 13m44
– tell and write time to the nearest minute in 12-hour notation using digital clocks; 13m45
– read and write time to the nearest five minutes using analog clocks; 13m46
– measure the perimeter of two-dimensional shapes using standard units (centimetre and metre), and compare theperimeters;
13m51
– estimate and measure the area of shapes using uniform non-standard units, and compare and order the shapes by area; 13m52
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Expectation List
Selected
The Toy FactoryMeasurement An Integrated Unit for Grade 2/3
Page 2
Assessed
Mathematics---Geometry and Spatial Sense• investigate the attributes of three-dimensional figures and two-dimensional shapes using concrete materials and drawings; 13m55
– build rectangular prisms from given nets and explore the attributes of the prisms; 13m62
– sketch a picture of a structure or model created from three-dimensional figures; 13m64
– compare and sort two-dimensional shapes according to two or more attributes; 13m65
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7 Students Working As A Whole Class3 Students Working In Pairs2 Students Working In Small Groups7 Students Working Individually
Teaching / Learning Strategies
3 Brainstorming1 Chanting1 Classifying3 Demonstration4 Direct Teaching7 Discussion2 Estimating1 Expressing Another Point Of View3 Homework2 Lecture1 Mini-lesson1 Model Making1 Open-ended Questions1 Problem-solving Strategies1 Working With Manipulatives