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Just “Dew” It!
Collaborative Unit Integrating
Mathematics & Library Skills
Decimals & the Dewey Decimal System
Submitted by
Ashli Gore, LMS Candidate
LIB 601 Fall 2006
In collaboration with
Noraa Ransey, North Calloway Elementary 3
rd
Grade Teacher
Laura Swain, North Calloway Elementary LMS / Unit Consultant
Just “Dew” It!
DESIGN ELEMENTS
Grade Level: Grade 3
Theme: Just “Dew” It!
Planned Time Span: 3 Weeks
Instructional Structure: Multidisciplinary
Discipline/Content areas included: Mathematics and Library Skills
Unit Overview: Based on the unparalleled success of the 1980s marketing slogan “Just Do It”
by Nike©, this unit was developed collaboratively between a current 3rd^ grade Math teacher and
prospective LMS candidate. The unit integrates math skills of place value, fractions, decimals
and money with learning the Dewey Decimal classification system in the library. The unit is
designed and is most effective if co-taught in the classroom and LMC by the classroom teacher
and LMS. Teacher technology use and possibility for student technology use is weaved into the
unit to increase student enthusiasm for learning about decimals and the Dewey system.
The completed unit is compiled of 10 activities over the course of 15 class sessions. The time
frame does not require three weeks of instructional days. On some days, activities are conducted
only in the set math-classroom time or in the scheduled LMC time. Other days, activities are
conducted in the LMC and classroom utilizing both set times—extending learning opportunities
by double the amount of time. For the Culminating Performance and Product event assessment
and preparation times, teacher and teacher-librarian discretion will determine the amount and use
of times.
MAJOR FOCUS
Organizer
Just “Dew” It! Welcome to the exciting world of decimals and the Dewey Decimal System!
Come to math class and the library to see what all the kids are “dewing!”
Targeted Standards
Academic Expectation 1.5 - 1. Students use mathematical ideas and procedures to communicate, reason, and solve problems. Academic Expectation 1. Students organize information through development and use of classification rules and systems. Academic Expectation 2.
The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. ILS Standard 6 The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Although many Targeted Standards are identified, it is acknowledged that at Grade 3, the
Kentucky Academic Expectations and national Information Literacy Standards for Student
Learning Standards and Indicators are not completely met. Students will continue to develop
these targeted standards throughout their K-12 education. Grade 3 students are not
developmentally able to achieve these noted standards without assistance.
Essential Questions
1. What are decimals and why “dew” we use them?
2. How are decimals related to number place value, fractions, measurement, and money?
3. What is the Dewey Decimal classification system?
4. Why “dew” we use the Dewey Decimal system in the library?
5. How are books catalogued and shelved in the Dewey Decimal classification system?
CULMINATING PERFORMANCE AND PRODUCT
To demonstrate learning, students will prepare a product and give an oral presentation. In
addition to informal and formal assessment in the math classroom related to the mathematics
concepts as well as reinforcements of these concepts in LMC rotation time, students will create a
display to present before peers, classroom teacher and the LMS explaining the Dewey Decimal
system, resources found in each category and why it is used in libraries today. A written
component is required for successful completion of the culminating assessment. Students must
briefly address each of the unit’s essential questions provided relevant facts in relation to the
combined library and math skills. The culminating performance and products will be assessed
by the included scoring guide. Samples of various quality works will be provided for students
with guidance to achieve exemplary level product and performance.
Task, Role, Purpose (Student Handout)
Just “Dew” It! Now it’s time to see what we’ve learned! Taking the role of a Dewey Detective,
you must design and present an artwork or computer display that reviews the Dewey Decimal
classification system in order to teach your friends about this system. You are encouraged to
choose the product medium that you like the best (poster, photo journal, collage, painting, model,
table display, brochure, newsletter, Paint file, PowerPoint presentation, Publisher document,
story, poem, etc.) to represent the topics and types of materials that are found in each of the 10
categories. Idea samples will be available to you.
000 Generalities 100 Philosophy & psychology 200 Religion 300 Social sciences 400 Language 500 Natural sciences & mathematics 600 Technology (Applied sciences) 700 The arts 800 Literature & rhetoric 900 Geography & history
Good Dewey Detectives take notes and don’t miss minute details! You must turn in a Detective
Notebook entry that addresses each of the five essential questions in our Just “Dew” It! unit. Be
sure to include multiple relevant facts.
1. What are decimals and why “dew” we use them?
2. How are decimals related to number place value, fractions, measurement, and money?
3. What is the Dewey Decimal classification system?
4. Why “dew” we use the Dewey Decimal system in the library?
5. How are books catalogued and shelved in the Dewey Decimal classification system?
Please use your detective instincts by carefully following the included Scoring Guide.
ENABLING KNOWLEDGE AND ENABLING SKILLS/PROCESSES,
INSTRUCTIONAL/ASSESSMENT ACTIVITIES, AND CRITICAL RESOURCES
For students to conquer decimals, they must have a strong base understanding of primary-level
number sense concepts and fractions. Otherwise, this mathematics and library unit will be
unsuccessful. Decimals are often difficult for students to learn in the beginning stages as is the
Dewey Decimal classification system. Students will benefit by combining the math decimal unit
and library unit to be dually-taught in the classroom and LMC by both classroom teacher and
LMS. Both professions will be interweaving the other certified participant’s primary content
enabling students to remediate and practice decimal conversion and ordering in multiple
environments and situations. When completed, this unit of study will lead students into the
following mathematics study of money using knowledge learned in the decimals unit.
Activity #1: Classroom Begin Chapter 25: Decimals and Fractions
Harcourt Math Book Grade 3
Lesson 1: Relate Fractions and Decimals
Lesson 2: Tenths
Lesson 3: Hundredths
Essential Question #1: What are decimals and why “dew” we use them?
Essential Question #2: How are decimals related to number place value,
fractions, measurement, and money?
Targeted Standards:
MA-EP-1.1.
Students will read, write and rename whole numbers (0 to 9,999) and apply to real-world and mathematical problems. MA-EP-1.1. Students will compare (<, >, =) and order whole numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations). Academic Expectation 1.5 - 1. Students use mathematical ideas and procedures to communicate, reason, and solve problems. Academic Expectation 2. Students understand number concepts and use numbers appropriately and accurately. Academic Expectation 2. Students understand various mathematical procedures and use them appropriately and accurately. Academic Expectation 5. Students organize information to develop or change their understanding of a concept. Academic Expectation 6. Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences.
Academic Expectation 6. Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences.
Procedures (Days 1 – 3): Mrs. Ransey will begin unit kicking off the “Just ‘Dew’ It!”
theme. She will explain and relate the concepts of whole numbers, fractions, decimals while
teaching tenths and hundredths from textbook and hands on materials over the course of three
class periods.
Materials from the Family Involvement Activities book page FA99 – FA 102 will be copied and
sent home with students. A letter to families is included detailing vocabulary and mathematic
concepts covered in the unit. Also included in this packet are extension Practice/Homework
activities to assist students in learning decimals.
Technology Resources: Computer, Projector, Classroom Performance System Chalkboard
Activity #2: LMC Introduction to Dewey Decimal System and Reinforcement
Activities Chapter 25 Lessons 1 – 3
Harcourt Extra Practice Pages H56 Set A
Website Resource
United Streaming Resource
Essential Question #1: What are decimals and why “dew” we use them?
Essential Question #2: How are decimals related to number place value,
fractions, measurement, and money?
Essential Question #3: What is the Dewey Decimal classification system?
Targeted Standards:
Academic Expectation 1.5 - 1. Students use mathematical ideas and procedures to communicate, reason, and solve problems. Academic Expectation 1. Students organize information through development and use of classification rules and systems. Academic Expectation 1. Students use computers and other kinds of technology to collect, organize, and communicate information and ideas. Academic Expectation 2. Students understand scientific ways of thinking and working and use those methods to solve real-life problems. Academic Expectation 2. Students understand number concepts and use numbers appropriately and accurately. Academic Expectation 2. Students understand various mathematical procedures and use them appropriately and accurately.
Lesson 6: Problem Solving Skill Reasonable Answers
Essential Question #1: What are decimals and why “dew” we use them?
Essential Question #2: How are decimals related to number place value,
fractions, measurement, and money?
Targeted Standards:
Academic Expectation 1.5 - 1. Students use mathematical ideas and procedures to communicate, reason, and solve problems. Academic Expectation 2. Students understand scientific ways of thinking and working and use those methods to solve real-life problems. Academic Expectation 2. Students understand number concepts and use numbers appropriately and accurately. Academic Expectation 2. Students understand various mathematical procedures and use them appropriately and accurately. Academic Expectation 2. Students demonstrate skills and work habits that lead to success in future schooling and work. Academic Expectation 5. Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. Academic Expectation 5. Students organize information to develop or change their understanding of a concept. Academic Expectation 6. Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences. Academic Expectation 6. Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences. MA-EP-1.1. Students will read, write and rename whole numbers (0 to 9,999) and apply to real-world and mathematical problems. MA-EP-1.1. Students will compare (<, >, =) and order whole numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations). MA-EP-1.3. Students will analyze real-world problems to identify appropriate representations using mathematical operations, and will apply operations to solve real-world problems with the following constraints: add and subtract whole numbers with three digits or less; multiply whole numbers of 10 or less; add and subtract fractions with like denominators less than or equal to four and add and subtract decimals related to money.
Procedures (Days 4 – 6): Mrs. Ransey will continue the “Just ‘Dew’ It!” theme unit. She
will explain and relate the concepts reading and writing decimals, comparing and ordering
decimals, and applying knowledge to real-world application in the grocery store. Hands-on
materials and textbook materials will be used for three class periods.
Technology Resources: Computer, Projector, Classroom Performance System Chalkboard
Activity #4: LMC Development of Dewey Decimal System and Reinforcement
Activities Chapter 25 Lessons 4 – 6
Harcourt Extra Practice Pages H56 Set B, C
Website Resource
Essential Question #1: What are decimals and why “dew” we use them?
Essential Question #3: What is the Dewey Decimal classification system?
Essential Question #4: Why “dew” we use the Dewey Decimal system in the
library?
Essential Question #5: How are books catalogued and shelved in the Dewey
Decimal classification system?
Targeted Standards:
Academic Expectation 1. Students organize information through development and use of classification rules and systems. Academic Expectation 2. Students understand scientific ways of thinking and working and use those methods to solve real-life problems. Academic Expectation 2. Students understand number concepts and use numbers appropriately and accurately. Academic Expectation 2. Students understand various mathematical procedures and use them appropriately and accurately. Academic Expectation 2. Students demonstrate skills and work habits that lead to success in future schooling and work. Academic Expectation 5. Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. Academic Expectation 5. Students organize information to develop or change their understanding of a concept. Academic Expectation 6. Students connect knowledge and experiences from different subject areas. Academic Expectation 6.
Students will compare (<, >, =) and order whole numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations). MA-EP-1.3. Students will analyze real-world problems to identify appropriate representations using mathematical operations, and will apply operations to solve real-world problems with the following constraints: add and subtract whole numbers with three digits or less; multiply whole numbers of 10 or less; add and subtract fractions with like denominators less than or equal to four and add and subtract decimals related to money.
Procedures (Days 7 – 8): Review chapter Lessons 1 – 6. Prepare for chapter assessment
using Practice Workbook pages PW129 – PW134.
Technology Resources: Computer, Projector, Classroom Performance System Chalkboard
Activity #6: LMC Continue Exploring Dewey Decimal Classification System
Essential Question #3: What is the Dewey Decimal classification system?
Essential Question #4: Why “dew” we use the Dewey Decimal system in the
library?
Essential Question #5: How are books catalogued and shelved in the Dewey
Decimal classification system?
Targeted Standards:
Academic Expectation 1. Students organize information through development and use of classification rules and systems. Academic Expectation 2. Students understand scientific ways of thinking and working and use those methods to solve real-life problems. Academic Expectation 2. Students understand number concepts and use numbers appropriately and accurately. Academic Expectation 2. Students demonstrate skills and work habits that lead to success in future schooling and work. Academic Expectation 5. Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. Academic Expectation 5. Students organize information to develop or change their understanding of a concept. Academic Expectation 6. Students connect knowledge and experiences from different subject areas. Academic Expectation 6.
Students use what they already know to acquire new knowledge, develop new skills, or interpret new experiences. Academic Expectation 6. Students expand their understanding of existing knowledge by making connections with new knowledge, skills, and experiences. ILS Standard 1 The student who is information literate accesses information efficiently and effectively. ILS Standard 3 The student who is information literate uses information accurately and creatively.
Procedures (Days 8 – 9): LMS-led discussion of each category of the Dewey Decimal
system with hands-on exploration in LMC of each section. Note-taking is encouraged. In pairs,
students will complete a hands-on Scavenger Hunt activity to explore and record each category
in a Detective Notebook.
Technology Resources: Computer, Projector, possible review of websites (if needed)
Activity #7: Classroom Review Chapter 25 Decimals and Fractions
Essential Question #1: What are decimals and why “dew” we use them?
Essential Question #2: How are decimals related to number place value,
fractions, measurement, and money?
Targeted Standards:
MA-EP-1.1.
Students will read, write and rename whole numbers (0 to 9,999) and apply to real-world and mathematical problems. MA-EP-1.1. Students will compare (<, >, =) and order whole numbers to whole numbers, decimals to decimals (as money only) and fractions to fractions (limited to pictorial representations). MA-EP-1.3. Students will analyze real-world problems to identify appropriate representations using mathematical operations, and will apply operations to solve real-world problems with the following constraints: add and subtract whole numbers with three digits or less; multiply whole numbers of 10 or less; add and subtract fractions with like denominators less than or equal to four and add and subtract decimals related to money.
Procedures (Day 9): Chapter 25 Lessons 1 – 6 assessment. Form A and Form B of Chapter
25 Test from Assessment Guide pages AG 161 – 164 must be copied.
Technology Resources: Computer, Projector, Classroom Performance System Chalkboard
Activity #10: LMC Culminating Performance and Product Assessment of Dewey
Decimal Classification System (Teacher & LMS present)
Essential Question #1: What are decimals and why “dew” we use them?
Essential Question #2: How are decimals related to number place value,
fractions, measurement, and money?
Essential Question #3: What is the Dewey Decimal classification system?
Essential Question #4: Why “dew” we use the Dewey Decimal system in the
library?
Essential Question #5: How are books catalogued and shelved in the Dewey
Decimal classification system?
Targeted Standards: All
Procedures (Days 14 -15): Student presentations of Culminating Assessment. Both teachers
will be present and cooperatively assessing events.
TEACHER TO TEACHER-LIBRARIAN (LMS) COLLABORATION
As this is a graduate course assignment for me, I compiled the unit. Mrs. Ransey and I
collaborated for mathematics items such as age and grade-level appropriateness, topics, textbook
resources and technology resources and length of time for unit. Mrs. Swain reviewed the final
unit to check for effective LMC standards and use.
STUDENT TO TEACHER-LIBRARIAN (LMS) COLLABORATION
I am very satisfied with the development of the unit for student to teacher-librarian (LMS)
collaboration. The entire unit was completely developed around the idea of the teacher-librarian
extending, enhancing and co-teaching classroom learning while introducing information literacy
skills. I envision this being a fun-filled time in the LMC working as a teacher-librarian with
students on decimals and applying that to the Dewey Decimal system and its categories. More
time will be needed throughout elementary school to focus on the DDCS and the specific
categories, but this unit serves as an introduction to the DDCS with hands-on opportunities for
learning in the LMC with the LMS. I am most pleased with the Culminating Performance and
Product Assessment. I think that will be create a hectic few days while creating the product and
performance but will be very fun for all!
REFLECTION
I was unable to implement this unit. I quickly saw in the semester that it would not be a feasible
possibility for me. As I am not currently working as a classroom teacher it is difficult to
implement many assignments without the benefit of working with a faculty full-time. It is
difficult to work with students whom you do not know by face and/or name. This complicated
my entire unit plan. Having been a former Computer Applications teacher, I initially planned to
develop a unit designed with me as the classroom Computer Applications teacher in
collaboration with a LMS. When I was employed in that capacity my teaching and units
supplemented the corresponding grade-level tested content areas. I had the wonderful
opportunity teach anything basically.
For this assignment I couldn’t settle for that type of collaboration in my mind. It was too easy
and I did not feel it challenged me. I wanted to choose an area of personal weakness and interest
for me to grow as a LMS. With that in mind and trying to determine possibilities I recalled a
recent conversation I overheard during a technology meeting. Having the advantage of working
with LMSs very frequently, I have gotten to soak in information regarding the LMP that I would
not necessarily have privy to. On this occasion the ladies were discussing that students do not
know the Dewey Decimal classification system upon entering middle school. They stated that
our Calloway County students are entering middle school and do not understand the
classification system, call numbers, and basically do not know how to find materials in the LMC
independently.
As the discussion continued I learned that somewhere along the way, the emphasis on the Dewey
system in Calloway elementary schools slipped by the wayside. Most likely, this can be
attributed to our school district LMSs being spread so thin with other responsibilities such as
technology, teaching classes, being responsible for specific core content assessment areas and
other extracurricular duties. I also sat in another meeting recently when a current LMS
mentioned that many elementary LMSs are shelving materials by topic only and ignoring the
Dewey Decimal system. Although this is not the case in Calloway County elementary schools,
this sounds like a much easier plan for LMS in a hurry but not appropriate. Students need to
know how to find materials in the “real” LMC and public libraries.
Not having had the LMS cataloging course, I felt that developing a unit for the Dewey Decimal
classification system would act as review for me of the system and aid me in preparing a unit that
I will need to teach as LMS. The most challenging portion of this was for me to determine a
desirable partner who would be willing to sacrifice time to work with me—especially as I
decided to act as the local friendly LMS in this example and have not taught elementary school.
Obviously, I am working on experience in those areas this semester. To ensure LMC accuracy, I
also needed a current LMS to double-check me. I initially thought to partner with a language
arts or social studies teacher when it occurred to me how well this goes with mathematics subject
matter. As math is also not one of my strong areas, I thought this would benefit me, too. After
much consideration, I approached and partnered with Mrs. Noraa Ransey at North Calloway
Elementary School. She graciously accepted my offer. Mrs. Ransey teaches multiple areas
including third grade mathematics. Ms. Laura Swain, North Elementary LMS, agreed to act as
consultant for me in regards to the Dewey Decimal system and age-appropriateness of library
skills.
When implemented, I expect to see favorable results of the collaboration between the
mathematics concepts and the Dewey Decimal system, teacher to teacher-librarian, and teacher-
librarian to student interactions. As third grade students, I do not think it is necessary for them to
have complete understanding of the DDC system that I should as supervising LMS or even as a
Murray State student trying to find materials in a campus library. Not all of the information I
know needs to be divulged to students at this age. However; the basics need to be covered as in
