Post on 30-May-2018
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Suzanne White
Ed. 554, Summer 2010
Technology Unit Plan
Overall description of the unit:
This is a two week math unit on double digit addition and subtraction. Both weeks
will follow the same general conceptual format, though some activities will be different.
Instruction will begin with a review of vocabulary central to the operations, and theninclude instruction and practice with the operations using manipulative, pictorial, and
finally symbolic representations. Technology will be integrated into the unit through the
creation of digital stories, math podcasts, and exploration with virtual manipulatives.
An integral part of the unit is the structure of the math period in the classroom.
Similar to the reading and writing workshop blocks, the teacher begins instruction with a
mini-lesson, and the remainder of the class is spent in small group instruction or
independent activities. Components of math workshop are changed frequently and alignwith current curriculum. They include workstations like the following examples:
Review of previously mastered concepts hands-on activities or games that
reinforce material from previous units.
Math games teacher or commercially prepared games.
Problem solving practice problems of the day or week.
Investigations real-life, relevant investigations designed by the teacher or
students.
Math journals observations, reflections, definitions or vocabulary.
Computer Use games or tutorial programs.
While students are participating in math workshop, the teacher is meeting with small
groups to provide instruction and practice on current material.
Description of the intended learner:
A 2nd grade general education classroom to include students working above, at and belowgrade level, as well as ESOL students. Activities are designed to reach the visual, aural,
and kinesthetic learner.
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Standards addressed in the unit:
Content SOL:
Math:
2.7 The student, given two whole numbers whose sum is 99 or less, will b)find the sum,
using various methods of calculation (mental computation, concrete materials, and paper
and pencil).2.8 The student, given two whole numbers, each of which is 99 or less, will
b) find the difference, using various methods of calculation (mental computation,
concrete materials, and paper and pencil).2.9 The student will create and solve one-step addition and subtraction problems using
data from simple tables, picture graphs, bar graphs, and practical situations.
English:
2.1 The student will demonstrate an understanding of oral language structure.a) Create oral stories to share with others.
2.3 The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, and to entertain.
b) Share stories or information orally with an audience.Computers/Technology:C/T K-2.2 The student will demonstrate proficiency in the use of technology.
Demonstrate the use of mouse, keyboard, printer, multimedia devices, and earphones.
Use multimedia resources such as interactive books and software with graphical
interfaces.C/T K-2.7 The student will use a variety of media and formats to communicate informationand ideas effectively to multiple audiences.
Use technology tools for individual writing, communication, and publishing activities.
NETS-S:
1. Creativity and Innovation a) Students apply existing knowledge to generate new
ideas, products, or processes. b) Students create original works as a means of personal orgroup expression. c) Students use models and simulations to explore complex systems
and issues.
2. Communication and Collaboration a) Students interact, collaborate, and publishwith peers, experts, or others employing a variety of digital environments and media. b)
Students communicate information and ideas effectively to multiple audiences using a
variety of media and formats. d) Students contribute to project teams to produce originalworks or solve problems.
6. Technology Operations and Concepts a) Students understand and use technology
systems. d) Students transfer current knowledge to learning of new technologies.
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Unit Objectives:
Throughout the unit, students will:
Create a one-step addition problem using appropriate addition vocabulary.
Solve problems presented vertically or horizontally that require finding the
sum of two whole numbers each 99 or less, and explain their work.
Regroup 1 ten for 10 ones, using concrete manipulatives.
Regroup 1 ten for 10 ones, using virtual manipulatives.
Create a one-step subtraction problem using appropriate subtraction vocabulary.
Produce a digital story using the subtraction problem they created.
Write and solve problems presented vertically that require finding thedifference of two whole numbers each 99 or less, and explain their work.
Collaborate with a partner to create a podcast tutorial for addition and subtraction
with regrouping.
Lesson Plans: Attached
Adaptations for diverse learners: Included in lesson plans.
Unit evaluation section: A variety of formative and summative assessments are includedin the lesson plans. The teacher will administer a pre- and post- assessment toolconsisting of vertical addition and subtraction problems, as well as word problems. The
same assessment will be used at the beginning and end of the unit (attached).
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Pre- and Post- Assessment:
Name: ____________________________
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Unit Format
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Lesson #1
Purpose of the Lesson: Students will determine whether regrouping is necessary andperform two-digit addition problems with virtual manipulatives on the computer.
Objectives: At the end of the lesson, students will: Solve problems presented vertically or horizontally that require finding the
sum of two whole numbers each 99 or less, and explain their work.
Regroup 1 ten for 10 ones, using virtual manipulatives.
Procedure:
Opening: Students will gather on the rug in the middle of the class with clipboards and
pencils. The teacher hands out flashback warm-ups, each containing four vertically
written problems requiring addition by tens. Students will complete these and thendiscuss them, reviewing the lessons from the previous day. The teacher will thenintroduce regrouping for addition. If we have 3 tens and 8 ones, how can we add 7ones? Sometimes we will need to regroup.
Development: The teacher will model addition with regrouping on the Smartboard
screen, using virtual manipulatives found on Kidspiration software. The teacher will
then pass out problems for the students, and the class will work through the first threeproblems together using the same method. Students will then return to their desks with
their activity sheets to finish the remaining addition problems. They will each have a
laptop on their desks, and will use the virtual manipulatives on Kidspiration to solve
vertically written algorithms requiring regrouping. During independent work time, theteacher will work with small groups of students who need further assistance. Students
will choose one problem, explain their work in the text box at the bottom of the page, and
print it out (see sample on next page).
Closure: The students will meet in the middle with their printed addition problems. They
will review a few of the problems together.
SOL:
Math
2.7 The student, given two whole numbers, each of which is 99 or less, will find the sum,
using various methods of calculation (mental computation, concrete materials, andpaper and pencil).
Technology
C/T K-2.7 The student will use a variety of media and formats to communicateinformation and ideas effectively to multiple audiences.
NETS-S:
1.c: Creativity and Innovation - Students use models and simulations to explore
complex systems and issues.2.b: Communication and Collaboration Students communicate information and ideas
effectively to multiple audiences using a variety of media and formats.
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Evaluation:
Formative While the students are working independently, the teacher will circulatethrough the room, checking for understanding and working with small groups.
Summative Teacher will collect the problems printed out by the students to determinewhether students have successfully met the objectives of the lesson.
Resources: flashback problems, Kidspiration software, addition activity sheets, printer,paper.
Adaptations:
ESOL: Teacher will provide assistance in small groups to students when the students arewriting to explain their work.
Above grade: Students who finish their work will participate in math workstations that
are ongoing and self-directed.
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Flashbacks Name: _________________________
40+ 20
10+ 30
50
+40
70
+10
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Lesson Plan #2
Purpose of the Lesson: To introduce and reinforce vocabulary specific to subtraction,and create digital subtraction stories using that vocabulary.
Objectives: At the end of the lesson students will: Create a one-step subtraction problem using appropriate subtraction
vocabulary.
Produce a digital story using the subtraction problem they created.
Procedure:
Day One:Introduction: The students will gather on the rug in the middle of the class. The teacher
will activate prior knowledge about subtraction, applying it to the study of American
Indians the current social studies unit. Who would like to tell us a subtraction
problem involving the Powhatan Indians? What words will be in a sentence if it is a
subtraction story? The teacher will write subtraction vocabulary words on the chart
paper as students contribute them.
Development: The teacher will read The Action of Subtraction, by Brian Cleary, to the
class, stopping to discuss subtraction vocabulary with the class. After reading, the teacher
will lead a discussion about the vocabulary they heard in the book, and add any newterms to the chart paper. The teacher will model three ways to depict a subtraction
problem: using words, using pictures, and using numbers. Then, students will return to
their desks and create a subtraction story using words and numbers.
Closure: The students will meet again on the rug with their subtraction stories. They will
share their stories, and contribute any additional subtraction vocabulary terms they haveheard from the stories told by their classmates.
SOL:
Math
2.8 The student, given two whole numbers, each of which is 99 or less, will find the
difference, using various methods of calculation (mental computation, concretematerials, and paper and pencil).
2.9 The student will create and solve one-step addition and subtraction problems using
data from simple tables, picture graphs, bar graphs, and practical situations.English
2.1 The student will demonstrate an understanding of oral language structure.
a) Create oral stories to share with others.
2.3 The student will use oral communication skills.a) Use oral language for different purposes: to inform, to persuade, and to entertain.
b) Share stories or information orally with an audience.
NETS-S:
1.a: Creativity and Innovation Students will apply existing knowledge to generate new
ideas, products, or processes.
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Day Two (In the computer lab):
Introduction: The students will gather on the rug in the middle of the class. The class will
discuss the subtraction stories they wrote the previous day, and have brought to the lab.
What was easy about making the subtraction stories? What was more challenging
about making the stories?
Development: The teacher will model how to illustrate their stories using Pixie, and how
to then add an audio component. Students will use Pixie (with which they are familiar) to
illustrate the subtraction stories they wrote, and then create digital stories by adding anaudio component. These digital stories will be posted on the class blog on blackboard and
shared in class.
Evaluation:
Formative While the students are working at their desks, as well as on the computers,
the teacher will circulate throughout the room, to answer questions and check for
understanding. Formative assessment will also be obtained when the students share their
subtraction stories at closing time on day one.
Summative Teacher will evaluate the students digital stories based on the rubricprovided.
Resources: copy of the book The Action of Subtraction, by Brian Cleary, chart paper,
markers, computers, Pixie software.
Adaptations:
ESOL and Below grade: Teacher will provide assistance in small groups to studentswhen completing the subtraction word problem.
Above grade: Students who finish their work will participate in math workstations that
are ongoing and self-directed.
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Digital Story Rubric
Objective 5 3 1
Create a one-stepsubtraction problem
using appropriatesubtractionvocabulary.
Subtraction storyincludes an accurate
math word problemand appropriatevocabulary.
Subtraction storyincludes either an
accurate math wordproblem orappropriate
vocabulary, but not
both.
Subtraction storydoes not include an
accurate math wordproblem orappropriate
vocabulary.
Produce a digital
story using the
subtraction problemcreated
Digital story
includes all audio
and visual elementsof the subtraction
story.
Digital story
includes either
audio or visualelements of the
subtraction story,
but not both.
Digital story does
not include either
audio or visualelements of the
subtraction story.
Student Name: ____________________________
Total ___________/10
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Lesson #3
Purpose of the Lesson: Students will apply their knowledge of addition and subtractionwith regrouping to create a podcast tutorial, teaching how to perform those operations.
Objectives: At the end of the lesson, students will: Write and solve problems presented vertically that require finding the
sum and the difference of two whole numbers each 99 or less, and explain their
work.
Collaborate with a partner to create a podcast tutorial for addition and subtraction
with regrouping.
Procedure:
Day One:Opening: Students will gather on the rug in the middle of the class with clipboards and
pencils. The teacher hands out flashback warm-ups, each containing four vertically
written problems requiring addition or subtraction with regrouping. Students willcomplete these and then discuss them, reviewing the lessons from the ongoing unit.
What is hard about regrouping? What is easy? The teacher will explain that the
students will have a turn being the teacher for regrouping, and will be creating a podcast
SOL: Math
2.7 The student, given two whole numbers whose sum is 99 or less, willb) find the sum, using various methods of calculation (mental computation, concrete
materials, and paper and pencil).
2.8 The student, given two whole numbers each 99 or less, willb) find the difference, using various methods of calculation (mental computation,
concrete materials, and paper and pencil).
Language Arts
2.3 The student will use oral communication skills.a) Use oral language for different purposes: to inform, to persuade, and to entertain.
b) Share stories or information orally with an audience.
c) Participate as a contributor and leader in a group.
NETS-S
1. Creativity and Innovation a) Students apply existing knowledge to generate new
ideas, products, or processes. b) Students create original works as a means of personal
or group expression. c) Students use models and simulations to explore complexsystems and issues.
2. Communication and Collaboration a) Students interact, collaborate, and publish
with peers, experts, or others employing a variety of digital environments and media. b)Students communicate information and ideas effectively to multiple audiences using a
variety of media and formats. d) Students contribute to project teams to produce
original works or solve problems.6. Technology Operations and Concepts a) Students understand and use technology
systems. d) Students transfer current knowledge to learning of new technologies.
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to show others how to perform the operations. The podcasts will be posted on the
classrooms Blackboard website.
Development: The teacher will show an example of a podcast tutorial that had previously
been created for another math operation, and then model the use of the SMART
Recorder. The students will work with partners to create their own tutorial for additionwith regrouping as well as subtraction with regrouping. The students will write the math
problems, create a script about how to solve them, and then use the SMARTBoard
recorder to capture their actions and voices. During independent work time, students willbe working with their partners on their scripts, creating their podcast on the
SMARTBoard, or participating in independent math workstations.
Closure: Students will meet in the middle of the classroom to discuss what they havelearned about creating the script and the podcast, and what they have found challenging.
Day Two:Opening: Students will gather on the rug in the middle of the class with clipboards and
pencils. The teacher hands out flashback warm-ups, each containing four verticallywritten problems requiring addition or subtraction with regrouping. Students will
complete these and then discuss them, reviewing the lessons from the ongoing unit. The
teacher will take a status check with the groups to see how the podcast projects are
progressing. Work on these projects will continue.
Development: Students will be working with their partners on their scripts, creating their
podcast on the SMARTBoard, or participating in independent math workstations (seesample in attached file).
Closing: Students will meet in the middle of the class to discuss their podcastingexperiences.
Evaluation:
Formative - Formative While the students are working independently, the teacher will
circulate throughout the room, to answer questions and check for understanding.
Formative assessment will also be obtained with the flashback problems at the opening of
the lesson.
Summative - Teacher will evaluate the students podcasts based on the rubric provided.
Resources: flashback problems, SMARTBoard, SMARTBoard software and SMART
Recorder.
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Adaptations:
ESOL: Teacher will partner these students with native English-speaking partners, to
assist with script writing.Below grade: These students will be partnered with students performing at or above
grade level.
Above grade: Students who finish their work will participate in math workstations thatare ongoing and self-directed.
Podcast Rubric
Objective 5 3 1
Write and solveproblems presented
vertically that
require finding thesum and the
difference of two
whole numbers each
99 or less, andexplain their work.
Student successfullywrites and solves
both an addition and
a subtractionproblem using a
vertically written
algorithm.
Student successfullywrites and solves
either an addition or
a subtractionproblem using a
vertically written
algorithm, but not
both.
Student does notsuccessfully write
and solve either an
addition or asubtraction problem
using a vertically
written algorithm.
Collaborate with a
partner to create a
podcast tutorial foraddition and
subtraction withregrouping.
Student successfully
collaborated with
partner to produce apodcast tutorial for
addition andsubtraction withregrouping.
Student collaborated
with partner but did
not successfullyproduce a podcast
tutorial for additionand subtraction withregrouping.
Student did not
collaborate with
partner or produce apodcast tutorial for
addition andsubtraction withregrouping.
Student Name: ____________________________
Total ___________/10
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Flashbacks Name: __________________________
42+ 29
90- 27
26+38
73- 18