2Running head: DO-TYPE

Do-Type ActivityHelen RossEDU 652Linda EllingtonJune 7, 2014

IntroductionThis do-type activity was designed for the beginning of a fourth grade math class. This activity will utilize a practice activity to refresh the learners, measure what they retained over summer break and start the school year with a base knowledge of where the students are. A needs assessment has been conducted for this activity as well as research on the subject of using practice activities in the classroom. AssignmentAt the end of the previous school year, Mrs. X and Mr. Y discussed where the students were in there math course. Mrs. X had started working on division by three with the class. Mr. Y decided that he would use a practice activity to refresh and determine where the students stand after summer break. The practice activity that Mr. Y will be using can be found on www.ixl.com (Division by 3, n.d.). The activity is division by three. The students will practice one hour a day for one school week. Students will use the computers in the school library, approximately mid-morning, depending on availability. Mr. Y and the school librarian will be available to the students to answer any questions they may have and to alleviate technical difficulties if any should arise. Students are also encouraged to practice at home if they are able. This activity auto-generates division problems for students to solve. Practice activities give learners experience applying information, knowledge and skills (Horton, 2012). Educational games and simulations motivate and engage learners and provide opportunities for students to practice acquired skills (Julia Shaftel, 2005). Mr. Y chose this practice activity because he feels that students need an opportunity to practice their math skills before moving on in their math course. Needs AssessmentWhat do you know? The students are beginning fourth grade and were previously working on division by three at the end of third grade. What do you want to know? Mr. Y is looking to see where the students are and where do they need to go. Mr. Y is assessing the students to determine if they need a lot of review versus being ready to move on. What are you trying to measure, determine or define? Mr. Y is trying to determine how much information the students retained over summer break and where does he need to start. How will you collect and record information? Mr. Y will collect the computer generated results from the students activities and graph the data to see how they are doing. How will you report the information you collect? The students will be shown their graphs (individually) to show how they have been doing. Mr. Y will use the median results to determine where he starts the students next. Are all interested groups included in planning and conducting needs assessment? Mr. Y and Mrs. X sent a letter home to the students parents letting them know what they were doing and considered all input sent back from parents before moving on with this activity. ConclusionThere is a lot of research that shows by using math games or activities, students increase proficiency and retention (May, 1993). This practice activity will help the students to refine skills, knowledge and attitude. It will help the students automate skills and will build their math confidence (Horton, 2012). Online activities should not be overused and teachers should always monitor and evaluate the quality and effectiveness of the activity. This do-type activity was created to ease the students back into school with a refresher assignment before moving on to something the students may not be ready for.

ReferencesDivision by 3. (n.d.). Retrieved from Math Activities: www.ixl.comHorton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.Julia Shaftel, L. P. (2005). Math Games for Adolescents. Adapting Curriculum, 26.May, L. (1993). Math and the Real World: Fun and Games. Teaching Math, 26.