Technology Integrated Unit

8/9/2019 Technology Integrated Unit

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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


9/15

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


12/15

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

Technology Integrated Unit

Documents

Transcript of Technology Integrated Unit