Orange County Public Schools Integrating Technology for Student Achievement Lesson Plan Lesson Title: Subject: Using the Numberline for Addition Math Becky Llewellyn Grade Level(s):
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K 5 10
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4 9 LGMS PHMS OCHS
Submitted By:
School:
GBES LGES LES OES UES
Unit Title: Unit Dates: SOL Alignment: Unit Objectives:
Computation and Estimation - Strategy for solving addition problems Oct. 25 - Dec. 15 Mathmatics 1.8
The students will Know: that addition is combining two small groups or numbers (addends) to get one larger group or number (sum). Understand: They can use a numberline to solve addition problems. Be able to do: solve addition problems by starting with one addend on the numberline and moving to the right along the numberline the number of spaces of the other addend to find the sum.
Time Allotment:
30 minutes
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Equipment Considerations:
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Internet Access Computer VCR/DVD Elmo/Document Camera Other (describe):
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Computer Lab LCD Projector SmartBOARD SchoolPad
Other resources: Lesson Activities:
(Lesson plan should include information on how students are Seeing, Hearing and
Mr. Hernandez 1. The first activity involves moving stars to the numberline to show that a numberline can be used to solve math problems.
numberals. a) Roll the dice and write the equation. b) Choose an animal picture to hop along the numberline. Start at one addend and move to the right along the line to the other addend. Make sure that the students move the first space and don't "hop" on the number. 3. In this activity the students draw the "hops" on the numberline and you introduce the concept of starting with the larger addend, even if it is not the first addend. a) Roll the dice and write the equation. b) Use the pens or their fingers to move along the numberline. c) Practice starting with the larger number. Assessment Strategies:
Method: Test Rubric Teacher Observation Other
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Please Explain:
Alignment with Technology Continuum
Awareness – Technology centered. Instruction is about or controlled by Technology. o Technology is used separate from learning goals (reward).
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enrichment. o o o o
Exploration - Technology supplements instruction by providing extension or
The teacher predetermined experiences with technology. Technology is used for drill and practice. Student work requires little analysis or creativity. Technology is not necessary to achieve the learning objective.
Infusion - teacher centered/ directed; technology use is adapted to fit with traditional goals and tasks. o Productivity tools are used to augment the lesson. o Productivity tools, software, and Internet are used to modify traditional assignments
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given in the past. Technology skills are learned within the content (primary emphasis is on learning content.) Technology is an alternative means not essential to lesson goal. Technology provides a means for displaying student work tied to specific content goals. Technology provides adaptations in activities or assessments for special populations.
Integration - student centered/ constructivist instruction; technologies are used for collaborative project based instruction. o Technology engages students in high level cognitive tasks o Students use complex thinking tools, such as simulations, modeling, mapping, or video
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production. Learning activity would not be possible without technology. Technology use maximizes student involvement. Technology use promotes collaboration. Technology optimizes opportunities to demonstrate mastery of learning outcomes.
Expansion and refinement - constructivist instruction in which students and teachers are facilitators, learners, and researchers; technologies support selfdirected, collaborative learning. o Technology extends the classroom beyond the school. o Students select appropriate technology and initiate use.
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Technology is a tool for authentic problem solving. Technology seamlessly used by students for their own inquiries, problem solving, and product development. Students seek ways to incorporate new uses of the technology into learning and acquire new skills as needed.
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Quality Checklist:
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Assessment is aligned with unit Prerequisite skills have been assessed and taught as needed Content is aligned with SOLs Lesson summary is planned and time for reflection will be evident Feedback from students will be analyzed to drive instruction
Reflections:
Students were definitely engaged - initially, and I think the technology "bells and whistles" made numberlines more interesting.