# dj

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```					     DJ Montague
Pattern Games
With Mrs. Sikes Kindergarten
Class
Meredith Kehoe
Erin Betts
Ashley Mizell-Edey
Douglas Pasco
Earin Renfro
Audience
• Mrs. Sikes
Kindergarten class
– Approximately 18
students
– Some previous
exposure to pattern
exercises
– Previous exposure to
computer use
Standards and Objectives:
Standards:
VA Math SOL-Kindergarten
Patterns, Functions, and Algebra
K.20 The students will identify, describe, and extend a
repeating relationship (pattern) found in common objects, sounds,
and movements.

Objectives:
1. Through the use of various computer games, students will
demonstrate an understanding of object patterns by choosing the
next object to appear in a given pattern.
page/game, students will utilize the necessary fine motor skills to
complete the pattern game.
Set Up:
• Mrs. Sikes divided the students into three
groups based on math skills and abilities.
• Each group consisted of six students.
• We worked with one group in the computer
lab while Mrs. Sikes did an activity with
the other two groups in her classroom.
• This gave us almost a one to one student-
teacher ratio, allowing for more
individualized instruction.
Web pages/Computer
Pattern Games:
• We selected two web pages with
pattern games on the students’ level
of comprehension.
• The web pages we used were:
– http://math.rice.edu/~lanius/counting/
– www.primarygames.com/patterns/question1.htm
Results
• Each of the three groups performed
on a slightly different level
indicating a variation in both their
mathematics and fine motor skills.
Group 1
• Mathematical Skills:
– Students correctly completed 80 to 90 percent of the
pattern problems attempted.
– Students worked steadily to complete 1 to 1.5 of the
provided pattern games.

• Fine Motor Skills:
– Students had relatively good control of the mouse and
were able to select desired answers and move to the
next screen with minimal assistance.
Group 2
• Mathematical Skills:
– Students correctly completed 90 to 100 percent of the
pattern problems attempted.
– Students worked steadily to complete 1.5 to 2+ of the
provided pattern games. (We opened the DJ Montague
pattern game after completing the 2 games we
selected.)

• Fine Motor Skills:
– Students had good control of the mouse and were able
to select desired answers and move to the next screen
independently.
Group 3
• Mathematical Skills:
– Students correctly completed 60 to 70
percent of the pattern problems attempted.
– Students worked to complete .5 to 1.5 of the
provided pattern games.

• Fine Motor Skills:
– Students had difficulty controlling the mouse
and were able to select desired answers and
move to the next screen when given assistance.
Reflections
• Our organization and time management
improved from the first group to the third
group.
– With the first group we lost time because we
were unfamiliar with standard computer lab
procedures and capabilities.
– By the third group we had mastered the routine,
and provided better time management and more
assistance.
The End

```
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 views: 18 posted: 10/3/2011 language: English pages: 11