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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.
2. Given access to computers already set on the desired web
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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posted:10/3/2011
language:English
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