PART ONETECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach

Daily Lesson GAME Plan Template

Lesson Title: Helping Out with Division

Related Lessons: Long division, interpreting remainders

Grade and Subject: Fourth grade math

Unit: Division

BRIEF DESCRIPTION Students will work in groups to create a strategy for teaching a peer long division and how to interpret remainders. They will be using SMARTNotebook software to assist with brainstorming.

GOALS

Content Standards:

Compute fluently and make reasonable estimates

Build new mathematical knowledge through problem solving

Apply and adapt a variety of appropriate strategies to solve problems

ISTE NETS-S
x Creativity and innovation o Communication and collaboration o Research and information fluency

o Critical thinking, problem-solving, & decision-making o Digital citizenship
X Technology operations and concepts

Instructional objective(s): Students will be able to creatively explain the procedure for long division as well as decide how to interpret remainders in word problems

ACTION

Before-class preparation:

In previous lessons students will have learned how to do long division using the “Does McDonalds Sell Cheese Burgers [Divide, Multiply, Subtract, Check, Bring Down]” method. Students will also have solved various word problems in which they need to use one of three strategies to interpret remainders (ignore, round up, report as fraction/decimal).

During class

Time

Instructional Activities

Materials & Resources

50-60 minutes

Students will be shown the problem: Pretend a new student is coming into our class. He/she is well versed in their basic multiplication and division facts but has never done long division. As this student is shy around adults, they requested that his/her classmates help her learn. Come up with a way to teach this new student long division AND how to interpret remainders in word problems.
Class will quickly review long division steps and the three methods of interpreting remainders. Students will also discuss how long division is prevalent in everyday life and does not go away (Splitting the cost of a gift, divvying up toys, cutting food into pieces, etc)
Students will then be broken into groups of 4-5 (previously determined by the teacher-heterogeneously) and meet with their groups.
Students will be told they have the entire period to brainstorm how they are going to solve this problem.
Students will be given access to laptops to use SMART Notebook software or plan out what they are going to do, and who is going to do each part. Students may also practice making example problems.
Pre-evaluated websites will be bookmarked on the class website for students to use as an aide (videos, explanations of long division, poems and songs)

SMART Notebook software
Laptops (one per group)
Linked list of long division related websites, on class website

MONITOR

Ongoing assessment(s): Teacher will check for understanding during the lesson by walking around the room and monitoring students’ progress. The teacher will work with a group if necessary to aide them in understanding their task. The teacher can periodically stop the class and display one group’s brainstorming on the SMARTBoard in the classroom. Accommodations and extensions: Students may create still pictures, songs, poems, stories, phrases, etc to effectively reach their goal. Advanced students can go a step further by explaining how to divide using decimals as the dividend. Backup plan: Students can do this using paper and pencil if they choose, or if the technology isn’t working. The lesson may go faster this way, but not be as complete.

EVALUATE AND EXTEND

Lesson reflections and notes: There may be a lot of noise and arguing early in this project because of the high interest level. Make sure to review groupwork procedures before starting to try and alleviate any arguments. Remind students to keep their ideas somewhat simple, they do not want to overwhelm the new student with a myriad of examples. Evaluate groupwork skills using a rubric and see if all students are staying on task.

PART TWO-Social CollaborationTECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach

Daily Lesson GAME Plan Template

Lesson Title: Helping Out with Division II

Related Lessons: Long division, interpreting remainders

Grade and Subject: Fourth grade math

Unit: Division

BRIEF DESCRIPTION Students will work with their groups to post their ideas for communicating a division strategy on a class wiki. Students will individually as well as in groups comment on other group’s progress, giving constructive criticism.

GOALS

Content Standards:

Organize and consolidate their mathematical thinking through communication

Analyze and evaluate the mathematical thinking and strategies of others.

Create, and use representation to organize, record, and communicate mathematical ideas

ISTE NETS-S
x Creativity and innovation
x Communication and collaboration o Research and information fluency

o Critical thinking, problem-solving, & decision-making
x Digital citizenship
X Technology operations and concepts

Instructional objective(s): Students will be able to creatively explain the procedure for long division as well as decide how to interpret remainders in word problems
Students will be able to communicate group ideas on a wiki page and respond to other’s ideas using this technology

ACTION

Before-class preparation:

Students will have seen a sample wiki before and practiced posting on it. Students will also have completed their initial brainstorming from the previous lesson and have come up with a group name.

During class

Time

Instructional Activities

Materials & Resources

50-60 minutes

(at home) 15 minutes

Next 2-3 days, 50-60 min/day

Teacher will show the class the wiki created for this project. On the navigation bar on the right, there will be links for each group’s page, named accordingly (The Mathinators, Division Divas, etc)
Students will have time to post their brainstorming on their group’s page-making sure each group member contributes.
The entire group will choose one other group’s page to visit and comment on. Groups can give either constructive criticism, ask a question, compliment, or provide a suggestion.

At home, individual students will read their group’s page and the feedback given.

For the next 2-3 days, groups will tweak their wiki page as needed, updating their project plan to reflect feedback given. Students will begin making their action plan for carrying out the project.

SMART Notebook software
Laptops (one per group)

Class wiki

MONITOR

Ongoing assessment(s): Teacher will check for understanding during the lesson by walking around the room and monitoring students’ progress. The teacher will work with a group if necessary to aide them in understanding their task. Teacher will also comment on each group’s wiki page Accommodations and extensions: Students may scan pictures into their wiki page if they feel it will enhance their explanation Backup plan: Students can do this using our class blog (which they are already very comfortable with) if the wiki page proves to be too difficult.

EVALUATE AND EXTEND

Lesson reflections and notes: Rubrics will be used to assess if each student is helping to type and post on the wiki site. Teacher will also evaluate group discussion, and whether the group is willing to accept constructive criticism and make their plan better.

PART THREE- Digital Storytelling

Daily Lesson Plan Template

TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach

Daily Lesson GAME Plan Template

Lesson Title: Helping Out with Division III

Related Lessons: Long division, interpreting remainders

Grade and Subject: Fourth grade math

Unit: Division

BRIEF DESCRIPTION Students will continue to work with their groups to complete their division teaching strategy. Students will be communicating their idea through digital storytelling either with still pictures or video.

GOALS

Content Standards:

Organize and consolidate their mathematical thinking through communication

Create, and use representation to organize, record, and communicate mathematical ideas

Apply and adapt a variety of appropriate strategies to solve problems

Organize and consolidate their mathematical thinking through communication

Communicate their mathematical thinking coherently and clearly to peers, teacher, and others

Use the language of mathematics to express mathematical ideas precisely

ISTE NETS-S
x Creativity and innovation
x Communication and collaboration o Research and information fluency

X Critical thinking, problem-solving, & decision-making o Digital citizenship
X Technology operations and concepts

Instructional objective(s): Students will be able to creatively explain the procedure for long division as well as decide how to interpret remainders in word problems
Students will be able to share their project ideas using a digital storytelling method: Picassa or VoiceThread

ACTION

Before-class preparation: Students will have used VoiceThread previously through various class projects. Students will need a short introduction to using a digital video camera and how to upload files from the camera to the computer.

During class

Time

Instructional Activities

Materials & Resources

50-60 minutes

One week (one class period/day)

2-3 days (one class period/day)

30 minutes in class
10 minutes at home

Computer teacher and classroom teacher will teach students how to use Picassa, a free Google tool, to edit their still pictures, as well as turn video files into a completed movie document.

The next day, students will begin either filming their project using the school’s digital video cameras, or creating still images to use within VoiceThread.
Students creating still images can either draw and scan them into the computer or use computer images (properly citing sources). These students will also record (or type) their audio commentary to accompany each picture.

Students who filmed themselves will need to upload their file to a computer, and using Picassa add a title slide with their group name. They may add a soft audio track in the background if they desire (must be approved by teacher first). Files will be uploaded to the class blog.

Students who created still pictures will need to upload them to VoiceThread using the class account, and add the pretyped or prerecorded commentary. They will need to make the first slide a title slide with their group name. A link will be put on the class blog.

Students will present their files to the class, and school administrators. At home, students will log onto the class blog and reflect on their experiences.

Computer Lab
Laptops (one-two per group)
Class wiki
Class blog
Picassa
VoiceThread
Digital video cameras (for groups that desire them)

MONITOR

Ongoing assessment(s): Teacher will check for understanding during the lesson by walking around the room and monitoring students’ progress. The teacher will assist with technical difficulties. Accommodations and extensions: If certain students are shy being in front of the camera, or recording their voice online, they can be the director/producer or type their comments, respectively. Backup plan: Students may use their recess time to work on the project if they cannot complete it during class time.

EVALUATE AND EXTEND

Lesson reflections and notes: Students will be evaluated using group work, presentation, and final product rubrics.

## PART ONETECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach## Daily Lesson GAME Plan Template

Lesson Title:Helping Out with Division

Related Lessons:Long division, interpreting remainders

Grade and Subject:Fourth grade math

Unit:Division

BRIEF DESCRIPTIONStudents will work in groups to create a strategy for teaching a peer long division and how to interpret remainders. They will be using SMARTNotebook software to assist with brainstorming.

GOALSContent Standards:ISTE NETS-Sx Creativity and innovation

o Communication and collaboration

o Research and information fluency

o Digital citizenship

X Technology operations and concepts

Instructional objective(s):Students will be able to creatively explain the procedure for long division as well as decide how to interpret remainders in word problems

ACTIONBefore-class preparation:In previous lessons students will have learned how to do long division using the “Does McDonalds Sell Cheese Burgers [Divide, Multiply, Subtract, Check, Bring Down]” method. Students will also have solved various word problems in which they need to use one of three strategies to interpret remainders (ignore, round up, report as fraction/decimal).

During classTimeInstructional ActivitiesMaterials & Resources50-60 minutes

Pretend a new student is coming into our class. He/she is well versed in their basic multiplication and division facts but has never done long division. As this student is shy around adults, they requested that his/her classmates help her learn. Come up with a way to teach this new student long division AND how to interpret remainders in word problems.Class will quickly review long division steps and the three methods of interpreting remainders. Students will also discuss how long division is prevalent in everyday life and does not go away (Splitting the cost of a gift, divvying up toys, cutting food into pieces, etc)

Students will then be broken into groups of 4-5 (previously determined by the teacher-heterogeneously) and meet with their groups.

Students will be told they have the entire period to brainstorm how they are going to solve this problem.

Students will be given access to laptops to use SMART Notebook software or plan out what they are going to do, and who is going to do each part. Students may also practice making example problems.

Pre-evaluated websites will be bookmarked on the class website for students to use as an aide (videos, explanations of long division, poems and songs)

Laptops (one per group)

Linked list of long division related websites, on class website

Ongoing assessment(s):Teacher will check for understanding during the lesson by walking around the room and monitoring students’ progress. The teacher will work with a group if necessary to aide them in understanding their task. The teacher can periodically stop the class and display one group’s brainstorming on the SMARTBoard in the classroom.Accommodations and extensions:Students may create still pictures, songs, poems, stories, phrases, etc to effectively reach their goal. Advanced students can go a step further by explaining how to divide using decimals as the dividend.Backup plan:Students can do this using paper and pencil if they choose, or if the technology isn’t working. The lesson may go faster this way, but not be as complete.EVALUATE AND EXTENDLesson reflections and notes:There may be a lot of noise and arguing early in this project because of the high interest level. Make sure to review groupwork procedures before starting to try and alleviate any arguments. Remind students to keep their ideas somewhat simple, they do not want to overwhelm the new student with a myriad of examples. Evaluate groupwork skills using a rubric and see if all students are staying on task.

## PART TWO-Social CollaborationTECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach## Daily Lesson GAME Plan Template

Lesson Title:Helping Out with Division II

Related Lessons:Long division, interpreting remainders

Grade and Subject:Fourth grade math

Unit:Division

BRIEF DESCRIPTIONStudents will work with their groups to post their ideas for communicating a division strategy on a class wiki. Students will individually as well as in groups comment on other group’s progress, giving constructive criticism.

GOALSContent Standards:ISTE NETS-Sx Creativity and innovation

x Communication and collaboration

o Research and information fluency

x Digital citizenship

X Technology operations and concepts

Instructional objective(s):Students will be able to creatively explain the procedure for long division as well as decide how to interpret remainders in word problems

Students will be able to communicate group ideas on a wiki page and respond to other’s ideas using this technology

ACTIONBefore-class preparation:Students will have seen a sample wiki before and practiced posting on it. Students will also have completed their initial brainstorming from the previous lesson and have come up with a group name.

During classTimeInstructional ActivitiesMaterials & Resources50-60 minutes

(at home) 15 minutes

Next 2-3 days, 50-60 min/day

Students will have time to post their brainstorming on their group’s page-making sure each group member contributes.

The entire group will choose one other group’s page to visit and comment on. Groups can give either constructive criticism, ask a question, compliment, or provide a suggestion.

At home, individual students will read their group’s page and the feedback given.

For the next 2-3 days, groups will tweak their wiki page as needed, updating their project plan to reflect feedback given. Students will begin making their action plan for carrying out the project.

Laptops (one per group)

Class wiki

MONITOROngoing assessment(s):Teacher will check for understanding during the lesson by walking around the room and monitoring students’ progress. The teacher will work with a group if necessary to aide them in understanding their task. Teacher will also comment oneachgroup’s wiki pageAccommodations and extensions:Students may scan pictures into their wiki page if they feel it will enhance their explanationBackup plan:Students can do this using our class blog (which they are already very comfortable with) if the wiki page proves to be too difficult.EVALUATE AND EXTENDLesson reflections and notes:Rubrics will be used to assess if each student is helping to type and post on the wiki site. Teacher will also evaluate group discussion, and whether the group is willing to accept constructive criticism and make their plan better.

PART THREE- Digital Storytelling

## Daily Lesson Plan Template

## TECHNOLOGY INTEGRATION FOR MEANINGFUL CLASSROOM USE

A Standards-Based Approach## Daily Lesson GAME Plan Template

Lesson Title:Helping Out with Division III

Related Lessons:Long division, interpreting remainders

Grade and Subject:Fourth grade math

Unit:Division

BRIEF DESCRIPTIONStudents will continue to work with their groups to complete their division teaching strategy. Students will be communicating their idea through digital storytelling either with still pictures or video.

GOALSContent Standards:ISTE NETS-Sx Creativity and innovation

x Communication and collaboration

o Research and information fluency

X Critical thinking, problem-solving, & decision-making

o Digital citizenship

X Technology operations and concepts

Instructional objective(s):Students will be able to creatively explain the procedure for long division as well as decide how to interpret remainders in word problems

Students will be able to share their project ideas using a digital storytelling method: Picassa or VoiceThread

ACTIONBefore-class preparation:Students will have used VoiceThread previously through various class projects. Students will need a short introduction to using a digital video camera and how to upload files from the camera to the computer.

During classTimeInstructional ActivitiesMaterials & Resources50-60 minutes

One week (one class period/day)

2-3 days (one class period/day)

30 minutes in class

10 minutes at home

The next day, students will begin either filming their project using the school’s digital video cameras, or creating still images to use within VoiceThread.

Students creating still images can either draw and scan them into the computer or use computer images (properly citing sources). These students will also record (or type) their audio commentary to accompany each picture.

Students who filmed themselves will need to upload their file to a computer, and using Picassa add a title slide with their group name. They may add a soft audio track in the background if they desire (must be approved by teacher first). Files will be uploaded to the class blog.

Students who created still pictures will need to upload them to VoiceThread using the class account, and add the pretyped or prerecorded commentary. They will need to make the first slide a title slide with their group name. A link will be put on the class blog.

Students will present their files to the class, and school administrators. At home, students will log onto the class blog and reflect on their experiences.

Laptops (one-two per group)

Class wiki

Class blog

Picassa

VoiceThread

Digital video cameras (for groups that desire them)

MONITOROngoing assessment(s):Teacher will check for understanding during the lesson by walking around the room and monitoring students’ progress. The teacher will assist with technical difficulties.Accommodations and extensions:If certain students are shy being in front of the camera, or recording their voice online, they can be the director/producer or type their comments, respectively.Backup plan:Students may use their recess time to work on the project if they cannot complete it during class time.EVALUATE AND EXTENDLesson reflections and notes:Students will be evaluated using group work, presentation, and final product rubrics.