Task 6b - Math Lesson Plans

Task 6b – Online Portfolio Overview

Cara Patterson EDMA 625 12/28/08 Dr. Sandi Gardner

Task 6b – Online Portfolio Overview Lesson Plan #1 – Productivity Tools Title: Taste the Rainbow Objectives: •

Students will classify and categorize the contents of a typical bag of Skittles candy.

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Students will use Microsoft Excel to organize their findings and convert their data into a chart or graph.

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Students will make predictions about the candy distribution in other bags of assorted candies such as M&M’s and Starbursts.

Standards: NC Standard Course of Study: •

Competency Goal 4: The learner will understand and use graphs and data analysis.

4.01: Collect, organize, analyze, and display data (including stem-and-leaf plots) to solve problems.

4:02: Compare and contrast different representations of the same data; discuss the effectiveness of each representation.

4:03: Solve problems with data from a single set or multiple sets of data using median, range, and mode. NETS-S: • •

1b - Basic operations and concepts: Students are proficient in the use of technology. 2b – Students practice responsible use of technology systems, information, and software.

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3a- Students use technology tools to enhance learning, increase productivity, and promote creativity. 4b – Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 5a - Students use technology to locate, evaluate, and collect information from a variety of sources.

Topic: Graphing and Data Analysis Content: Mathematics Grade Level: 5th Technologies Used: • • • •

Computers Internet Microsoft Excel Printer

Websites: • •

http://www.skittles.com/index.jsp http://www.baycongroup.com/el0.htm

Relative Advantages: • •

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Researching on the internet is fast and efficient. Creating graphs using Microsoft Excel develops professional and creative skills. Sharing graphs to the class will improve communication and confidence skills.

Description: In this lesson, students will be researching the color distribution of a typical bag of Skittles. Students will sort the bag of candy into different groups of colors (red, purple, yellow, green, and orange). Students will use Microsoft Excel to create graphs to organize their findings and data. Students will then make predictions about other bags of candy that consist of different colors. 1. Project structure and goals: Research revolved around these questions.

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What is the color distribution in a typical bag of Skittles?

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How can I convert numbers (data) into graphs using Microsoft Excel?

2. Learning strategies: Students will work in small groups to complete this task. Each group member will have a specific role. They will use the Internet as a valuable resource. 3. Procedure: First the teacher will introduce students to the process of charting. Students will discuss the different types of charts and what types of data are better represented by these types of charts. Then students will be divided into small groups of about 3-4 members. Next students will use the Internet to research the Skittles webpage and look at the different bags of candy and colors in each bag. Students will complete a handout created by the teacher to answer color distribution questions using the Skittles webpage. Then students will receive a bag of Skittles from their teacher. Students will weigh the bag, sort the different colors, and record their data using a Microsoft Word document labeling it bag 1. Next students will rotate to a different station and record the data found at that station. Students will continue this process based on the number of stations set up by the teacher. Once all students have been to each station they will take their data from each bag and create a chart using Microsoft Excel. Students will then use Microsoft Excel to make a bar graph computing their date and converting their numbers. Lastly students make another graph of their choice based on their predictions of color distribution found in other color sorted candy such as M&M’s and Starbursts. As a group students will present their graphs and findings to the class. 4. Follow up/Conclusion: The teacher will have a small snack size bag of Skittles for every student to enjoy once the lesson is finished. 5. Required resources: Computer with Internet capabilities and Microsoft Word and Excel software. 6. Assessment: Teacher made rubric for student created chart, graphs, and Microsoft Word worksheet.

Lesson Plan #2 – Productivity Tools Title: Open Locker Problem Objectives: •

Students will discuss and determine the correct ways to solve word problems.

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Students will analyze and breakdown a complex word problem.

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Students will formulate a solution to the complex word problem.

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Students will create and illustrate PowerPoint presentations that will show a solution to the complex word problem.

Standards: NC Standard Course of Study: •

Competency Goal 1: The learner will understand and compute with non-negative rational numbers.

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1.01: Develop number sense for rational numbers 0.001 through 999,999.

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1.02: Develop fluency in adding and subtracting non-negative rational numbers (halves, fourths, eighths; thirds, sixths, twelfths; fifths, tenths, hundredths, thousandths; mixed numbers).

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1.03: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

NETS-S: • • • • •

1b - Basic operations and concepts: Students are proficient in the use of technology. 2b – Students practice responsible use of technology systems, information, and software. 3a- Students use technology tools to enhance learning, increase productivity, and promote creativity. 4b – Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 5a - Students use technology to locate, evaluate, and collect information from a variety of sources.

Topic: Word Problems Content: Mathematics Grade Level: 5th Technologies Used: • • • • • •

Computers Internet Overhead Microsoft PowerPoint LCD Projector Printer

Websites: •

http://www.bcschools.net/staff/PowerPointHelp.htm

Relative Advantages: • •

Researching on the internet is fast and efficient. Creating PowerPoint presentations develops professional and creative skills.

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Sharing presentations to the class will improve communication skills and confidence skills.

Description: In this lesson students will be solving a complex word problem. Students will work together in small groups to come up with a solution to the word problem. Once students have solved this word problem they will illustrate a solution using Microsoft PowerPoint.

1. Project structure and goals: Research revolved around these questions.

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What are the correct ways to solve word problems?

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How can Microsoft PowerPoint help illustrate a solution to a complex word problem?

2. Word Problem: On the first day of school, students at Razzle Dazzle Elementary meet outside the building and agree on the following plan: The first student will enter the school and open all of the lockers. The second student will then enter the school and close every locker with an even number (2, 4, 6, 8...). The third student will then "reverse" every third locker. That is, if the locker is closed, he will open it; if the locker is opened, he will close it. The fourth student will reverse every fourth locker, and so on... Suppose there are 100 students, and each student enters the building and reverses the proper lockers. How many lockers will remain open? What if there are 1000 students? How many lockers will remain open? (http://blogs.liveregisandkelly.com/behind_the_scenes/) 3. Procedure: The lesson will open with the teacher and students discussing ways to solve word problems. The teacher should display a simple word problem on an overhead projector and allow students a few minutes to solve that problem. Students will share their solutions and the different ways they went about solving that problem. The teacher will then display a list of suggestions on how to solve word problems correctly. Next, the teacher will display a complex word problem on the over head projector. The teacher will have a student read the problem out loud and listen to the students reactions about the problem. Then the teacher will divide the students up into small groups consisting of three to four students. The students will be assigned to a computer and will be given paper and writing utensils to formulate a solution. Once students have formulated a solution they will create a PowerPoint presentation consisting of at least 8 slides that will incorporate images and possibly audio to illustrate their solution. Once the PowerPoints are created each group will present their solution to the class.

4. Presentations and assessment: Students will present their PowerPoints to the class by using an LCD projector. The groups that solved the complex word problem correctly will receive an incentive from the teacher based on the teacher’s discretion. Or all students will receive an incentive for participating. 5. Follow up/Conclusion: Students will be given a quiz the following day to solve a word problem on their own. This word problem won’t be as complex, but will contain similar features and solution methods. 6. Required resources: Word problem displayed on an overhead projector and Microsoft PowerPoint. 7. Assessment: Teacher made rubric for student created PowerPoint presentations.

Lesson Plan #3 – Software Packages Topic: Measurement Content: Mathematics Grade level/Population: This lesson is designed for a 5th grade classroom in an elementary school located in semi-rural Rocky Mount, North Carolina. Rocky Mount is located about 40 minutes from the state capital, Raleigh. About sixty percent of the students are African American and thirty five percent are Caucasian, and five percent are Hispanic. Specific Material: Software Program – Microsoft Math Materials needed:

• • • • •

Student Computers Internet Access Measuring devices: rulers, yardsticks, tape measures, etc. Paper and pencil Printer

Theory/Anticipatory Set or Lead: This lesson incorporates a variety of math and learning skills such as measurement, estimation, subtraction, addition, data collection, and cooperative learning. In addition, this lesson also incorporates technology in an engaging way to help students enhance their learning. State/Technology Standards: NC Standard Course of Study: •

Competency Goal 1: The learner will understand and compute with non-negative rational numbers. 1.03: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

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Competency Goal 2: The learner will recognize and use standard units of metric and customary measurement.

2.01: Estimate the measure of an object in one system given the measure of that object in another system. 2.02: Identify, estimate, and measure the angles of plane figures using appropriate tools.

NETS-S: • • • • •

1b - Basic operations and concepts: Students are proficient in the use of technology. 2b – Students practice responsible use of technology systems, information, and software. 3a- Students use technology tools to enhance learning, increase productivity, and promote creativity. 4b – Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 5a - Students use technology to locate, evaluate, and collect information from a variety of sources.

Objectives: • • • •

Students will analyze a specific measurement of four unknown objects in the classroom by their teacher. Students will have to interpret this measurement and make estimates on specific items in the classroom. Students will take measurements on specific objects of their choice that are from the classroom. Students will use the software program, Microsoft Math to help them convert their measurements.

Introduction: This lesson would be best at the end of a measurement unit and would be a good review before a test. To class: “Students we will be reviewing measurement and estimation skills while having fun at the same time. In this lesson, we will be measuring, estimating, subtracting, adding, collecting data, and working together. So let’s get started!” Procedures: (Activities) 1. Group students at teacher’s discretion (3-4 students per group). 2. Students are given four measurements to estimate. For example, Can you find me something in this room that is 2-yards, 27-inches, 2-feet, or 13-centimeters long? Use the unit of measurement that the students have currently learned. (15 minutes) 3. The teacher will walk the students through several examples, measuring objects that are not part of the measurements to estimate. (10 minutes) 4. Groups will hypothesize and agree on four chosen objects from the class that are within their reach/eyesight. If multiple groups want to measure the same item, they will have to learn to take turns and share. (15 minutes) 5. Each student in the group is responsible for measuring one object they estimated. Students will now use the measuring devices provided by the teacher to measure the objects. Students will record their measurements on a piece of paper ( 15 minutes) 6. Students will take their data and use the Unit Conversion Tool from the software program, Microsoft Math to help them convert their units of measurements into a chart. (40 minutes) 7. Each chart created by Microsoft Math should include: The object estimated, actual measurement of object estimated, measurement asked for, and the difference of the actual measurement of object estimated and the measurement asked for. Make sure students arrange their data in a table which includes the estimation-object, measurement, and what is the difference of the actual measurement compared to their estimate. Example:

Can you find me something that is 27-inches? Object estimated 2 tiles on floor

Actual measurement 30 inches

Measurement asked for 27 inches

Difference of two measurements + 3 inches

Source: http://www.eduref.org/Virtual/Lessons/Mathematics/Measurement/MEA0015.html

Closure/Evaluation: Students will gather all their data and share out loud to the class which objects came closest to the measurements provided by their teacher. If students didn’t get an exact match they should share their educated guess as to what the objects were. Learning Disabilities Extension: This lesson can easily be adapted for students with learning disabilities. Students that have vision problems can use measuring devices that have big numbers or a magnified glass provided by the teacher to help them see well. Students who have trouble processing or recording data can have someone else record the data for them. Hearing impaired students can have the directions printed out for them prior to the start of the lesson. Connections and Web Links: Microsoft Math http://www.microsoft.com/learningspace/Products.aspx?prod=math&CID=gma Woodlands Measuring Skills http://www.woodlands-junior.kent.sch.uk/maths/measures.htm Cool to Rule: A Game of Estimation and Measurement http://www.eduref.org/Virtual/Lessons/Mathematics/Measurement/MEA0015.html Follow up: Students will be given a quiz on measurements the following day. They will be provided objects and measuring devices. The teacher will be able to assess if this lesson was successful based on the quiz scores.

Lesson Plan #4 – Software Packages Topic: Simplified Fractions and Number Factors Content: Mathematics Grade level/Population: This lesson is designed for a 4th grade classroom in an elementary school located in semi-rural Rocky Mount, North Carolina. Rocky Mount is located about 40 minutes from the state capital, Raleigh. About sixty percent of the students are African American and thirty five percent are Caucasian, and five percent are Hispanic.

Specific Material: Software Program – Equals Math Jigsaw Puzzle Materials needed: • • • •

Student Computers Internet Access Paper and Pencil Optional: LCD Projector

Theory/Anticipatory Set or Lead: This lesson incorporates a variety of math skills such as simplified fractions and factors. In addition, this lesson also incorporates technology in an engaging way to help students enhance and reinforce their math skills. State/Technology Standards: NC Standard Course of Study: •

Competency Goal 1: The learner will read, write, model, and compute with nonnegative rational numbers. 1.03: Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers. 1.04: Develop fluency with addition and subtraction of non-negative rational numbers with like denominators, including decimal fractions through hundredths. 1:05: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

NETS-S: • • • • •

1b - Basic operations and concepts: Students are proficient in the use of technology. 2b – Students practice responsible use of technology systems, information, and software. 3a- Students use technology tools to enhance learning, increase productivity, and promote creativity. 4b – Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 5a - Students use technology to locate, evaluate, and collect information from a variety of sources.

Objectives: •

Students will review how to solve simplified fractions and number factors.

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Students will use the software program: Equals Math Jigsaw Puzzles to reinforce their math skills in the topics of simplified fractions and number factors.

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Students will solve fraction and number factor problems by completing selected jigsaw puzzles.

Introduction: This lesson would work best at the end of a fraction/factor unit and would be a good review before a test. To class: “Students todaywe will be reviewing simplified fractions and number factors by solving jigsaw puzzles. In this lesson, you will work with a partner and use the software program: Equals Math Jigsaw Puzzles to help you review for tomorrow’s test. Procedures: (Activities): 1. Students will have already learned about simplified fractions and number factors prior to this lesson.

2. The teacher will pair students up by his/her discretion. For an activity like this it may be good to pair students by their strength and weaknesses.

3. Students will be introduced to the software program: Equals Math Jigsaw Puzzles. The

teacher may want students to do a basic puzzle (division) first to get familiar with how the software works. The teacher may want to set a time limit on this puzzle so all students get the idea and don’t get hung up on this one puzzle. Or the teacher may want to display this puzzle on a bigger screen using an LCD projector and have students complete it together as a class.

4. The teacher will get feedback from the students and get a sense of how comfortable they feel with the software.

5. Students will view the study section that appears before each assigned jigsaw puzzle.

6. Students will now complete the assigned jigsaw puzzles on simplified fractions and number factors.

7. Students will complete a short evaluation, made by their teacher, on how much they liked

or disliked the software program: Equals Math Jigsaw Puzzles. Closure/Evaluation: •

The teacher may have students share their evaluations to the class and determine why they may have liked or disliked this software program.

Learning Disabilities Extension: •

This lesson can easily be adapted for students with learning disabilities. Students that have vision problems can complete their puzzles using a computer that is connected to a television or an overhead screen to have a bigger display. Students who have disabilities that may cause them to have trouble using a computer mouse to click on the puzzle pieces could be paired up with a partner that doesn’t mind doing all the clicking. Hearing impaired students can have the directions printed out for them prior to the start of the lesson.

Connections and Web Links: •

Learning Basic Math Facts with Math Jigsaw Puzzles

http://www.equalsmath.com/

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AAA Math

http://www.aaamath.com/fra.html Follow up: Students will be given a test on fractions and number factors the following day. The teacher will be able to assess if this lesson was successful based on the scores of their test.

Lesson Plan #5 – External Websites Topic: Multiplication Webbing Content: Mathematics Grade level/Population: This lesson is designed for a 4th grade classroom in an elementary school located in semi-rural Rocky Mount, North Carolina. Rocky Mount is located about 40 minutes from the state capital, Raleigh. About sixty percent of the students are African American and thirty five percent are Caucasian, and five percent are Hispanic. Specific Material: Internet Website – AAA Math: http://www.aaaknow.com/mul.htm#topic13 Materials needed: • • • • •

Student Computers Internet Access Overhead/White Board Paper and pencil Printer

Theory/Anticipatory Set or Lead: This lesson reinforces basic multiplication skills, but also offers a challenge by increasing the level of difficulty. In addition, this lesson also incorporates technology in an engaging way to help students enhance their multiplication skills. State/Technology Standards: NC Standard Course of Study: •

Competency Goal 1: The learner will read, write, model, and compute with nonnegative rational numbers. 1.02: Develop fluency with multiplication and division: a. b. c. d. e.

Two-digit by two-digit multiplication (larger numbers with calculator). Up to three-digit by two-digit division (larger numbers with calculator). Strategies for multiplying and dividing numbers. Estimation of products and quotients in appropriate situations. Relationships between operations.

1:03: Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers. 1:05: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. NETS-S: • • • • •

1b - Basic operations and concepts: Students are proficient in the use of technology. 2b – Students practice responsible use of technology systems, information, and software. 3a- Students use technology tools to enhance learning, increase productivity, and promote creativity. 4b – Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 5a - Students use technology to locate, evaluate, and collect information from a variety of sources.

Objectives: •

Students will apply their basic knowledge of multiplication to solve problems that equal the “magic number.”

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Students will construct multiplication webbing diagrams to solve problems that equal the “magic number.”

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Students will utilize the internet website: http://www.aaaknow.com/mul.htm#topic13, to help them reinforce multiplication skills.

Introduction: This lesson would be best in the middle of a multiplication unit. To class: “Students we will be practicing our multiplication skills by constructing a web diagram. In this lesson, we will be solving problems to equal a magic number. Then we will be practicing our multiplication skills on the Internet. So let’s get started!” Procedures: (Activities) 1. Draw a circle on the board or an overhead. Draw four lines (about 6 inches) extending from the circle. Draw a rectangle at the end of each extension. 2. Write a number in the circle. This number is the magic number. Example: 6. 3. Ask students to copy the web onto a piece of scrap paper.

4. The students are to think of basic multiplication problems that equal the magic number (6) and fill in the rectangles on their scrap paper. (2x3, 3x2, 6x1, 1x6) 5. Go over the answers as a class. 6. Repeat activity and gradually increase the difficulty level. * Suggestions: The teacher may add more rectangles to the web when more possible answers are available. The teacher may rule out the replication of problems. For example, 2x3 and 3x2 only one of the problems will count in the rectangles. Example:

7. Once the webbing activity is finished the teacher will pair students up and assign them to a computer. Students will continue practicing multiplication skills by completing selected multiplication quizzes on the website: http://www.aaaknow.com/mul.htm#topic13. Students should take turns as to solving the problems.

8. The teacher can have students print out the results of at least one of their quizzes.

* Source: http://www.lessonplanspage.com/MathMultiplicationWebbingMagicNumbers45.htm

Closure/Evaluation: Students will turn in the results of at least one of the quizzes that they did on the website. Learning Disabilities Extension: This lesson can easily be adapted for students with learning disabilities. Students that have vision problems should be sitting close to the board anyway, but the teacher can have a copy of a webbing diagram already printed on paper for them and other blank ones ready to go. Students

who have disabilities that may cause them to have trouble using a computer mouse to click on the quizzes could be paired up with a partner that doesn’t mind doing all the clicking. Hearing impaired students can have the directions printed out for them prior to the start of the lesson. Connections and Web Links: AAA Math http://www.aaaknow.com/mul.htm#topic13 Multiplication.com http://www.multiplication.com/

Follow up: Students will be given a quiz on multiplication the following day. The quiz will contain a webbing problem with a “magic number.” The teacher will be able to assess if this lesson was successful based on the quiz scores.

Lesson Plan #6 – External Websites Topic: Money Content: Mathematics Grade level/Population: This lesson is designed for a 4th grade classroom in an elementary school located in semi-rural Rocky Mount, North Carolina. Rocky Mount is located about 40 minutes from the state capital, Raleigh. About sixty percent of the students are African American and thirty five percent are Caucasian, and five percent are Hispanic. Specific Material: Internet Website – Chain Maker: http://www.funbrain.com/cashreg/index.html Materials needed: • • • •

Student Computers Internet Access Paper and Pencil Weekly advertisements from a grocery store (one per group)

Theory/Anticipatory Set or Lead: This lesson teaches students how to use money correctly by shopping for imaginary items, checking their math, and receiving the correct change. The math skills that will be utilized the most are addition and subtraction. In addition, this lesson also incorporates technology in an engaging way to help students enhance and reinforce their math skills. State/Technology Standards: NC Standard Course of Study:

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Competency Goal 1: The learner will read, write, model, and compute with nonnegative rational numbers. 1.04: Develop fluency with addition and subtraction of non-negative rational numbers with like denominators, including decimal fractions through hundredths. 1:05: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

NETS-S: • • • • •

1b - Basic operations and concepts: Students are proficient in the use of technology. 2b – Students practice responsible use of technology systems, information, and software. 3a- Students use technology tools to enhance learning, increase productivity, and promote creativity. 4b – Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 5a - Students use technology to locate, evaluate, and collect information from a variety of sources.

Objectives: •

Students will have to distinguish which items they can buy on a set spending budget.

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Students will use addition and subtraction skills to check their math while shopping within their budgets.

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Students will interpret how to give back change and settle disputes that can evolve between customers and cashiers.

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Students will utilize the internet website: http://www.funbrain.com/cashreg/index.html, to help them reinforce money skills and the concept of exact change.

Introduction: This lesson would serve as a good intro to a money unit in the fourth grade. To class: “Students today we will be learning how to spend money correctly within a budget and how to give back proper change. Then you will have a chance to practice more with money skills

by using the Internet to fill up an imaginary piggy bank. So let’s get started!” Procedures: (Activities): 1. The teacher will separate students in groups of three. Students or the teacher can decide on the roles of each student (customer, clerk, store manager). 2. The teacher needs to decide on one set amount for students to spend ($50.00; $75.00; etc). 3. The teacher will distribute to each group a grocery shopping flyer/advertisement. 4. Students will "shop" by selecting items that are in the flyer. As the teacher you can decide on items that "need" to be purchased. For example if grocery shopping groups must "buy" one gallon of milk, at least 3 pounds of meat, at least four vegetables (canned or frozen), 1 snack item, etc. Or tell the students that they must spend within $5.00 of the set amount. If the set amount is $50.00, then they would have to spend at least $45.00. 5. When the customer is done shopping, the clerk must "check" the customer's math. For a group of three students the store manager settles any disputes by checking both the customer's and the clerk's math. 6. Switch student roles and start all over again till each student has had a chance to be a customer, store clerk, or manager. 7. Once the store activity is finished the teacher will keep students in their same groups and assign them to a computer. Students will continue practicing money skills by playing a money currency game on the website: http://www.funbrain.com/cashreg/index.html. Students should take turns as to solving the problems and building up their piggy banks.

8. The teacher should walk around and keep observation on how much money students have in their piggy banks. When the lesson is finished and time is up the teacher may give a prize to those students who have the most money in their piggy bank.

*Source: http://www.lessonplanspage.com/MathItsOnSale-MoneyShopping35.htm

Closure/Evaluation: The teacher may have students share how much they liked or disliked this lesson and what they learned about spending money within a budget and the significance of receiving exact change.

Learning Disabilities Extension: This lesson can easily be adapted for students with learning disabilities. Students that have vision problems should have a flyer that has bigger print. Students who have disabilities that may cause them to have trouble using a computer mouse to click on the piggy bank game could be paired up with partners that don’t mind doing all the clicking. Hearing impaired students can have the directions printed out for them prior to the start of the lesson. Connections and Web Links: Change Maker http://www.funbrain.com/cashreg/index.html Money Instructor.com http://www.moneyinstructor.com/interactive.asp Follow up: Students will be given a quiz on money and exact change the following day. The teacher will be able to assess if this lesson was successful based on the scores of the quiz.

Lesson Plan #7 – Hypermedia Tool Topic: Area Code Math Content: Mathematics Grade level/Population: This lesson is designed for a 4th grade classroom in an elementary school located in semi-rural Rocky Mount, North Carolina. Rocky Mount is located about 40 minutes from the state capital, Raleigh. About sixty percent of the students are African American and thirty five percent are Caucasian, and five percent are Hispanic. Specific Material: Software: Microsoft PowerPoint Materials needed: •

Computer with Internet Access

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Website: http://www.nanpa.com/area_code_maps/ac_map_static.html U.S. Map with area codes on it (optional) Paper Pencil

Theory/Anticipatory Set or Lead: This lesson forces students to use three digit subtraction, addition, and multiplication skills to solve problems. This lesson offers a challenge by increasing the level of difficulty of problems. In addition, this lesson also incorporates technology in an engaging way to help students enhance their arithmetic skills. State/Technology Standards: NC Standard Course of Study: •

Competency Goal 1: The learner will read, write, model, and compute with nonnegative rational numbers. 1.02: Develop fluency with multiplication and division: 1.04: Develop fluency with addition and subtraction of non-negative rational numbers with like denominators, including decimal fractions through hundredths. 1:05: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.

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Competency Goal 4: The learner will understand and use graphs, probability, and data analysis. 4.03: Solve problems by comparing two sets of related data. 4.04: Design experiments and list all possible outcomes and probabilities for an event.

NETS-S: • • • • •

1b - Basic operations and concepts: Students are proficient in the use of technology. 2b – Students practice responsible use of technology systems, information, and software. 3a- Students use technology tools to enhance learning, increase productivity, and promote creativity. 4b – Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 5a - Students use technology to locate, evaluate, and collect information from a variety of sources.

Objectives:

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Students will apply their knowledge of three digit subtraction, addition, and multiplication skills to solve problems based on different area codes.

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Students will interpret how to find different area codes using a virtual map of the United States from the website: http://www.nanpa.com/area_code_maps/ac_map_static.html.

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Students will successfully solve problems from an instructional stack made by Microsoft PowerPoint.

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Students may construct their own instructional stack involving different area codes using Microsoft PowerPoint.

Introduction: This lesson will work best on teaching students arithmetic using three digit numbers. To class: “Students today we will be solving problems that involve three digit numbers. You will be using the Internet to find different area codes from a map of the United States of America. Are you ready to get started?” Procedures: (Activities) 1. The teacher will divide students into small groups or pairs. 2. The teacher will pass out the necessary materials listed above to each group. 3. The teacher will make sure each computer station has the instructional stack ready to go on the screen. This can easily be done by saving the Instructional Stack to the school’s main server, so it can be pulled up anywhere in the building. 4. Students will use the maps either passed out by their teacher or the provided hyperlink on the each slide of the instructional stack to solve the problems. Students will find the numbers indicated by cities and area names and will perform the operations specified. Example: Lincoln, Nebraska minus Chesterfield, Missouri equals? 5. Once students have finished the instructional stacks they will turn their work into the teacher.

* Suggestions: The teacher may have students at the end of the instructional stack create their own slides incorporating the same concept. The students could share the slides they created and have their classmates solve the problems. Or the teacher could make a collection of student created slides and have students solve them the following day as a quiz. * Source: http://www.lessonplanspage.com/MathSubtraction35AreaCodes.htm

Closure/Evaluation: The teacher could have students share how much they liked or disliked the lesson and what they learned about different area codes in the United States of America. This could be a verbal or written reflection. Learning Disabilities Extension: This lesson can easily be adapted for students with learning disabilities. Students that have vision problems should have a bigger map printed by the teacher or use a computer that is connected to an overhead or SmartBoard where the display is bigger. Students who have disabilities that may cause them to have trouble using a computer mouse to click on the area code links could be paired up with a partner that doesn’t mind doing all the clicking. Hearing impaired students can have the directions printed out for them prior to the start of the lesson. Connections and Web Links: NANPA http://www.nanpa.com/area_code_maps/ac_map_static.html Microsoft PowerPoint Tutorial http://www.bcschools.net/staff/PowerPointHelp.htm Follow up: The students will be given a quiz the following day. Students could use a map provided by their teacher. Perhaps, the teacher could even use some of the instructional stacks created by the students if applicable and display them on an overhead. The teacher will be able to assess if this lesson was successful based on the quiz scores.

Lesson Plan Summary The seven lesson plans above are based on a mathematical, 4th and 5th grade level curriculum, and incorporates technology in a variety of ways. Each lesson plan meets most NETS-S student standards and is aligned with the North Carolina Standard Course of Study. All seven lessons plans can easily be adapted for students with special needs or learning disabilities.

Lesson plan #1 is an example of a productivity tool based lesson. This lesson is titled, Taste the Rainbow and focuses on the topic of graphing and data analysis. This lesson meets one of the North Carolina Competency fifth grade goals and several of its objectives. Competency Goal 4: The learner will understand and use graphs and data analysis. Objective 4.01: Collect, organize, analyze, and display data (including stem-and-leaf plots) to solve problems, Objective 4:02: Compare and contrast different representations of the same data; discuss the effectiveness of each representation, and Objective 4:03: Solve problems with data from a single set or multiple sets of data using median, range, and mode (NC Standard Course of Study, 2006). This lesson also meets several NETS-S standards: 1b - basic operations and concepts; 2b – students practice responsible use of technology systems, information, and software. 3a- students use technology tools to enhance learning, increase productivity, and promote creativity. 4b – students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences; and 5a - students use technology to locate, evaluate, and collect information from a variety of sources (Bitter and Pierson, 2005). Lesson Plan #1 incorporates a productivity tool such as Microsoft Excel. In this lesson, students will be researching the color distribution of a typical bag of Skittles. Students will sort the bag of candy into different groups of colors (red, purple, yellow, green, and orange). Then students will use Microsoft Excel to create graphs to organize their findings and data. Lastly students will make predictions about other bags of candy that consist of a variety of colors. This lesson can easily be adapted for students with learning disabilities. Students with vision problems can use a computer that is hooked up to an overhead screen or a Smart Board where the material can be displayed on a bigger scale. Students who have trouble processing or

recording data can have someone else record the data for them. Hearing impaired students can have the directions printed out for them prior to the start of the lesson. Lesson plan #2 is another example of a productivity tool based lesson plan. This lesson is titled, Open Locker Problem. This lesson is again for a fifth grade level curriculum and focuses on the

topic of word problems. This lesson meets one of the North Carolina Competency goals for fifth grade and several of its objectives: Competency Goal 1: The learner will understand and compute with non-negative rational numbers. Objective 1.01: Develop number sense for rational numbers 0.001 through 999,999. Objective 1.02: Develop fluency in adding and subtracting non-negative rational numbers (halves, fourths, eighths; thirds, sixths, twelfths; fifths, tenths, hundredths, thousandths; mixed numbers). Objective 1.03: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil (NC Standard Course of Study, 2006). This lesson also meets several NETS-S standards: 1b - basic operations and concepts; 2b – students practice responsible use of technology systems, information, and software. 3a- students use technology tools to enhance learning, increase productivity, and promote creativity. 4b – students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences; and 5a - students use technology to locate, evaluate, and collect information from a variety of sources (Bitter and Pierson, 2005). Lesson plan #2 incorporates a productivity tool such as Microsoft PowerPoint. This lesson plan is designed to use technology to solve a complex word problem. In this lesson students will be solving a complex word problem based on a fictional school that has a locker opening problem. Students will work together in small groups to come up with a solution to the

word problem. Once students have solved this word problem they will illustrate a solution using Microsoft PowerPoint. This lesson can easily be adapted for students with learning disabilities. Students with vision problems can use a computer that is hooked up to an overhead screen or a Smart Board where the material from Microsoft PowerPoint can be displayed on a bigger scale. Students who have disabilities that may cause them to have trouble using a computer mouse to put together a PowerPoint should be paired up with a partner that doesn’t mind doing all the clicking Hearing impaired students can have the directions printed out for them prior to the start of the lesson. Lesson plan # 3 is an educational software based lesson. This lesson is for a fourth grade curriculum and focuses on the topic of measurement and the use of a software program: Microsoft Math. This lesson meets two of the North Carolina Competency goals and their objectives for the fourth grade: Competency Goal 1: The learner will understand and compute with non-negative rational numbers. Objective 1.03: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. Competency Goal 2: The learner will recognize and use standard units of metric and customary measurement. Objective 2.01: Estimate the measure of an object in one system given the measure of that object in another system. Objective 2.02: Identify, estimate, and measure the angles of plane figures using appropriate tools (NC Standard Course of Study, 2006). This lesson also meets several NETS-S standards: 1b - basic operations and concepts; 2b – students practice responsible use of technology systems, information, and software. 3astudents use technology tools to enhance learning, increase productivity, and promote creativity. 4b – students use telecommunications to collaborate, publish, and interact with peers, experts,

and other audiences; and 5a - students use technology to locate, evaluate, and collect information from a variety of sources (Bitter and Pierson, 2005). Lesson plan # 3 incorporates the educational software program: Microsoft Math. This lesson incorporates a variety of math and learning skills such as measurement, estimation, subtraction, addition, data collection, and cooperative learning. First, students should be grouped by the teacher’s discretion (3-4 students per group). Second, students are given four measurements to estimate. For example, Can you find me something in this room that is 2-yards, 27-inches, 2-feet, or 13-centimeters long? Third, the teacher will walk the students through several examples, measuring objects that are not part of the measurements to estimate. Fourth, the groups will hypothesize and agree on four chosen objects from the class that are within their reach/eyesight. Fifth, each student in the group is responsible for measuring one object they estimated. Students will now use the measuring devices provided by the teacher to measure the objects. Students will record their measurements on a piece of paper. Lastly, students will take their data and use the Unit Conversion Tool from the software program, Microsoft Math to help them convert their units of measurements into a chart. This lesson can easily be adapted for students with learning disabilities. Students that have vision problems can use measuring devices that have big numbers or a magnified glass provided by the teacher to help them see well. Students who have trouble processing or recording data can have someone else record the data for them. Hearing impaired students can have the directions printed out for them prior to the start of the lesson. Lesson plan #4 is another educational software based lesson plan. This lesson is for a fourth grade curriculum and focuses on the topic of simplified fractions and number factors and

the use of a software program: Equals Math Jigsaw Puzzle. This lesson meets one of the North Carolina Competency goals and several objectives for the fourth grade: Competency Goal 1: The learner will read, write, model, and compute with non-negative rational numbers. Objective 1.03: Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers. Objective 1.04: Develop fluency with addition and subtraction of non-negative rational numbers with like denominators, including decimal fractions through hundredths. Objective 1:05: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil (NC Standard Course of Study, 2006). This lesson also meets several NETS-S standards: 1b basic operations and concepts; 2b – students practice responsible use of technology systems, information, and software. 3a- students use technology tools to enhance learning, increase productivity, and promote creativity. 4b – students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences; and 5a - students use technology to locate, evaluate, and collect information from a variety of sources (Bitter and Pierson, 2005). Lesson plan #4 incorporates the educational software program: Equals Math Jigsaw Puzzle. This lesson incorporates a variety of math skills such as simplified fractions and number factors. First, students will be paired up by their strength and weaknesses. Second, students will be introduced to the software program: Equals Math Jigsaw Puzzles. The teacher may want students to do a basic puzzle (division) first to get familiar with how the software works. The teacher may then want to set a time limit on this puzzle so the students get the idea and don’t get hung up on this one puzzle. Or the teacher may want to display this puzzle on a bigger screen using an LCD projector and have students complete it together as a class. Next, the teacher will

get feedback from the students and get a sense of how comfortable they feel with the software. Then students will view the study section that appears before each assigned jigsaw puzzle. Next, students will complete the assigned jigsaw puzzles on simplified fractions and number factors. Lastly, students will complete a short evaluation, made by their teacher, on how much they liked or disliked the software program: Equals Math Jigsaw Puzzles. This lesson can easily be adapted for students with learning disabilities. Students that have vision problems can complete their puzzles using a computer that is connected to a television or an overhead screen to have a bigger display. Students who have disabilities that may cause them to have trouble using a computer mouse to click on the puzzle pieces could be paired up with a partner that doesn’t mind doing all the clicking. Hearing impaired students can have the directions printed out for them prior to the start of the lesson. Lesson plan #5 is an internet based lesson plan. This lesson is for a fourth grade curriculum and focuses on the topic of multiplication webbing and the use of an internet website: AAA Math: This lesson meets one of the North Carolina Competency goals and several objectives for the fourth grade: Competency Goal 1: The learner will read, write, model, and compute with non-negative rational numbers. Objective 1.02: Develop fluency with multiplication and division. Objective 1:03: Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers. Objective 1:05: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil (NC Standard Course of Study, 2006). This lesson also meets several NETS-S standards: 1b - basic operations and concepts; 2b – students practice responsible use of technology systems, information, and software. 3a- students use technology

tools to enhance learning, increase productivity, and promote creativity. 4b – students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences; and 5a - students use technology to locate, evaluate, and collect information from a variety of sources (Bitter and Pierson, 2005). Lesson plan #5 incorporates the educational website: AAA Math. This lesson reinforces basic multiplication skills, but also offers a challenge by increasing the level of difficulty. First, the teacher will draw a circle on the board or an overhead. Then he/she will draw four lines (about 6 inches) extending from the circle and draw a rectangle at the end of each extension. Then the teacher will write a number in the circle. This number is the magic number. Next the teacher will ask students to copy the web onto a piece of scrap paper. Then the students are to think of basic multiplication problems that equal the magic number (6) and fill in the rectangles on their scrap paper. (2x3, 3x2, 6x1, 1x6). The teacher should repeat activity and gradually increase the difficulty level. Once the webbing activity is finished the teacher will pair students up and assign them to a computer. Students will continue practicing multiplication skills by completing selected multiplication quizzes on the website: http://www.aaaknow.com/mul.htm#topic13. Students should take turns as to solving the problems. This lesson can easily be adapted for students with learning disabilities. Students that have vision problems should be sitting close to the board anyway, but the teacher can have a copy of a webbing diagram already printed on paper for them and other blank ones ready to go. Students who have disabilities that may cause them to have trouble using a computer mouse to click on the quizzes could be paired up with a partner that doesn’t mind doing all the clicking.

Hearing impaired students can have the directions printed out for them prior to the start of the lesson. Lesson plan #6 is another example of an internet based lesson plan. This lesson is for a fourth grade curriculum and focuses on the topic of money and the use of an internet website: Chain Maker. This lesson meets one of the North Carolina Competency goals and several objectives for the fourth grade: Competency Goal 1: The learner will read, write, model, and compute with non-negative rational numbers. Objective 1.04: Develop fluency with addition and subtraction of non-negative rational numbers with like denominators, including decimal fractions through hundredths. Objective 1:05: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil (NC Standard Course of Study, 2006). This lesson also meets several NETS-S standards: 1b - basic operations and concepts; 2b – students practice responsible use of technology systems, information, and software. 3a- students use technology tools to enhance learning, increase productivity, and promote creativity. 4b – students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences; and 5a - students use technology to locate, evaluate, and collect information from a variety of sources (Bitter and Pierson, 2005). Lesson plan #6 incorporates the internet website: Chain Maker. This lesson teaches students how to use money correctly by shopping for imaginary items, checking their math, and receiving the correct change. The math skills that will be utilized the most are addition and subtraction. First, the teacher will separate students in groups of three. Students or the teacher can decide on the roles of each student (customer, clerk, store manager). Second, the teacher needs to decide on one set amount for students to spend ($50.00; $75.00; etc). Third, the teacher

will distribute to each group a grocery shopping flyer/advertisement. Fourth, students will "shop" by selecting items that are in the flyer. As the teacher you can decide on items that "need" to be purchased. Fifth, when the customer is done shopping, the clerk must "check" the customer's math. For a group of three students the store manager settles any disputes by checking both the customer's and the clerk's math. Next, switch student roles and start all over again till each student has had a chance to be a customer, store clerk, or manager. Once the store activity is finished the teacher will keep students in their same groups and assign them to a computer. Students will continue practicing money skills by playing a money currency game on the website: http://www.funbrain.com/cashreg/index.html. Students should take turns as to solving the problems and building up their piggy banks. This lesson can easily be adapted for students with learning disabilities. Students that have vision problems should have a flyer that has bigger print. Students who have disabilities that may cause them to have trouble using a computer mouse to click on the piggy bank game could be paired up with partners that don’t mind doing all the clicking. Hearing impaired students can have the directions printed out for them prior to the start of the lesson. Lesson plan #7 is a hypermedia tool based lesson plan. This lesson is for a fourth grade curriculum and focuses on the topic of area codes and the use of a hypermedia tool: Microsoft PowerPoint. This lesson meets several of the North Carolina Competency goals and objectives for the fourth grade: Competency Goal 1: The learner will read, write, model, and compute with non-negative rational numbers. Objective 1.02: Develop fluency with multiplication and division: Objective 1.04: Develop fluency with addition and subtraction of non-negative rational numbers with like denominators, including decimal fractions through hundredths. Objective 1:05: Develop flexibility in solving problems by selecting strategies and using mental

computation, estimation, calculators or computers, and paper and pencil. Competency Goal 4: The learner will understand and use graphs, probability, and data analysis. Objective 4.03: Solve problems by comparing two sets of related data. Objective 4.04: Design experiments and list all possible outcomes and probabilities for an event (NC Standard Course of Study, 2006). Lesson Plan #7 incorporates the hypermedia tool: Microsoft PowerPoint. This lesson forces students to use three digit subtraction, addition, and multiplication skills to solve problems. This lesson offers a challenge by increasing the level of difficulty of problems. First, the teacher will divide students into small groups or pairs. Second, the teacher will pass out the necessary materials listed above to each group. Third, the teacher will make sure each computer station has the instructional stack ready to go on the screen. This can easily be done by saving the Instructional Stack to the school’s main server, so it can be pulled up anywhere in the building. Fourth, students will use the maps either passed out by their teacher or the provided hyperlink on the each slide of the instructional stack to solve the problems. Students will find the numbers indicated by cities and area names and will perform the operations specified. Once students have finished the instructional stacks they will turn their work into the teacher. This lesson can easily be adapted for students with learning disabilities. Students that have vision problems should have a bigger map printed by the teacher or use a computer that is connected to an overhead or a SmartBoard where the display is bigger. Students who have disabilities that may cause them to have trouble using a computer mouse to click on the area code links could be paired up with a partner that doesn’t mind doing all the clicking. Hearing impaired students can have the directions printed out for them prior to the start of the lesson.

Integration and Connection Lesson plans #1 and 2 are all based on a fifth grade mathematical curriculum. Lesson plans #1 and 2 are connected and can be used in the same instructional year. Both plans are incorporate a productivity tool. Lesson plan #1 uses Microsoft Excel and Lesson plan #2 uses Microsoft PowerPoint. Both lessons utilize addition and subtraction skills and are aligned with the North Carolina State Standards. Both lessons require a challenge for students and force them to create products based on the results of a solution. These two lesson plans will provide a very engaging technology based unit for fifth grade level students. Lesson plans #3, 4, 5, 6, and 7 are all based on a fourth grade mathematical curriculum. These lesson plans can all be connected and used within the same instructional year. In the state of North Carolina fourth graders have a variety of math skills that they must achieve in an instructional year. All of the following lesson plans incorporate some aspect of technology. Lesson plan #3 and 4 use a selection of educational software programs. Lesson plan #3 uses the software program: Microsoft Math and lesson plan #4 uses the software program: Equals Math Jigsaw Puzzle. Lesson plans # 5 and 6 use educational internet websites. Lesson plan #5 uses the internet website: AAA Math and lesson plan #6 uses the website: Chain Maker. Lesson plan #7 uses a hypermedia tool such as Microsoft PowerPoint. These five lesson plans are all aligned with the North Carolina standard course of study and incorporate a variety of mathematical skills on the fourth grade level. These lesson plans force students to use addition, subtraction, multiplication and division skills. In addition, these lesson plans introduce students to simplified fractions, number factors, and decimals. These five lesson plans will be beneficial in helping students master their mathematical skills on the fourth grade level.

All seven lesson plans can easily be incorporated into any elementary fourth and fifth grade classroom across the country. Each lesson is focused on significant content that every elementary mathematical teacher should be focusing on in their classrooms. These lessons offer a valuable use of technology that will not only improve student learning, but also add to the teachers’ experiences and comforts of using technology. Each lesson is filled with rich material that makes learning fun and exciting. These lessons can also be adapted and tweaked easily to add cooperative learning opportunities and modifications for special education students. Therefore, these lessons are efficient and ready to be used in a mathematical classroom today.

Resources

Gary Bitter and Mellissa Pierson (2005). Using Technology in the Classroom: Sixth Edition. Boston: Pearson. (2006). NC Standard Course of Study. Raleigh: Public Schools of North Carolina. Retrieved November 14, 2008 from http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/29english3