Here is my lesson plan to use technology to teach and learn math.
It was a fun activity. I really enjoyed myself doing this lesson with my class. It helped me to see a little bit of my students’ different learning styles. i am really grateful to have access to so much technology in our district. Each student has their own iPad and we are able to utilize them at anytime of the day.
One “snag” I guess is that when we used the iPads to record, it got very noisy in the classroom. Students were picking up voices from across the room. So, next time, I will have to find a quiet space for my students to do their recordings without any interruptions. Another difficulty I had while doing this activity, was when the students were done with their project. They had to form a line and wait for me to “save” all of their work, especially if they used the ShowMe app. If they used Doodle Buddy, then I showed them how to take a screen shot of their project and then they were able to go on to something else. So, tech support for my students was a little frustrating for them because they had to wait in line until I could help them. I have examples to share, but those will be in my presentation.
Technology in Teaching Mathematics
Lesson Plan
Lesson Title: Is it balanced!
Lesson Objectives: Students will demonstrate conceptual understanding of mathematical operations by using objects or pictures to model addition and subtraction of whole numbers.
Alaska State Grade level Expectations that apply to grade Kindergarten:
- [K] N-1 demonstrating 1-1 correspondence (M1.1.1)
- [K] N-2 recognizing and counting whole numbers from 0-20 (M1.1.1)
- [K] N-9. Understanding Meaning of Operations: The student demonstrates conceptual understanding of mathematical operations by recognizing (+), (-), and (=) signs (M1.1.3)
- [K] N-10. Understanding Meaning of Operations: The student demonstrates conceptual understanding of mathematical operations by using objects or pictures to model addition and subtraction of whole numbers (M1.1.3)
- [K] E&C-3. Computation: The student accurately solves problems (including real-world situations) involving adding and subtracting whole numbers up to ten using manipulatives (M3.1.3)
- [K] PS-4. The student demonstrates an ability to use logic and reason by drawing pictures that support simple mathematical statements (M9.1.2)
- TECHNOLOGY Standard A. A student should be able to operate technology-based tools.
Materials Needed: interactive white board, markers, paper and pencils, construction paper, glue, cameras, iPads, balance or scale to measure weight
Procedure:
Warm Up activity: Use Mimio Board number matching activity. Have students go to the board one at a time and match objects with the correct number. Then, review Math Mountains and the fact families for 3, 5, 8. (3 + 5 = 8; 5 + 3 = 8; 8 – 5 = 3; 8 – 3 = 5)
8
5 3
Next, use a balance and some cubes to review the equal sign. 5 cubes plus 2 cubes equals 7 cubes. Have students put 5 red cubes and 2 blue cubes on one side. Then put 7 cubes on the other side of the scale. Ask the students, “Do both sides weigh the same?” Yes. “Do both sides balance?” Yes. “Are both sides equal?” Yes. “Is 5+2=7 a balanced equation?” yes!
Is it Balanced?
1. Introduce Problem: Show students a bag. Inside the bag are cards with various numbers written on them. Show them how to reach in the bag and take out 2 cards. “I need to make a balanced equation with these two numbers.”
2. Teacher Models.
Take 2 numbers: a 5 and a 3. Show how to make an equation. Write 5 + 3 = ? on the white board.
This is step 1. Make an equation.
Step 2 is to use the scale or draw or use objects to show the equation. Draw 5 red circles, and then draw 3 blue circles.
Step 3 is to make sure the equation is balanced. Count the objects to see how many there are in all. How many circles are there altogether? 8!
Step 4 is to make sure I have used the correct signs in the correct space. Did I use a + sign to add? Did I use a – sign to subtract? Did I use the equal sign to show that both sides of the equation are balanced?
Show the class the rubric or checklist. (See attached)
After the equation is done, look back to see if our picture includes all of the steps.
***Differentiated products are introduced here. Show the same procedure but this time, use the iPad app Doodle Buddy. (iPads have been used in the classroom already and students are already familiar with Doodle Buddy.) Show students how to take a screen shot by pressing the home key and the power button at the same time.
Product choices are listed below:
Paper product- project can be done on paper using various art supplies, but students must take a picture or video of their project using a camera or iPad camera.
iPad apps- Doodle Buddy, Show Me app, Educreations, Camera app and video app
Cameras and video-Students can take pictures of objects or they can use video to record their equations
Mimio Notebook- project can be done on the interactive white board and saved as a file on the teacher’s computer
3. Coached Practice: Choose a student to come to the board and draw a diagram for the class. Guide them through the steps of making a balanced equation, to keep them on track. While the student is at the board, have another student create one on the iPad.
4: Independent Problem Solving: Provide the listed materials and have students go and complete the project.
If a student is struggling, point to the rubric and remind them of they need to include in their project.
Assessment:
Make observations about students’ knowledge of numbers and use of mathematical operations. See who can demonstrate one-to-one correspondence, and who can use the 1-9 sequence when counting, and who understands the concept of a balanced equation. As well as see whom can self correct when they make a mistake.
See if they are following the steps to making a mathematical equation.
Do they:
Know how to write a number sentence?
Understand if it is balanced?
Use the correct signs/symbols?
Demonstrate one-to-one correspondence?
Check their work?
Sigh…. it happens, but I’m trying to make things up! 
alaskanjam 