Brenda
Dunstan
1st grade/Math
Links to Files Associated with This Lesson
Content
Area Objectives Addressed:
The students will be able to
Show an understanding of fractions by matching fractions with the appropriate diagrams of partially shaded figures.
Identify parts of a whole (including ½, 1/3, and ¼).
Develop spatial thinking by drawing shapes.
Create
equations using fractions.
Technology
Objectives Addressed:
The students will be able to:
Use the components of the drawing toolbar.
Use Auto shapes to create two-dimensional shapes.
Draw lines to divide Auto shapes in ½ and 1/4.
Fill Auto shapes using Auto fill.
Change the color of the Auto Shape’s exterior line.
Save a document on the student network drive.
Print a document.
Use a SmartBoard.
Activity
Description
What was the process that your students went through to complete this
lesson?
The
students have been studying the concept of fractions in math.
They will listen to a story called Fraction Action by Loreen Leedy. We will discuss fractions during that story.
We will then use the Smart Board to make Auto Shapes and divide them into
½’s and ¼’s. The students
will them be given instructions on the activities they need to do at each of the
centers, and will then rotate through the centers for approximately 1 hour,
spending 15 minutes at each station.
The
stations are:
After
students have completed the center rotations, we will share our computer
generated fractions on the Smart Board. Then
the students will get a treat to divide in half and share with their partner.
As a later activity, I will make copies of various students’ papers and
give them out as practice sheets for the class to identify fractions.
How
did you monitor student progress?
Teacher
Observation
Was
there a template or an example that students were expected to follow?
There
is a template with spaces for them to draw their shapes in, however, they could
choose the shapes and the fractions.
How
much time did you dedicate to this project?
Total: 2 hours
Daily (approximate): 2 hours
How
was the final product presented?
Students
were allowed to share their fractions page and have the other students in the
class guess what fractions their shapes were divided into. They will also get to print out their pages to take
home. In addition, I will use their
pages as future worksheets for the class to complete—they will look at the
fraction and write how it is divided.
Who
was the audience for the final product?
The
students in our class were the audience for our final creation of fraction
pages.
What
prior knowledge was required on the part of the students in order for them to be
successful in this project? (Include curriculum and technology knowledge)
In
order to complete this activity, students must have the following background
knowledge:
1.
Understand that fractions involve dividing an object into equal parts.
2.
Know
how to use Microsoft Word.
3.
Know
how to save, print, click and drag, and change color.
What
was the student to computer ratio?
·
One
to one
How
did you schedule your students’ computer time?
The
students are scheduled in centers on certain days during math time.
I organized the students into their center groups at the beginning of the
year to minimize wasted transition time. If
students are not able to complete an activity in centers, I will either make
time for it the next day or allow them to work on it during recess.
What
was the location of the computers and other technology equipment used by
students?
The
students used the 6 computers in our classroom.
This lesson could also be done in a lab setting or in a classroom with
fewer computers.
How
would you suggest beginning teachers obtain computer resources for their
students? (Knowing some of your strategies would be valuable for our pre-service
teachers.)
· Write grants for obtaining technology.
·
Become
involved on the technology committee in your school.
Rate
the level of access for students to use computers/other technologies as they
needed --high, medium, low
The
level of access for students is high (1:1).
Rate
the level of supervision required for students during the project, specifically
for computer and other technology use –high, medium, low
The
level of supervision for this project should be at the medium level.
The teacher may initially need to monitor and assist students on the
computers, but should be able to rotate to assist students at other stations.
What
hardware was required for your project?
6
computers
Smart
Board
Projector
What
software was required for your project?
Microsoft
Word
Anything else?
Sets of cut out fraction pieces from the elison cutter
Fraction worksheets and writing paper
Fraction game from Learning Resources
Story—Fraction Action by Loreen Leedy
What kind of assessment did you use for this project? (Include a copy if
you can.)
1.
Observation
of students playing the fraction game
2.
Observation
of students using computer program to create fractions.
3.
Completion
of worksheet packet.
4.
Books
generated by students.
What
categories did you assess? (I.e.: content,
screen design, depth/breadth, etc.)
Completion
of fraction story and packet
Involvement
in the fraction game and the discussions
Thought
process on the computer while creating the fractions
Sharing
of computer designed fractions
How
does the product that you submitted compare with other students’ products for
this same project?
The
products I submitted are typical of the type and quality of products completed
by a majority of the students. I
included samples from one high student, three medium students and one low
student. In addition, several
students completed an additional sheet where they used other Auto Shapes; I have
included one of the samples from that activity.
What did you like best about this project?
The
students were engaged in all of the centers, and they seemed to be able to take
the concept of fractions from the concrete level to a very abstract level on the
computers. They were working at applying what they knew about fractions
to create their own.
What
did the students like best about this project?
They
enjoyed the computer activity and the fraction game in particular.
They also enjoyed being able to share their product on the Smart Board.
Rank the level of student involvement in this project –high, medium, low
high
Rank the level of student interest in this project –high, medium, low
high
Would you teach this lesson again?
Yes—although
I would possibly modify it so the students could use other auto shapes besides
the oval and rectangle.