Laura Broyles TECHNOLOGY UNIT

Standards: I used the following State Standards in my unit: Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. 4. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 6. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. Kentucky Core Academic Standards: 5.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. 5.NF.B.4a Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. 5.NF.B.4b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. 5.NF.B.5 Interpret multiplication as scaling (resizing), by: 5.NF.B.5a Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. 5.NF.B.5b Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n a)/(n b) to the effect of multiplying a/b by 1.

5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 5.NF.B.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. 5.NF.B.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. 5.NF.B.7b Interpret division of a whole number by a unit fraction, and compute such quotients. I used the following ISTE NETS-T Standards in my unit: 1. Facilitate and inspire student learning and creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness. c. Promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes. 2. Design and develop digital age learning experiences and assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the StandardsS. b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. c. Customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative. assessments aligned with content and technology standards, and use resulting data to inform learning and teaching. 3. Model digital age work and learning. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations. b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats. d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning. 4. Promote and model digital citizenship and responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information. d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools. Pre Assessment: I used the Smart Clickers for my pre-assessment on Multiplication and Division of Fractions. The students answered twelve questions based on the KCAS standards.

 Teaching Strategies: I used the following technology tools in my unit: Clickers: The students used the Smart Clickers to take the pre-assessment on multiplication and division of fractions. Smart Boards: I used the Smart Boards to display the lessons and navigate through the different websites and documents. Chromebooks with headphones: The students used the Chromebooks to navigate through the JOG the Web Lesson and then complete part of the post-assessment. iPods: The students use the iPods to record their instruction on either multiplying or dividing fractions through modeling and writing an equation. Voice amplification system: I used the voice amplification system while instructing the students. Elmo Document Camera: I used the document camera to display an instruction sheet that the students received to use throughout the lesson.

Websites: www.learnzillion.com This website provided the students with video instructions on how to model multiplication and division of fractions. www.studyisland.com Students were able to take their post assessment using this website. www.jogtheweb.com Students used this website to navigate through the different websites used throughout the lesson. http://www.math-play.com/Multiplying-Fractions-Millionaire/Multiplying-FractionsMillionaire.html Students used this website to practice multiplying fractions. http://www.math-play.com/soccer-math-dividing-fractions-game/soccer-mathdividing-fractions-game.html Students used this website to practice dividing fractions. http://www.math-play.com/Fractions-Jeopardy/fractions-jeopardy.html Students used this website to review addition, subtraction, multiplication, and division of fractions.

I tried the following new and innovative technology idea. I used the iPods to allow the students to become the teachers. They recorded each other modeling and solving a problem and I plan to use this next year to teach the students to this content. Also, next year I will have partners watch the videos and then use Google Hangouts on the Chrome books to discuss questions with the makers of the video who will then be in our middle school. I incorporated the following to support the use of distance learning systems appropriate in a school environment. Students used the website www.learnzillion.com in order to watch videos on multiplication and division of fractions. Also, the students became the teachers and taught how to model and write an equation to solve a fraction multiplication or division problem. Unit: Technology Unit: The unit involves the review of Multiplication and Division of Fractions. Day 1: Students will begin the unit by taking a pre-assessment using the Smart Clickers. The pre-assessment includes twelve questions over multiplication and division of fractions including two word problems. Day 2/Day 3: Students will be instructed on how to use the Jog the Web using the Elmo and Smart Board. Students will be given the handout with the URL address: http://tinyurl.com/n83vnfl. Then the students will be instructed to find their assigned Chromebook and follow the directions on the Jog The Web. Day 4: Students will complete the Study Island Post Assessment today. Students will then be instructed and work with partners to complete an instructional video using the classroom iPods. The video will include a model, equation, and explanation of multiplying and dividing fractions.

Management strategies: Clickers-Before beginning the assessment I would have two students pass out the clickers. Then the students would wait for my instruction to join the class and enter their passwords. For students that had trouble with their clickers I had them take the assessment using paper and pencil instead of wasting class time to try to fix the problem. Also, when the students were finished with the assessment I had them power down and then two students collected the books. Chromebooks-Students have already been assigned specific Chromebooks to use. The Chromebooks are on a cart that is shared between the fifth grade teachers. I have made arrangements with the other teachers to use the Chromebooks When using the Chromebooks the students will need to bring headphones to math class. I will have additional headphones for those students that forget their own at home. When instructed to do so the students will get their Chromebooks and begin work once I have called their table. Before the Chromebooks are used I will check them to see if there is any damage to them and then after use check to see if there is any damage. While the students are using the books there is a rule that they must be carried with both hands to their desk and then once on their desk the book must remain there unless further instructed. The students are not allowed to use the books on their laps. Layout of the classroom: Students are in clusters of two and three facing to the front of the classroom so I can stand in the back of the room and see every students Chromebook. When the students worked on their partner portion of their assessment they filmed the video at a group table located to the side of the desks. Submitting Work- The work submitted on Study Island will instantly be accessed by me when the students finish their work. The handout where the students have to show their model will be turned into the correct math period container in the back of the room when the student is finished. iPods: Equipment is inspected before and after use. The students are to film with appropriate math language and following all school rules. Misuse of the iPods results in termination of use of the technology.

Student Inquiry and Research: Students used the following technology to do research. The students used the Chromebooks to research methods of multiplying and dividing fractions using Learn Zillion. Students watched the videos and then had to model x 5 and 1/6 5. After this was complete the students had to become the teacher and film themselves modeling, solving, and explaining how to solve a multiplication and division fraction problem. Students had to problem solve with their partner in order to work out and teach the problem together.

List examples of technology resources that affirm diversity and address cultural and language differences such as websites that provide translations, introductory lessons, and other resources which help in the Ed. Tech instruction of students from diverse backgrounds.

Anchorage School currently uses the following adaptive/assistive hardware and software to assist students with specials needs: Visio Magnifier and Win Zoom allow students with visual impairment to be able to read documents and the computer screen. Fusion Writer allows students with disabilities with fine motor skills the ability to type information and assignments. iPads (Schedule app, Notability app, Calculator app, Handwriting Without Tears app) Apps allow the students with special needs take notes, learn penmanship, use calculator to solve math problems, and use a schedule app to know what activities will be going on during the day. Chromebooks allow students to have access anywhere in the classroom to be able to use the Internet. Speech to text software and text to speech software allows students that struggle with communication to communicate through technology. Communication board on IPod Touch allows students that do not speak a way to communicate with other students and teachers. Sound amplifier in every classroom helps students with auditory impairments.

Anchorage School uses the following resources to affirm diversity and address cultural and language differences: Google Translate- Allows a document or website to be translated into any language and this could help a student that has English as his/her second language. http://www.studyisland.com-Study Island offers specific programs for ESL students to learn the English language. http://www.quizlet.com-Allows teachers to make English flashcards for ESL students. http://www.brainpopesl.com-This website has videos for all content areas to help ESL students. http://www.thelearningodyssey.com-This website generates a specific learning path for reading and math to assist ESL students.

The following adaptive/assistive hardware and software helped to assist students with special needs. A voice amplification system was used to help students with hearing needs. Also a document camera was used during the lesson to magnify the assignments. I included the following technology resources to affirm diversity and address cultural and language differences. I do not have any students that are from other cultures or speak other language. Our school is predominantly white. However next week I am getting a student from Germany in my classroom. If he had been here for these lessons I would have used the Google Translator to provide the student with German instructions on what to do on each website. Also, I would have labeled the Chromebooks, clickers, and iPods with English and German instructions side by side in order for him to use the devices. Also, I would find German Math websites that explain multiplication and division of fractions to make sure he was understanding the concepts.

Post Assessment:
The Multiplication and Division of Fractions Post Assessment included two parts. The first section involved the students using Study Island www.studyisland.com. Through this program the students answered an extended response question and multiple choice questions. Here is a sample of a multiple choice question on the post assessment:

Here is a sample of the extended response question:

On the post assessment given in Study Island the students scored an average of 80% on the multiplication of fractions portion, 85% on the division of fractions section, and 74% on the problem solving with fractions part of the assessment. The students who scored lower than a 75% on any section, I plan on reviewing that topic and process with them again. I was really surprised that the students scored better on the division portion of the test than the multiplication portion. On the pre-assessment the students were stronger on the multiplication portion. I am afraid that some students are now confusing the multiplication steps with the division steps and finding a reciprocal of the divisor when multiplying. Section two of the post assessment involved the students creating a video of how to model and write an equation for either a multiplication or division of fraction problem with a partner. The students were to use the iPods to record teaching and modeling the skill they were given. Most students did very well on this portion of the assessment because they worked together and were able to collaborate about how to solve and model the problem. Here is a clip below from this portion of the post assessment.

Work Samples:

Video of Lesson:
Loaded to the IUS Dropbox.