TPACK / SAMR ACTIVITY DESIGN

Your assignment is to design a lesson/activity that incorporates the elements of

TPACK, or SAMR, standards, and a focus on specific technology that will
help the class in meeting your teaching goals. (Here is a list of classroom tools if
you need ideas).

** Refer to the grading rubric in the syllabus for assignment expectations. A

complete sentence is appropriate for short responses. A paragraph-length
response is appropriate for longer responses.

Your name: Kristina Tio

Grade level for the activity: 3rd Grader

Content area (math, ELA, science, etc): Math

Integration model (TPACK or SAMR): TPACK

Technologies integrated:
Computer, projector and the simulation Critter Count
that is provided by the website Gizmos
(www.explorelearning.com).

Activity title: Critter Count (Representation on Multiplication)

Class demographics (describe your students):

The classroom situates in a public school, and it has a diverse student body. This means
some of them are English language learners (ELLs) and others have some delay in their
learning, which leads to a vast array of English and content competence.

Background knowledge:
Students have been introduced to the topic of multiplication and understood how
multiplication operates.
Activity overview (describe the activity):
The activity introduces the idea that each variable in the expression of multiplication has
its own meaningful role by using the simulation to vary the number of group and object
and having the students to construct the multiplication expression from the picture.

Activity goal (describe what the activity will accomplish):

Students are able to understand the concept of the multiplication of a b is the total
number of objects in a groups of b objects each. Moreover, students would learn variety
of vocabularies that would associate with multiplication such as array, group, multiple,
and product.

Standards covered (pick from State, CCSS, NGSS, etc):

CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects
in 5 groups of 7 objects each. For example, describe a context in which a total number of
objects can be expressed as 5 7.

Procedure (describe the steps students will follow):

First of all, the teacher will introduce the simulation to the class and demonstrate each
part of it through the projector. Then, students will see the generated picture of the bugs
and write the multiplication expression on their own piece of paper.

Second, teacher will make up a problem and have a volunteer to write the multiplication
expression out of it. After the student expresses and solves the formula correctly, the
teacher will have the student to be the teacher. As the student generates the problem,
and have another student to solve and take his/her place and so on. While each student
generates a unique problem, the teacher would write the sentence on the board for the
students to compare.

At the end, the teacher will review on how a multiplication expression is represented
through pictures and words.

Assessment (describe how you will assess student understanding):

While each student comes up and generate their own simulation, other students would
still write all the expressions on their paper. In this way, student is able to practice on
their own and review it on their own.

For homework, students are required to take or find 3 pictures that represent
multiplication expression. Then, formulate an expression and write the word sentence
out of it.
Personal reflection (discuss how the activity you designed covers TPACK/SAMR
principles):

This lesson would fit into the TPACK framework, because the simulation would be used
to carry out the content knowledge in the teaching instruction. As the simulation plays a
major role in presenting the content knowledge, teacher would need to explain the
meaning of each word that is used in order for students to understand and able to use it
on their own. Moreover, the teacher would need to compare the visual representation of
multiplication expression with its word sentences, as students would encounter word
problems for most of the time.

As for the content variable, the success of the lesson plan may vary. However, the
accessible and the friendly user-interface would fit in most contexts where computers
and wi-fi is present. Moreover, considering the increasing number of English Language
Learners (ELLs), the visual representation and important keywords that the simulation
provides would be beneficial for them to develop their Second Language Acquisition
(SLA).