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Basic Productivity Tools (BPT)

Lesson Idea Name: Partitioning Shapes


Content Area: Math
Grade Level(s): 1st and 2nd Grade

Content Standard Addressed:

MGSE2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares
using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three
thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Technology Standard Addressed:

1.Empowered Learner
D. understand the fundamental concepts of technology operations, demonstrate the ability to
choose, use and troubleshoot current technologies and are able to transfer their knowledge
to explore emerging technologies.

Selected Technology Tool: Microsoft PowerPoint

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):


☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration (LoTi Level):


☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement

Universal Design for Learning (UDL): By giving students the option of creating a PowerPoint presentation,
they have the power to narrate their slides for students who learn better by listening, or to include creative
text that will help students who learn better by visually seeing what is being said. This is also a great way for
students to learn from each other, by placing them in groups that have both members with the same skill
levels as them, as well as students who can show them new ways to use the technology.

Lesson idea implementation:


At the beginning of the lesson, the teacher will play the slide show attached to the Weebly website,
titled “Partitioning Shapes into Fractions”. At the end of the presentation, the teacher will explain that
students will be creating their own presentation on fractions that they will create in groups using Microsoft
PowerPoint. The teacher will place students into groups of 3-4 and give each group a computer with
Microsoft PowerPoint already downloaded on it. Students will be creating an original product using their
knowledge that they have learned about fractions in a fun and creative way. The teacher will serve as the
facilitator in this activity, walking around the room and offering help if students have questions on how to use
the software, however, this activity is student driven. By giving students the power to take control of their
learning, it is enabling them to assume the roles of adults. This is beneficial as they prepare for their future, as
many adults use this same software, or ones similar to it, in their careers. This activity will take 45 minutes to
complete, leaving 15 minutes at the end for group presentations (one hour total).

Spring 2018_SJB
Basic Productivity Tools (BPT)
Student learning will be assessed during their presentation time. The teacher will be able to better
understand the students’ knowledge of fractions, as well as their knowledge of how to effectively use
technology. This will enable the teacher to make note of what students understand and what misconceptions
need to be cleared up before assessing students over the information. The final product informs learning by
letting students make sense of what they have learned about fractions in a way that helps them show what
they know. This activity is also differentiated because students have the freedom of playing to their strengths
and creating their projects in way that is beneficial and meaningful to them. To extend student learning to a
higher learning level, students could take their projects a step further and interact with people outside of
their classroom. This could include sharing what they know about fractions with other students while also
learning something new in return.
I would give feedback to my students in the form of a rubric that I filled out during their presentation.
This will let them know where they are strong and where they have room to improve, as well as include
suggestions on how I can help them do that. To conclude the lesson, I would ask students what they learned
from the activity. I would also encourage them to share their opinions on the lesson (i.e. what they would do
differently, would they do it again, etc.). This will help the teacher plan activities similar to this moving
forward.

Reflective Practice: I feel as though the lesson that I created would impact student learning in a positive way,
as it teaches them how to create a product using technology to show what they know, helps them develop
organizational skills, and allows them to express their creativity. As this activity would be done at the end of a
unit to show what they know, I would want to discover a new way for students to display their information
next time I create an activity like this one.

Spring 2018_SJB

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