Phase 1: Technology is The New

We will be using Nearpod, it's a way to use the learning tools to create an inclusive and

immersive learning experience to allow students to actively engage with other students. For

example, using polls, quizzes, videos, images, drawing boards, web content and so on. Our

audience is 1st grade and we are focusing on adding technology to all 1st-grade classrooms.

One problem we would like to solve is eliminating paper use in the classroom and using

technology to have a fun learning experience. The ultimate impact is that children are engaging

in learning to fit into the growth of technology. The possible solutions for our problem are using

technology for student engagement using the application Nearpod. We are going to focus on

1st-grade mathematics because at this age children are more aware of technology and can have a

better understanding of what is expected in the classroom while using Nearpod.

We think it is important to carry this project because it gives students a fun and engaging

learning experience to see mathematics in a different way. Our project is significant because it

will help students learn math in a fun way, rather than sitting and writing on paper. Some of the

questions we have is if this the right grade level we should have or should we try another grade.

My background in technology use is when growing up in the classroom, it was boring learning

just with regular paper-based classroom but when we used the computers. I found it fun because

some of the ways we use math other than just assignments it was fun there were games but also
learning in another way. I choose this assignment because aside from paper-based classrooms it

is okay to use technology into learning to make it fun for younger children to have success in

technology. This project would be used in the classroom where we would show our lesson plans

on Nearpod.
 Ideation Phase 2: Technology is the New
The Good
● Develop learning skills
● Big advantage toward children
● Some children do good with technology especially if they have special needs, helps them
relax and get in the zone and certain applications make it fun for them to learn
● Media has many advantages
● One on one devices
● Smart boards
Benefits of Technology
● Technology has all areas of learning
● Advances themselves in technology fields
● Lots of information and stay focused with making a little modern
● Less books to carry
● Creative ways to accommodate for children
● Pick up on faster learning
● Learn how to use a computer
● Cognitive advances
● Different voice or mechanism
● Edit without turning a paper
The Bad
● Not having help at home
● Need manipulatives in hand
● Some like paper and pencil
● Today’s children are so media concentrated and no longer just play
● We use it to our advantage and they are not wasting it
● Not happy about technology use
● Makes kids lazy
● Hands on learning
● Kids get addicted to technology
The Unexpected
● Not your age level of children
● Students spend 54% of technological devices outside school for 3-5 hours
● Thinks it makes kids lazy
● Teachers still want to use paper or pencil
● Teachers need training to use technology
Your Action Plan
Our action plan is to look into making this into age appropriate for a different grade level that
may be able to work with this a little bit more than someone who is still learning how to do
certain things at school. Also I would still like to add some hands on experience too this idea as
well. When adding technology we are not going to be using that only.
Questions/Concerns
What type of age level should we start using technology?
What is a good grade level for this topic?
Should we add more hands on experience?
Will this idea work for the grade level we have?
Should we change it language arts than math?

User Experience Map

https://docs.google.com/presentation/d/1ou3TnmdLsZocqqJ19Rd6EwugaeBoR6NkpT58Heembs
Q/edit?usp=sharing
Veronica Melendez
Irene Chavez
Karyna Barberena
Phase 3: Technology is the New
Overview: ​We will be using the application nearpod, in a way to use tools to create an inclusive
and immersive learning experience to allow students to actively engage with students. Our
audience is 1st grade students, we are focusing on adding technology to our 1st grade
classrooms.
Feedback:​ In Phase 1: our feedback was that some students may want or need paper for
scratch paper while learning math. In Phase 2: our user experience map the feedback we
received from our class was how it affects students not just one student. We need to have more
details in what we want our project to be. Students should have more methods to help learn and
do mathematics. Also, more explanations to solve the problems and make our project more
persuasive for our audience. When learning different styles, you may run into problems.
Students may learn better using a paper and pencil.
What my group can work on to help get our project to become better is that we could work on
focusing on the problem and give more details to have our audience be able to understand what
is going on. Paper will still be used in the classroom for the students to use as scratch paper; it
will not be completely removed.
Topic: ​Mathematics
Schedule: ​Lesson plans can be done whenever a teacher is going to focus on math. These
lesson plans can be from 30-45 minutes long.
Learning Outcomes: ​For students to understand mathematics in an engaging way. Using
mathematics in a different learning style for students to stay interested. At the end of each
lesson, we will talk as a class about what we learned.
Teacher Rubric:​ This would be used for teachers to help assess their students.
 Successful Progressing Limited

Representation My representation My representation My representation is

Did I represent shows complete shows partial incomplete or does not
the important understanding of all understanding of all correctly show
math concepts in important math the important math important math
the problem? components components concepts.
presented. presented.

Strategies & My strategies are My strategies are My strategies are NOT

Reasoning correct for the task. partially correct for the correct for the task.
Did I choose a talk.
strategy that was
logical?

Computation & My computation is My computation is My computation is

Solution correct and leads to correct and but does incorrect or does not
Is my the correct answer. not lead to the correct relate to the task.
computation answer.
complete and
correct for the
problem?

Communication I explained the steps. I I explained the steps. I I did not explain the
Do my sentences took to solve the took to solve the steps I took to solve
explain my problem and it makes problem and it is the problem or it is not
reasoning? sense. somewhat closer. clear.
 Comments:

Student Rubric:​ This would be used for students to self-assess themselves after each lesson.

Questions:
 ● What are the potential issues/barriers for the students? Describe the barriers
and how to solve them.
The potential issues and barrier we have for the students is will they find it a good
way to learn and find it interesting. Another thing is will all the students have
access to view and see the lesson plans that are being done with the application.
To solve some these barriers is to have students understand the lesson and make
sure they are interactive with all students.
● Do the students have access to computer at the school?​ Yes and no. Depends
what school they are at and if they have the access to this application.
● What about the students’ skill levels? Is there a big diversity among the
learners’ skill levels? How to place the instruction to address all their needs?
We must know all the needs to our students in the class before teaching the
lessons. The student may need a different instruction to do well with their needs.
● What do you need to teach them first before moving on to Google Apps
lessons?
We need to teach students what we are going to be learning and we may have to
teach some students how to use a computer or a tablet. Depending what we are
going to be working with to help the student understand some these concepts.

Lesson Plan #1 Adding

Learning Students will be able to add single and double digits.

Objective

Introduction I will present to them a single number like the number one and then ask
them if I have one and add two how many do I have all together.

Instruction Students will be logged on to their computer and given the lesson on
nearpod.

Guided Practice Ask the student can you count one plus two using these erasers on the
table have them group them and count out loud.
Independent Have the student do some questions on nearpod give them 5 minutes and
Working Time 10 questions see how much they can get done.

Assessment I will give the students simple math questions that have adding on the
board have them answer the questions. The questions on the board will
be similar to the ones they worked on in nearpod.

Review and Talk about what they learned today. Did they find using nearpod in
Closing addition helpful to them.

Key Terms Add

Numbers
Plus

Lesson Plan Know your shapes!

#2

Learning Students will be able to identify defining the characteristics of basic

Objective shapes. Students will be able to identify the number of sides that a
triangle, rectangle, square, and circle have.

Introduction Ask the students what a shape is. If the ball is round then the
characteristic is that it is round.

Instruction Tell your students that defining a characteristic is always present.

Draw 2 columns on the board. Write triangle,circle,square and
rectangle and have the number of sides on the other column. Explain
that closed shapes don’t have any openings and draw an example.
Ask for volunteers for students to write their own thoughts on what
they think is a shape. Examples could have colors and size as well.
Practice: Have the students complete a matching game on nearpod for
shapes.
Independent working time: Explain how some shapes are closed.
Practice Have the students complete a matching game on nearpod for shapes.
Independent working time: Explain how some shapes are closed.

Assessment Have the students take a quiz on Nearpod?

For example: How many sides does a triangle have? How many sides
does a rectangle have?

Review and Look at what the students scored on the quiz and if they need more help
Closing assign homework for more practice.

Key Terms Circle, Square, Rectangle,

Triangle

Lesson Plan Greater than, less than, or equal to

#3

Learning Students will be able to compare two-digit numbers, using the symbols >, <,
Objective or =

Introduction Start the class by letting the students know we will be practicing comparing
numbers. After this ask students if they know what compare means, and if
they do raise their hand and call on one student. If the students do not know
give them a hint about what it is. Remind the students that compare in this
case is to see if one number is the same, greater, or less than.

Independent Display the symbols for greater than (>), less than (<), and equal to (=) on
Working Time the board, using markers, an interactive whiteboard, or a projector.
● Ask student to raise their hands if they have ever seen any of these
symbols.
● Explain that there are strategies for remembering which symbol
stands for greater than, and which symbol stands for less than. One
common way is by pretending that each symbol is an alligator
mouth.
● Draw alligator teeth on each symbol. Explain that the alligator
mouth always "eats" the bigger number. Draw an example of a
number comparison on the board, such as: 4 < 8.
Assessment Tell the students to get their laptops and get on Nearpod, they will do some
questions on their own to see how they understand it. Walk around and help
students if they need help. You can also look at the students work on your
account and see how each student is doing. You can see if they are doing
the work.

Closing Ask students what they learned about the questions they were given. Show
a youtube video about greater than, less than, or equal to song.

Key Terms ●
Compare
● less than
● Equal to
● Greater than

Lesson Plan #4 Subtraction

Learning Students will learn to take away single and double digit numbers.
Objectives

Introduction I will tell the students ok now that we did addition, subtracting is the
opposite. We will take away. I can draw out 3 clocks and say there is three
clocks one goes away how many clocks are left.

Guided In the lesson plan once logged onto nearpod i will have them try out some
Practice subtraction questions all as a class give them about 5 questions to start off
with.
Independent working time: I will add 5 more questions and give them 10
more minutes to work on their work using nearpod. Once they finish they
can work on other subtraction work like games on nearpod while the rest of
the c

Assessment I will ask them 3-5 subtraction questions on the board if many can answer
them then I can know they get the concept.

Review and We will play a game on Nearpod and see what they learned and how they
Closing were able to understand.
Key Terms Take away, clock, numbers

Lesson Plan Ones, Tens, Hundreds

#5

Learning Students will be able to write the hundreds, tens, and ones numbers in the
Objective numeric form.

Introduction Ask the students to show hundred, tens, and ones using blocks. Ask the
students the value of hundreds, tens and one. Inform the students that they
will change hundreds, tens, and ones from word form to numeric form or the
value written in numerals.

Instruction Write problems on the board. Ex) three hundreds, four tens, and five ones
Ask the students to demonstrate what these numbers look like using blocks
Inform the students that these numbers can be written in numeric form
Make a chart
Ask someone to do some problems on the board.

Assessment Asses them through a game and see what they learned.
Also have homework to practice this concept

Key Terms ●
Hundreds
● Ones
● Tens
● Place Value