Instructional Software

Lesson Idea Name:​ Dominating Decimals

Content Area:​ Math
Grade Level(s):​ 4th-5th grade

Content Standard Addressed:

MGSE5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between addition and
subtraction.
ISTE Technology Standard Addressed:​ 3) Knowledge Constructor
Selected Technology Tool:​ BrainPOP

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

https://www.brainpop.com/math/numbersandoperations/decimals/
https://www.georgiastandards.org/Georgia-Standards/Frameworks/5th-Math-Unit-3.pdf
https://id.iste.org/docs/Standards-Resources/iste-standards_students-2016_one-sheet_final.pdf?sfvrsn=0.23
432948779836327

Type of Instructional Software:

☐​​Drill and Practice ​ ​X​Tutorial ​☐​Simulation ​ ​Instructional Game
☐ ​☐​e-books/e-references

Features of this software (check all that apply):

X​Assessment Monitoring/Reporting
X​​ Allows teacher to create customized lessons for students
☐​Multi-user or collaborative functions with others in the class
☐​Multi-user or collaborative with others outside the class
X​​Accessible to students beyond the school day
X​​Accessible via mobile devices
☐​Multiple languages
X​​ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):

X​Remembering ​ ​X​​ Understanding ​☐​​ Applying ​☐​Analyzing ​☐​Evaluating ​☐​​ Creating

Levels of Technology Integration:

☐​​Infusion Level:​ Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐​​Integration Level:​ We would like to see ALL lessons/activities reach this level. The project is
student-driven. Students have “Voice and Choice” in the activities, selecting the topic of study and
determining the technology tool to demonstrate mastery of the standard. The teacher becomes more of a
facilitator.
X​​Expansion Level​: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning newscast,
posting the project to the classroom blog, or publishing via an outside source.

SBooker, 2020
 Instructional Software
Universal Design for Learning (UDL):
The technology tool I selected for this lesson will support all students. Provided with this instructional
software, I am able to present students with content materials through videos, games, quizzes, readings, and
worksheets. There are multiple ways for students to learn the content and curriculum, and I would allow
students to pick their own method of learning. For engagement, students will have this instructional software
as a resource, class notes, and math manipulatives to create their final product. Students will have various
ways on how they want their final project to be. Students can create a short video, they can make a movie,
create their own quiz, make a map, create a game, or present via a poster board, and students can achieve
most of those projects with BrainPOP.

Lesson idea implementation:

The teacher will be the facilitator, and a form of support for the students. This project will be introduced as
one of the first assessments in the lesson for dividing decimals. Students will already know how to add,
subtract, and multiply decimals. Students will be taught a little bit of the basis for dividing decimals, but they
will have to continue learning through BrainPOP. Students will do some additional practice, then be presented
with this project. The project will be introduced by my example of a short clip on how I like to divide decimals.
I will go over how to use BrainPOP, and all the options it provides students. Students will have to engage in
the instructional software in order to obtain enough content knowledge to create a small lesson. Students will
be working individually, and be assessed on creativity, accuracy, presentation, and whether or not they
correctly divided decimals. With the project, the teacher will be able to see what content knowledge the
students were able to gain with this software.

To differentiate learning, I plan to present additional guides and outlines for students who may have an IEP, or
have instruction written in the student's native language to help them with better comprehension. Math
manipulatives will be presented as an option for additional support. To extend student learning to a higher
learning level, they have to create their own project, and students will be able to share their information
online. Students will present their final project to the entire class, and I will provide student feedback during
that time. Students will look over the feedback and fix their work before the final conclusion of the lesson. I
could conclude the lesson by having my fifth graders go into a fourth grade class, and try to teach/present
their lesson to a student.

Reflective Practice:

I think this activity can impact student learning because during other peer’s presentations, they are able to
continue to learn how to divide decimals and receive a review on how to add, subtract, and/or multiply
decimals. Students are also able to show their independence by finding their own resources to support their
project, and it shows their creativity. To further extend the lesson, I could have student’s parents come into
the classroom or people from outside communities, and the students can present their work to them. I would
open up other technology tools, such as e-books or e-references and additional games on other sites to help
student gain additional information from other resources.

SBooker, 2020