Goal-directed Instructional Design Plan - Math: Number Stories Author - Tamyka Jackson A problem or a need there must be a problem

m of practice or an educational need that should be addressed during the lesson. The need for students to be able to understand the concept of numbers stories is that it is the beginning stages for understanding the more sophisticated process of mathematics. Students will need to understand the underlying meaning of these mathematical symbols (+, - , and =) It is not enough for students to be able to recall addition and subtraction facts. They need to be able to conceptualize what the mathematical problem is and what function to use to best problem-solve and derive an accurate answer. As students become more advanced in their math ability numbers stories will eventually become mathematical equations. But in hindsight can always be represented and understood as a number story. 1. A real-world performance how the learning objective fit into a real-world activity or need. Number stories are a concept that can be immediately internalized into the lives of young learners. Students use the concept of number stories when playing games on the playground, sharing treats and school supplies. They use number story strategies when going shopping, eating at restaurants, or taking walks and observing nature. These are just a few examples of real world activities. As students begin to comprehend daily occurrences in a more complex manner, understanding this concept will play a pivotal role in their problem-solving skills. 2. An instructional objective the objectives are based on the final outcome, activity or test. These objectives will each be different for the four types of knowledge; performing skills, recalling facts, identifying examples of concepts, and applying principles. Common Core K.OA.1: Students will understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. 1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations. 3. Students will create a drawing visibly representing a number story. Students will be able to independently create a digital number story using appropriate number story vocabulary. A set of essential content the basic ideas and skills that will allow the learner to complete the task or understand the content. In whole and small group settings, there have been previous lessons that demonstrate how to create visual number stories. Teacher has shared and explained drawings to the class as well as used counters to demonstrate number stories. Students have contributed to partially created number stories as well as drawn their own numbers stories, which were uploaded to VoiceThread to create a digital number story class booklet. These activities were used as preparation of students being able to independently create their own digital number story. 4. An evaluation consisting of a test or observation an assessment, observation or product showing that the objectives can be accomplished in the real-world setting. Students will be given the task to create a digital number storybook that can be published and shared. Students will use the artwork from storybird.com to come up with a number story. 5.

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The teacher is looking for appropriate use of number story vocabulary such join, add, take away, subtract, all together, remove, equal, and the same. Phonetic spelling is acceptable and encouraged.

6. A method to help participants learn the method to deliver the content; a lesson. 1. In a whole group setting teacher will ask students what they have learned so far about numbers stories and review the vocabulary list that is associated with number stories unit. 2. Teacher will allow students to give clear explanation of vocabulary words. Students will also associate appropriate words/phrases with various examples we have done as a class. Students will also watch the class Voice Thread that was created of their number story drawings. 3.Teacher will review the use of storybird.com and explain the task of creating a digital number story book using this technology tool. 4. Students will need about 45 minutes in the computer lab. Adults can help with any technology needs and give feedback. 5. Books will be published online using students storybird accounts for parents to view and/or purchase. Motivation:Meaningfullness content and activities must have meaning for the learnerPleasant consequences the effects that achieving the goal will have on the learned Novelty an attention-getting, humorous or curious manner that relates to the useful information in your lesson Students will use prior knowledge from previous lessons and their own preconceptions to creatively make their own digital story using storybird.com. Their work will be shared with their parents in a digital format that can be looked at or purchased as a keepsake. This particular assessment uses technology as a modification of the original paper and pencil way of sharing their knowledge. It is geared more toward 21st century skills.

Socialization - a strong motivator for student learning Teacher feedback and the opportunity to be creative and share.

Audience For what audience are you designing this lesson? Consider the following: Age- Kindergarten class Skill level (including technology skills)- use storybird.com, login to account, use phonetic spelling, appropriate mathematical vocabulary, and artwork to create a story Prerequisite knowledge (including technology background) - Good grasp on content vocabulary, how pictures can represent number stories, and how to use storybird.com Technology Needs the computers, software, programs (such as Angel or other CMSs) printers, equipment, Internet access, time in the computer lab will be needed to

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successfully complete your technology-rich lesson. Internet access computer lab for about 45 minutes students logged in to storybird.com

Michigan State University, Educational Technology Programs http://edutech.msu.edu