Fair Share Technology Integrated Lesson Plan

Author(s):
Aaron Logan

Grade Level:
3-5, but organized for 4th grade

Timeframe:
One mathematics class period (roughly 1 hour)

Lesson Description or Explanation:
Each student will come up to the front and divide the beans into equal cups. After this take place, the class will work together on forming an appropriate number sentence that represents what is happening. The class will discuss their observations and any questions that may occur. The students will then split up into pairs and finish the Bean counting worksheet to further practice the ideas of sharing and writing number sentences. Each group will record one of their number sentences in the classroom lab top computer up front. Then they will select the graphing program and enter their answers for the bean questions


Indiana Curricular Standards

Primary Standards:
4.2.3 Represent as division any situation involving the sharing of objects or the number of groups of shared objects. Example: Divide 12 cookies equally among 4 students. Divide 12 cookies equally to find out how many people can get 4 cookies. Compare your answers and methods.

Links to other Standards:
4.2.6 Use a standard algorithm to divide numbers up to 100 by numbers up to 10 without remainders, using relevant properties of the number system. Example: 69 ÷ 3 = ?.

4.2.7 Understand the special properties of 0 and 1 in multiplication and division.
Example: Know that 73 × 0 = 0 and that 42 ÷ 1 = 42.

4.3.7 Relate problem situations to number sentences involving multiplication and division.
Example: You have 150 jelly beans to share among the 30 members of your class. Write a number sentence for this problem and use it to find the number of jelly beans each person will get.


ISTE Standards
Students practice responsible use of technology systems, information, and software.

Students use technology tools to process data and report results.


Assessments:

Formative/Summative
Formative –I will walk around and make sure that the students are writing down the number sentences correctly or are at least on the right track. If they are still struggling with this concept, then we may interject another mini lesson before comparing the data and number sentences that they entered in the computer.

Summative –After the information is entered for each group, I will print out the number sentences and pass them back out randomly to the pairs. The students will become the teachers and the will grade and edit the number sentences. They will write the original number sentence on their slip of paper and then make corrections and explain what they did. Their discussions and judgements at the board will be what I am assessing.


Prior Knowledge:
Curricular Knowledge or Skills: Previous work with sharing or division, but not necessarily a large amount of experience. The ability to work in pairs cohesively.
Technology Knowledge: How to move form one program to the next located on the desktop. How to enter information in the graphing program.


Technology
Hardware: Lab top computer (Macintosh is what I prefer)

Software: We will record the number sentences in word, and then graph the information on a spreadsheet in Excel. I will show the students as I convert their information to the graph.


Procedure:
The students will pair up with each other and a set of beans and the Recording Beans worksheet. The students will practice the idea of sharing and will further develop their ability to write number sentences. I will be going around and double checking with the pairs on how they got some of their answers and explore any problems that the students might have during the activity. Each pair will work for 10 – 15 minutes and then I will start asking pairs to enter a number sentence into the computer. I will make sure that the groups are picking different questions. Then as the groups start to finish I will let them go and enter all of their data into the computer. Even though I will be walking around and talking with the students about their sentences, I am not looking for perfect sentences at this point. I want them to be able to explain the concept with me.
I also plan on showing a video or power point illustrating how we calculated the answer and demonstrating how those numbers are used to form a number sentence. I visualize a screen with different cups and the beans being placed in the cups one at a time. The last side of the powerpoint will have the important words from the project scattered on a power point slide , and then will slowly move around to find themself entered into a number sentence.


Differentiated Instruction:

ESL
The ESL students will be expected to present their number sentence out load on the board, however; I will then let them write their own number sentence in their native language and then their partner will need to explain the sentence. I will have the ESL student write out what each word in the sentence means that way his or her partner has a translation when they start diagramming. The ESL student will stand there for support almost like she or he is teaching the class.

Challenge/Extend
I will probably try to align the pairs so that the extended challenge students are working with the ESL students on this one. Their challenge will be to explain the number sentence that is in a different language with the help of the other student.

Special Needs
Special needs students will probably benefit from the power point slides. I will have the presentation looping during the entire activity and will spend time talking about the ideas. I might need to spend extra time with the concept of sharing with them. Depending on the needs of the child. I also might have them construct a number sentence by gluing number words and signs down on a sheet of paper in the proper order.