Suzanne Dreyer

Teacher Name: Garrie Gillaspie
Lesson Title: Fraction Puzzle Problems
Subject(s) and Grade Level: Math 5th Grade

Standards:

MTT Domain-Competencies
1-001 Demonstrates knowledge and application of technology-related terminology and concepts, hardware, software, data-input strategies, and ethical practices, and knows how to acquire, analyze, and evaluate digital information from the Internet and other sources.
1-003 Knows and applies basic strategies and techniques related to Web site mastering.
2-005 Demonstrates knowledge of how to use task appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem solving situations.
2-006 Demonstrates knowledge of how to communicate in different formats for diverse audiences.
2-007 Demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
2-008 Knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.
3-009 Knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology enhanced instruction.
3-010 Knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

Content TEKS
TX-TEKS-111.17.a.3  Problem solving, language and communication, connections within and outside mathematics, and formal and informal reasoning underlie all content areas in mathematics. Throughout mathematics in Grades 3-5, students use these processes together with technology and other mathematical tools such as manipulative materials to develop conceptual understanding and solve problems as they do mathematics.
TX-TEKS-111.17.b.5.14.B Use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.
TX-TEKS-111.17.b.5.14.C Select or develop an appropriate problem-solving strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.
TX-TEKS-111.17.b.5.2 Number, operation, and quantitative reasoning. The student uses fractions in problem-solving situations

Technology Application TEKS
TX-TEKS-126.3.11.B use presentation software to communicate with specific audiences.
TX-TEKS-126.3.10 Communication. The student formats digital information for appropriate and effective communication.
.

Content and Cognitive Goals:

Student Learning Goals

1. Students will deepen understandings of problem solving through authentic, self-directed activities.
2. Students will use critical thinking and problem solving skills to design a "fraction" word problem Power Point presentation
3. Students will present their work with classmates and other classes.

Teacher Learning Goals

1. To design a LoTi Level 4 lesson that infuses higher level thinking skills into their classroom practice.
2. To articulate which technology "tool" to support student achievement.

Mentor Learning Goals

1. Develop skills in mentoring/coaching to facilitate teachers in effectively implementing technology integration into their routine classroom practice.
2. Collaborate with colleagues to facilitate the implementation of a LoTi Level 4 lesson.

Learning Connections:

Technology will be used (concept mapping and brainstorming activities) to activate students' prior knowledge. Students will work in whole group, collaborative groups, and independently. Interest in creating the final product will be great. Students are familiar with working in Power Point and have already created a 2-3 word problem puzzle book. This lesson will be an expansion. Provisions for diverse learners and special needs students can be easily address because the creation of the puzzle problem is determined by individual choice and mathematical ability. Curricula connections include the mechanics of writing and grammar. Potential difficulty students may have is determining if their problem focuses on part of a whole or part of a set.This lesson reflects a social constructivist learning theory of instruction.

Procedures for Learning Activities/Tasks: (Please number each procedure.)

Address Bloom’s Taxonomy

1. The teacher will use Inspiration and an interactive whiteboard to activate students' prior knowledge. It will be saved as an image and distributed to the students.
2. Teacher will model questioning and reasoning (clarification, reasoning by analogy, simplifying) through out the lesson. She will use an observation checklist for informal assessment as she asks probing questions and scaffolds and provides guided practice to engage students in articulating the issues as she gradually fades back and lets the students direct.
3. Students will work in collaborative groups using a think sheet and graphic organizer to storyboard a teacher word problem, choose a strategy, and to solve and illustrate the solution. Students will rotate tables and use a rubric to evaluate another groups' work. The teacher will choose 2-3 storyboards and create a Power Point puzzle book to show as a model of a finished product. She will print and prepare a puzzle book to illustrate the steps involved.
4. Students will independently and with peer mentoring create their own fraction word problem and storyboard the strategy, illustrate, and solve their problem. They will complete all items listed in the project checklist created by the teacher.
5. Students will begin production in the computer lab and save their work to their folder. Work will be completed in their general education classroom.
6. Students will give their oral presentations in the classroom and they will be assessed by a peer evaluation rubric.
7. Teacher will evaluate projects based on rubric. Peer and self-evalutions will be conducted based on project rubric.

Assistive and Diverse Learners

1. The teacher and the instructional technologist will meet with the special education student manager to discuss any modifications or accommodations that might need to be made for student success.
2. The interactive white board and the organization structure of the lesson easily allow for individual difference.

Teaching/Instructional Strategy:
Whole group discussion for problem clarification and activating prior knowledge will be used to introduce this instructional unit to the students. The teacher will model activities as she moves from using concrete examples to abstract. Skills will be taught/practiced within authentic contexts. The teacher and students will demonstrate and discuss strategies for problem solving. Students then work in collaborative groups to practice working with fraction word problems, applying a strategy of their choice and solve the problem. The storyboard problem will be presented to other students as a puzzle. After practice, students will work independently to create their own problem, chose their strategy, illustrate, and solve the problem. This will be presented in Power Point as an oral presentation. Students will further communicate their work by printing their slides and binding them into a puzzle flip book to share with other classes.

Student Work Samples:

Group storyboard, individual presentation, puzzle book

Technology Connection:
Inspiration and Power Point will be used by the students to complete their projects. Students will navigate the local area network to save and retrieve their work. An interactive white board, LCD projector, and color printer will also be required.

Technology Management Strategy:
In the classroom there will be one networked, wireless laptop for each collaborative group to use. Students will have one-on-one computing in the computer lab. The teacher and class will have access to a computer lab manager and/or instructional technologist both in the lab or the classroom if needed. Students may sit at any computer in the lab, but are assigned to a group in the classroom.

Materials:

Assessment:

Informal
Observation, Observation checklist
Formal
Rubrics, presentation, published book

Teacher Reflection:
Please rate the following indicators using a scale of 1-5.
(1=Poor, 5= Excellent, NA if not applicable)

Technology instruction was effective and students/educators achieved curricular goals.
Technology instruction was effective and students/educators or I achieved targeted goals.
Technology instruction was effective and I achieved my professional goals.
Students/educators were motivated by the use of technology.
Technology was critical to the success of this lesson.
Varying abilities of students/educators was supported through the use of the technology.
Equipment was sufficient for the number of students/educators completing the activity.
Equipment and software functioned properly.
Overall rating of lesson.

Use the following questions to reflect on your lesson.
Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion?



How would you change this lesson for teaching it again?



Did your students/educator find the lesson meaningful? Did the lesson motivate your students/educator to “go beyond” what was required?



Did you achieve your goals met/in progress in the required criteria?

Date__July 14, 2004
Coach Signature