Introduction
For my TPACK Project I will be enhancing a Math lesson that focused on using the Distributive Property. I taught this lesson to a sixth grade class at Almira Academy, a school in the Cleveland Metro School District. There are thirteen students in this class. Most of the students come from working class or poor families. Even though the students come from limited economic backgrounds, all students in this class have computer assess. There are seven Hispanic students, three African American students, and three white students in the classroom. A variety of family structures are represented in this classroom, as most of the students live in single family homes, or with family members other than their parents. Their abilities range from on grade level to severely below grade level. This will be the first time being introduced to the concepts included in this lesson, so it is imperative that I am clear with my expectations. All of the students in this class have some prior knowledge of multiplication, but they have never been expected to place numbers in a specific form and solve them in a specific manner. Because of the learning differences, I will have to differentiate the lesson. I chose this lesson because it not only scaffolds skills that they should already possess, but it is important for students to master this concept in order to have the capability of critically thinking at a higher level with more complex mathematics.
The most important aspect of successfully teaching a technologically enhanced lesson is ensuring that I know how to use the technology that I am prepared to use. In the same way that I, as an educator, need to “know and understand the subjects that [I] teach, including knowledge of central facts, concepts, theories, and procedures within a given field,” (Mishra and Koehler 2006, 1026) I need to know how to use the computer and the internet correctly, in order to use it successfully. Permeating my lesson with technology is more than just throwing a few slides together on a PowerPoint, it’s “knowing how teaching might change as the result of using particular technologies” (2006, p. 1028). Because I teach a class of students at a range of different learning capabilities, “knowledge of what makes concepts difficult or easy to learn and how technology can help address some of the problems that students face” (2006, p. 1029) will help when creating practical activities that target each students’ strengthens and/or weaknesses. This is my first TELE, but I am eager to become more proficient with technology in order to be able to present information in a variety of ways, not just for my weak students, but for students that are gifted as well. I am convinced that “the use of new technology qualitatively and sometimes quite profoundly reshapes activity systems rather than just augmenting them” (Salomon and Perkins 2005, 79.), and that the effect through technology just may be the bridge underprivileged students need to narrow the achievement gap that lies between them and their peers.
Grade 6: The Distributive Property
Standards:
Getting Reading:
- Anticipatory Set— Entrance ticket requiring students to add, subtract, multiply and divide positive and negative integers.
“Flash Math”
Each student is also given a whiteboard, marker and eraser upon entrance to the class. The instructor calls out a numerical exercise involving addition, subtraction, multiplication or division of integers. Students have 10 seconds to write answers on whiteboard. Instructor calls, “Time!” and students are to flash their answers to the instructor. Discussion of answers will be done as necessary.
- Objective—By the end of this lesson, students will be able to use the distributive property.
- Purpose—This information is important because it teaches students different ways to multiply large numbers.
Giving Information:
- Instructional Input—Introduce distributive property through “A Note from Mrs. Webb.” (Instructor will ask the class, “Can anyone state the distributive property?” “Well, before we get started, I would like to pass out a few prizes.” Only a few students will get prizes, leaving others empty handed. Instructor will expect students that didn’t get a prize to become upset that they didn’t receive a prize. Instructor will use this to ignite a discussion surrounding the word “distribute” and allow the students to create a definition). Students will have a brief discussion about the prizes, then watch a Youtube video about the distributive property.
- Modeling—Students will complete guided notes while instructor presents the distributive property through a PowerPoint. Instructor will illustrate distributive property using food models, numerically and algebraically.
- Check for Understanding—”Thumbs Up if you understand our new concept, Thumbs Down if you need more examples.”
Keeping Information:
- Guided Practice—Students will be divide into groups of four (one group of five) and rotate between three stations. Group one will begin at the computers which are located in the back of the classroom behind the book shelves. These students will complete 20 problems on iXL an interactive website. This will help them explore the distributive property through the drill and practice method. Group two will independently complete a worksheet at their seats with the instructor close by, ready to answer questions that students may have. These students may use scientific calculators which gives students the ability to off-load the basic computations and focus on the process. Group three will watch a BrainPop video on the SmartBoard at the front of the class, then complete a WebQuest .
- Closure—Students are given an exit ticket that asks them to explain how to use the distributive property in their own words.
Independent Practice—Students are asked to develop their own word problem and solve it using the Distributive Property. Students are to complete the assignment using word processing software and it is to be emailed to the instructor by 9pm.
Webliography
1.) https://www.youtube.com/watch?v=n99K96Ektqo
This Youtube video allows students to see how the distributive property is used in the real world. The students in the video do a great job of adding plenty of entertainment into the short video that brings comedy into the lesson. Once the students’ attention is on topic, and they are able to see what they are expected to learn and why, it is easier for for me to present them with a mathematics lesson. Simply jumping into a math lesson can be difficult, especially if students can’t relate the topic to real world events.
2.) iXL
This interactive math site is used for drill and practice. Students rehearse mathematical strategies or techniques through repetition. The also receive immediate feedback in the practice process. Not only can this site be used as on an individual basis, the instructor may divide the class in groups and create a game using the SmartBoard. Students love to compete against one another. The versatility of the site is a plus. I do think that it is important to note that there are only 20 problems per session; whatever activity that is planned that includes the use of this site should have a time limit.
3.) BrainPop
Even though I already presented the students with a lesson on the Distributive Property, it is always a good idea to reinforce what they have just received. The short, animated video on the BrainPop website is fun filled and engaging for students of all ages. The video may explain a concept differently and a student that was confused on one portion of the lesson, can now understand the entire process. After watching the video, there are a few activities for the students to complete to give them more exposure to the distributive property technique.
4.) The Learning Activity Types Wiki
The site is an essential resource, fill with great ideas on how to include new technologies in a lesson plan.
Bibliography
Mishra, P., & Koehler, J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
Salmon, G. & Perkins, D. (2005)”Do Technologies Make Us Smarter? Intellectual Amplification With, Of and Through Technology.” In: Robert Sternberg and David Preiss (Eds.).Intelligence and Technology: The Impact of Tools on the Nature and Development of Human Abilities. Mahwah, NJ : Lawrence Erlbaum and Associates, Publishers. pp. 71-86.
Mrs. Webb's 5th Grade Math Class 