Technology Integration Plan & Podcasts FRIT 8530 Julian Young

A Note from the Teacher: Prior to teaching this lesson, the teacher must sync the podcasts to the iPads. The easiest way to accomplish this is by using a computer that has iTunes. Simply create a playlist in iTunes and add all of the podcasts to that playlist. Then, sync the playlist to the iPads and you are finished. The videos will be located under the Videos icon on the iPads. You may also use these podcasts without the use of iPads. You could play the videos through the classroom projector or have students view them through the student PCs. If you dont have access to a video-out-dongle for the iPads and would like to display the students work through the projector, you could have the students use the Dropbox app on the iPads to upload the videos to a shared folder. The teacher could then access the videos through the network.

Understanding By Design Backwards Design Process (Developed by Grant Wiggins and Jay McTighe, 2002) Stage 1 Desired Results Content Standard(s): M4N1.a Identify place value names and places from hundredths through one million. M4N1.b Equate a numbers word name, its standard form, and its expanded form. Understanding (s)/goals Essential Question(s): Students will understand that: How does the base-ten number Numbers are logical. system work? All numbers, in the base-ten Why do you think humans number system, follow a basic decided to use a base-ten pattern (ones, tens, hundreds). number system? Numbers can be written in In what instances might one multiple ways (standard, need to write a number using a expanded, word). form other than standard form? The place-values to the right of What do the place-values to the decimal are the same as the right of the decimal the place-values to the left of represent? the decimal with the ths sound added to the end. (ex. tens, hundreds, thousands: tenths, hundredths, thousandths.) Student objectives (outcomes): Students will be able to: Read and write a number as small as 0.01 and as large as 9,999,999.99 Convert a number from one form to another (standard, word, expanded). Identify the place-value and/or value of a digit in a given number. (ex. What is the place-value of the 3 in the number 4,396? Answer: The hundreds place) Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Place Value Explanation Classroom discussions / Students will use the camera Teacher observations on their iPads to record a video Quizzes through CPS: Placeexplanation of how to identify value quiz from Coach Gold place-value and how to convert and teacher made quizzes numbers from one form to Interactive Websites another. The students must http://www.ixl.com/math/gradechoose three numbers (any 4/word-names-for-numbers number is fine as long is it ranges from the hundredths http://www73.studyisland.com/option through the millions). The first s.cfm? number will be written in lcfid=1&CFID=5129606&CFTOKEN=

standard form, the second in 77930146 expanded form, and the third in word form. The students http://youngschool.blogspot.com/sea must then convert each rch?q=place+value number to the other two forms and call out the place-value of every digit in the number. Materials Needed: 1) 25 iPads w/ built in 5) Video-out-dongle to connect iPads to camera projector 2) 25 headphones 6) Internet Connection 3) Projector 7) Rubric (attached) 4) PC with iTunes to sync videos to iPads Stage 3 Learning Plan Learning Activities: 1. Begin by discussing the different types of number systems (binary, hexadecimal, etc.) and how they work. Then ask the opening question Why do you think humans decided to use a base-ten number system? and discuss. H 2. Explain to the students what tasks and skills will be asked of them and introduce the essential questions. W 3. Have students view the place-value video (m4n1a.m4v) on their iPads using headphones. E 4. Review what is explained in the video and clear up any confusions the students may have. R 5. Quiz the students through the CPS pulse. These quizzes will be teacher made and will be made up on the spot. The CPS system will give instant feedback allowing the teacher to know exactly what percentage of the students understand a given skill. Quiz questions will be adjusted accordingly. E, T 6. Review previous material with students and open a discussion with the EQ In what instances might one need to write a number using a form other than standard form? R 7. Have students view the number form video (m4n1b.m4v) on their iPads using headphones. E 8. Review what is explained in the video and clear up any confusions the students may have. R 9. Give the students a standards-based multiple-choice test through CPS pulse (Coach Gold pg8-10) E 10.Review the answers to the quiz and clear up any confusions the students may have. R, E2 11.Allow students who passed the quiz with an 85% or higher to work with the various place-value websites on their iPads or on the student PCs. Work with the students who did not pass the quiz in a small group to reinforce the skills that were taught. T 12.Review the content that has been presented to the students to prepare them for the upcoming task. R 13.Hand out a rubric to the students and explain in detail the Place-Value Explanation task. E

14.Students may work in small groups or independently. Early finishers may work with the various place-value websites. R, E2, T 15.Using a video-out-dongle, connect the student iPads to the classroom projector and share the student made videos with the class. Have students evaluate their videos and the videos of others. R, E2, T

Stage 3 Learning Plan Monday 1. Hook students by explaining various number systems and discuss why humans settled on a base-ten system. H 2. Introduce EQs and upcoming performance tasks and assessments. W 3. Students view place-value video m4n1a.m4v E 4. Review previous information. R 5. Quiz the students through the CPS pulse. E, T Tuesday 6. Review previous information and discuss number form EQ. R 7. Students view the number form video m4n1b.m4v. E 8. Review previous information. R 9. Coach Gold Quiz pg8-10 E 10.Review answers to quiz. R, E2 11.Quiz grades>=85%, use place-value websites. Quiz grades < 85%, small group remediation. T Wednesday 12.Review previous information. R 13.Hand out a rubric and explain PlaceValue Explanation task. E 14.Students may work in small groups or independently. Early finishers may work with the various place-value websites. R, E2, T 15.Share student videos with the class. R, E2, T

Task Choose 3 numbers larger than one million that include tenths and hundredths. Write one of these numbers in standard form, one in expanded form, and one in word form. Convert each of the chosen numbers into the other two number forms. Read the placevalue of each digit for all three numbers.

Place Value Explanation Rubric OK 1pt Good 2pts Student did not Student chose 3 choose acceptable acceptable numbers but did numbers and did not write them in not write then in the proper form. the proper form.

Excellent 3pts Student chose 3 acceptable numbers and wrote one in standard form, one in expanded form, and one in word form.

Student did not write the numbers in other forms or has 3 or more mistakes. Student did not read the placevalues of each digit or had 3 or more mistakes.

Each number is correctly written in the three different number forms with only 12 mistakes. Correctly read the place-values of each digit in all three numbers with 1-2 mistakes.

Each number is correctly written in the three different number forms with no mistakes. Correctly read the place-values of each digit in all three numbers with no mistakes.