Transcript Lesson Planning Matrix Template

Technology Matrix
Mathematics
Grade 4
Heather Ross
December 1, 2010
Lesson Planning Matrix Template
Mathematics
Connecticut
Standards
Whole Group
Use numbers and their
properties to compute
flexibly and fluently, and to
reasonably estimate
measures and quantities
2.1
Understand that a variety
of numerical
representations can be used
to describe quantitative
relation-ships.
Smart Board Lesson
Small Group
Independent
Learning/Centers
Project-Based
Learning
2.2
4.1
Collect, organize and
display data using
appropriate statistical
and graphical methods.
4.3
Understand and apply
basic concepts of
probability.
Non linear
Power point
Online simulation
Virtual
manipulatives
Smart board
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I will use the Smart board Lesson to assist the students with adding and subtracting
fractions with like denominators.
A teacher created lesson will be used to assist the students in their understanding of
adding/subtracting fractions. Students will be able to interact with the Smart board
I find this specific technology useful in the classroom because it gets all the students actively
participating in the lesson. Though they are not always the ones at the board, they need to
see if their peers are correctly doing the tasks.
By having the teacher design the lesson to sacrificially target the needs of the class (using
personal names or specific names to the class/school/neighborhood) it will get the students
attention.
The teacher will be able to assess whether or not the student have learned the essential
knowledge or skills is by seeing if the students understand what is being taught along the
way. Also, pre and post tests are good references as well. Students can also be given tests on
the Smart Board, to see if the concept has be “captured”. Students can buddy up with
struggling students to assist them as well.
Non Linear Power point
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I will use the Non Linear Power Point presentation in small groups to assist the students
with the use of number lines, pictures and models, including rulers to determine and identify
equivalent ratio and fractions.
A teacher created lesson will be used to assist the students in their understanding of these
relationships.
I find this specific technology useful in the classroom because it gets all the students actively
participating in the lesson in small groups. This can used as a pre teaching tool or a review
tool for struggling students. A paraprofessional can be shown the lesson and then they can
take over the small group and work with the students. Even by pulling these kids into the
library, they can each have their own computer and the paraprofessional can assist them. By
having the teacher design the lesson to specifically target the needs of the class (using
personal names or specific names to the class/school/neighborhood) it will get the students
attention. If the students do not understand a specific lesson, then the paraprofessional can
document the slides/issues and then lessons can be formed to re-teach the lesson.
The teacher will be able to assess whether or not the student has learned the essential
knowledge or skills is by seeing if the students understand what is being taught along the
way. Also, teacher can create tests can be made to see where the weaknesses are and to see if
gains have been made. Specific questions will be tailored to meet the students needs to see if
they understand the concepts.
On line Simulation
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I will use the On line simulation in independent learning centers. Students will be given
different websites to watch in review of the previous lessons or for a preteach for students
who need to see more visual demonstrations.
Students would learn about collecting, organizing and representing data that answers
questions using simple circle graphs and broken line segments. I find this specific technology
useful in the classroom because it can target specific skills to specific students and they
benefit by getting to use the computer. It does not feel like they are “weak” in the material
area.
By having the teacher choose the websites (perhaps ones made by other teachers or other
students) the lesson can target the needs of the particular students.
The teacher will be able to assess whether or not the student have learned the essential
knowledge or skills is by seeing if the students understand what is being taught along the
way. Also, pre and post tests are good references as well. Students can then explain to the
teacher or paraprofessional what they have learned and can demonstrate the concept.
Students can be given the opportunity to graph in the classroom, such as students can graph
the correlation with those that complete homework to those that passed the tests.
Virtual Manipulatives
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I will use the Virtual Manipulatives to assist students to conduct probability experiments and
express the probability based on possible outcomes.
The website http://nlvm.usu.edu/en/nav/grade_g_2.html can be used to gather up information
for the lesson.
Working together, students will be able to come up with possible scenarios to use the concepts
of probability.
I find this specific technology useful in the classroom because it gets all the students actively
participating in the lesson. They are the ones in control and can see immediate results.
By seeing the students successfully complete the task, the teacher will be able to see if the
students have an understanding of the lesson or not.
The teacher will be able to assess whether or not the student have learned the essential
knowledge or skills is by seeing if the students understand what is being taught along the
way. Also, pre and post tests are good references as well. Students can also be both oral
tests, working cooperatively and written tests to see if material is understood. Students can
come up with possible scenarios, different from ones they were working on and demonstrate
it to the class.