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Lesson # 1 Fractions

Focus Points ( according to Investigations, grade 3, unit 7)
 * Dividing an area into equal parts
 * ordering unit fractions
 * Naming fraction parts with unit fractions (1/2, 1/3, 1/4, etc.)

This lesson can be used to introduce students to basic fraction concepts, or as an independent review of these concepts. To begin the students are given the opportunity to examine shapes that have been divided- some into EQUAL parts, and some into UNEQUAL parts. This activity provides a good basic understanding of fractions as equal parts.

Slides 2-6 ask the students to identify the fractional part that is shaded in. They then can drag down the screen to reveal the answer. Students recieve immediate feedback as they practice these fractions. Additional slides can be added to increase the difficulty level (such as fractions with numerators greater than 1).

Slide 7 reviews the names of the fractions. Students are asked to drag the names to the appropriate illustration. This activity would be best done with a partner, small group or as a class, as there is no self-checking system.

Slide 8 asks the students to order the fractions according to thier size. Again, this activity would be best done with a partner, small group or as a class, as there is no self-checking system.

I have taught these concepts using paper, pencil, and scissors in the past. By using the SMART board, students will be able to review and practice these concepts independently or in small groups. They will be motivated by the novelty of the SMART board, and there are fewer materials to keep track of. Also, these activities can be used over and over to provide students with the repitition needed to learn new concepts.



Lesson # 2 100 Board Students can use this activity to practice the skills of: This game can be played with anywhere from 1 to 4 players. A key component in this game is for students to talk about what they are doing (i.e. I was on 6 and I rolled a 3. 7, 8,9. Now I need 1 more to get to the end of this row. or - I was on 79 and I rolled 2. 80, 81. I need 19 more to get to 100.)
 * number recognition
 * counting
 * counting on

I have used games similar to this in the past. I have used paper 100's charts and connecting cubes. I think that this method would be more motivational and less cumbersome (fewer materials). Also, this can be played as a class, and all students would benefit from seeing and hearing each move.



Lesson # 3 Addition story problems

For this activity, I used the infinite cloner on the pictures. Students can drag and arrange the correct number of pictures to illustrate the equation. I locked the equation to avoid confusion. This activity can be easily expanded or adapted to meet the needs of individual students by changing the numbers in the equations or by including equations that have missing addends.

Previously, I have had students illustrate equations on their own with paper and crayons. Often times, this becomes a quite time-consuming activity. Students get carried away with highly detailed drawings, or spend too much time erasing and redrawing their pictures. By using the SMART board to reinforce this same concept, the students' time is spent actually doing the mathematics rather than coloring.



Lesson #4 Data (grade 2)

Focus points (according to Investigations, grade 2, unit 4)
 * Grouping data into categories based on similar attributes
 * Representing a set of data sorted into categories
 * Using a Venn diagram to represent a sorted set of data
 * Sorting a set of data by two attributes at one time

In slides #1 and 2, students are asked to drag their name into the appropriate spot on the Venn Diagram. Doing this activity on a SMART board enables the entire class to see the diagram, and allows students to make corrections to where they placed their name if necessary. Slide #3 shows the students a Venn diagram, asks them to determine what the categories are, and to drag additional animal names into the appropriate spots on the diargram. A screen has been added so that students can check their work when they are finished. Slide #4 shows an incomplete bar graph. After the students collect data for the survey question (What is your favorite food?), they can use this graph to represent their data. The small green square has been cloned, enabling the student to drag the correct number of squares to each point in the graph. This would be a good way to introduce students to this form of representation before they are asked to do this independently. Again, when introducing new concepts, the SMART board enables students to explore and experiment without the frustration of having to redo thier drawing, cutting, and pasting when they find that they need to make a change. The lessons remain hands-on, and the teacher can modify and reuse the lessons as needed, based on her students' needs.