Curator: Jamie Bailey
Very
similar to Sudoku problems where you have to figure out the various numbers that
complete the pattern, this activity requires the students to solve the
equations to complete each round.
Grade Level: all grades
PSSM Content
Standard: Numbers/operations and problem solving
CCSSM Content
Standard: CCSS.Math.Content.2.OA.B.2 Fluently add and subtract within 20 using mental strategies.By end of Grade 2, know from memory all sums of two one-digit numbers.
Math Content: subtraction and
problem solving
Evaluation
What is being
learned? What mathematics is the focus of the activity/technology? Is
relational or instrumental understanding emphasized?
This
activity requires a firm relational understanding of subtraction. Then the student applies this understanding
to the various problems.
How does learning
take place? What are the underlying assumptions (explicit or implicit) about
the nature of learning?
The
learning takes place with the assumption that students have a basic and working
understanding of subtraction and its principles.
What role does technology
play? What advantages or disadvantages does the technology hold for this role?
What unique contribution does the technology make in facilitating learning?
Technology
plays an important role in that students can work on an interactive
whiteboard.
How does it fit
within existing school curriculum? (e.g., is it intended to supplement or
supplant existing curriculum? Is it intended to enhance the learning of
something already central to the curriculum or some new set of understandings
or competencies?)
This can
supplement existing school curriculum.
By completing this, students are able to practice mastery of the concepts
associated with the lessons.
How does the
technology fit or interact with the social context of learning? (e.g., Are
computers used by individuals or groups? Does the technology/activity support
collaboration or individual work? What sorts of interaction does the technology
facilitate or hinder?)
Technology
would allow for students to work either collaboratively or individual through
the use of interactive whiteboards, tablets or computers.
How are important
differences among learners taken into account?
The learner differences are taken into account by allowing students to work at their own pace. This leads students to true mastery.
What do teachers and
learners need to know? What demands are placed on teachers and other
"users"? What knowledge is needed? What knowledge supports does the
innovation provide (e.g., skills in using particular kinds of technology)?
The teachers’ role is as a demonstrator then facilitator. The knowledge is supported by the innovation
of students becoming masters of the concepts.
Once mastery is established students (and teachers) have the ability to
create their own problems thereby demonstrating another level of mastery.
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