Math Playground (Spider Match)
Curator: Mike DeBlois
This resource allows students to work on adding integers to get a desired sum. It allows them to practice how to combine integers mentally in a competitive environment.
Grade Level: grades 6 - 8
PSSM Content Standard: Number and Operation
CCSSM Content Standard: The Number System
Math Content: Adding Integers
Evaluation
What is being learned? What mathematics is the focus of the activity/technology? Is relational or instrumental understanding emphasized?
Students learn how to add integers to get a desired sum - choices are given to the student and they have to pair them up. The understanding is relational here - but it is great for students struggling with integers.
How does learning take place? What are the underlying assumptions (explicit or implicit) about the nature of learning?
Learning takes place by having the numbers in front of you and having to mentally compute the desired sum at a fast rate of speed. This kind of practice helps with route math and increasing both your speed and accuracy.
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?
The technology allows different integers to appear in front of students and each problem changes fast. The advantage is that students have many numbers to work with instead of just 3 or 4. The technology allows students to work through many problems at a great rate of speed and the problems do not repeat.
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 program would be very helpful to students who continue to struggle with integer addition. It comes up in a variety of units in 8th grade including exponents and equation solving.
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?)
This is best done one on one. One thing that could hinder learning is students who over rush to try and beat each other, instead of getting them right and worrying about accuracy. It is important to make clear to your students accuracy comes first and speed comes second.
How are important differences among learners taken into account?
Teachers could match up players (students) of similar abilities because you can play against people in your class with each student having their own computer.
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)?
Learners have to have been taught basic integer addition rules. This site is not for instruction, but rather to reinforce instruction with additional practice. The technology itself is very user friendly and students can work at their own pace.
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