Curator: Jamie Bailey
This game
reinforces addition facts by building on foundational numbers sense skills and
addition strategies learned in Kindergarten and early first grade. Your task is to pick up full bus loads (10
riders) to take them school. You get
points for each full load and none for incomplete buses.
Grade Level: grades k to 5
PSSM Content
Standard: Addition
CCSSM Content
Standard: CCSS.Math.Content.2.NBT.B.9 Explain why addition
and subtraction strategies work, using place value and the properties of
operations
Math Content: Addition and
problem solving
Evaluation
What is being
learned? What mathematics is the focus of the activity/technology? Is
relational or instrumental understanding emphasized?
The
relational learning of addition principles and problem solving because the
student needs to pick up groups of 10 in the quickest time possible; this
allows for the students to practice the principles learned in class.
How does learning
take place? What are the underlying assumptions (explicit or implicit) about
the nature of learning?
The
learning takes place with the underlying assumption that there is a basic
understanding of subtraction 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?
The
technology plays a vital role in the application of the game. This is because it is an actual game that
supplements the learning that has already taken place.
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?)
The
curriculum is supplemented by this activity and it can be used to enhance the
learning that has taken place in the previous class. This enhances the lesson because once the
students learn the concept of addition; they can put that into practice while
playing a fun, interactive game.
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?)
The
technology fits into the social context of learning with the students working
individually. They are applying what
they learned in class individually at a solitary computer. The collaboration that could potentially take
place is when students ask their peers for aid.
How are important
differences among learners taken into account?
Learner differences really do not play a factor in this because the students are applying what they learned in class. While the learning has already taken place, the students are working towards mastery of the concept.
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 learner
needs to know the basic principles of addition, once these principles are
understood they can be mastered with the aid of this activity. The demands placed on the teacher is very
minimal once the material is taught, the teacher now becomes a facilitator as
the students work towards mastery.
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