Direct Lesson #8: Max Show Slides (Day 18)

Purpose Statement: This technology lesson focuses on math and number models. However, it is included in this cross-curricular unit because I used weather-related icons to connect this activity to the science unit.

Standards/Benchmarks:

Grade Level Expectation 11(1:2,3): Develop strategies for basic addition and subtraction facts.

Grade Level Expectation 12 (2:3): Recognize and represent relations using mathematical symbols.

Objectives:

SWBAT represent simple math facts with objects (stamps) in Max Show.

SWBAT utilize mathematical symbols to show simple math facts.

Materials List:

• Access to computers in lab
• Access to Max Show (a program similar to Power Point for young children)

Anticipatory Set

The children will make pictures in slides and add words the week before we do this activity to help them become comfortable with the program.

I will discuss what number models are and explain that the children will be making pictures of number models for today’s activity. I will remind the children of an activity they did with pennies and pictures of their hands where they used piles of pennies to represent a math problem. I will explain that they will use “stamps” in Doodle Pad to represent their number models just like the pennies were used in the other activity. The children will make up their own addition number models for this activity.

Clearly Sequenced Presentation

I will model the process of representing the fact using Max Show. For instance, if the fact was 2+2=4, I would show the children how to put two “stamps” in the large box at the top, draw a plus sign in the middle, and stamp another set of two “stamps.” The children will type their number models in a separate box at the bottom of each slide.

Use of Instructional/Visual Aides

I will use the overhead monitor that reflects the image on the computer screen to make this visible to the children. I will zoom into the specific area I want them to see and I will encourage them to use weather symbols to represent their problems.

Checking for Understanding

I will continue to do examples until I feel most of the class understands what this activity is all about. I will ask some volunteers to tell me the steps of making number model slides.

Guided Practice Provided

Then, I will model another simple problem, but I will let the children tell me what to do next.

Closure/Summary of What Has Been Learned

I will review the instructions and tell the children what we will do during our computer lab time this afternoon. Some of the children’s work will be used in my COATT technology portfolio according to the parental releases that I had signed. No names will be used on student work or pictures.

Independent Practice

The children will be given about 40 minutes to make number model slides during our computer lab time. Then, they will put their slide shows in presentation mode and the children will rotate around to different computers to view the slide shows of their classmates.

Assessment

I will do authentic assessment of how well the children understand as they work and when I look at their finished work. We will not print these slide shows out because they are best viewed as actual slide shows, but I can view their slide shows later through my own computer.

Inclusion of Diverse Learners

Our special needs child can receive extra help with this activity from his aide, but he is usually very interested in computer activities. He probably will not need additional assistance. Other children who sometimes have trouble with focusing can receive support from parent helpers I periodically schedule to help in the computer lab.