Algebra Technology Integration Artifact Research

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

I went home and I asked my children to play one of the games and they liked it. The game had the students engaged because I was engaged when I was playing and so were my kids. The interesting part is that the game is that it could be challenging but that will power of passing to the next level make you keep going. The game is also fun to play and you learn at the same time. Math being a concept that many children hate because of misconception this game can make them change their mind about math concepts. It also can be great for children to interact with one another as they help each other out when they get stuck in a particular section. This activity was so fun and interesting, that I am sure that many children will like it as

Once the student has finished the quiz the program should be able to produce a final score out of ten

When students finish the whole set of the fraction cards, the teacher will provide them with an answer sheet and they will flip box by box and self-check their work.

The students will start a math lesson working on XtraMath quiz to practice previous concept before moving on to new lesson.

The TLE GADOE (2016) states that the Individual Assessment of Number (IKAN) helps to identify student’s basic number knowledge. In contrast, the Global Strategy Stage Assessment (GloSS) assesses a student’s capability to use math strategies and identifies the mental processes students use to answers and solve operational problems with numbers (TLE GADOE, 2016). The assessments consist of a series of interview strategy and number questions which should be administered to individual students which is administered at least three times a year. The students are then assigned an overall Strategy Stage based on their responses to the questions in the interview (TLE GADOE, 2016). The series of questions increase in

Over the course of my analysis I learned a great deal about this artifact using each method individually. However, I believe the biggest impact of this analysis comes from looking at the findings of the two types of criticism combined.

Above: Above grade level students will be expected to complete 8-10 rounds of the three-digit addition problems during the provided activity time. The teacher will ask above grade level students key questions (What other strategy could you use to check your answer?) Above grade level students will be asked to complete two rounds of the activity adding three, three-digit numbers (roll the three dice three times). The students will be asked to draw or write one strategy they used to solve the three, three-digit addition problems. If students complete the activity early, they can be a “teacher’s helper” and provide ESOL and below grade level students with assistance that is closer the their zone of proximal development. (The student has to obtain a high level of understanding to be able to teach the material.)

- To develop a positive attitude to numeracy and maths as an interesting and exciting subject in which all children gain success and enjoyment

The artifact I have chosen to attach to the discussion board was CE230 unit nine project. What I learned based on that assignment was how to develop creative activities for young children from the age of five and seven. After completing the different activities with the students in this project we had to show what were the student’s objective and what leaning experience where you trying to achieve and was it accomplished with this activity. Example after completing the activity you would indicated if the student was able to follow directions. You would observe if the child was able to correctly solve the problems and it the students showed interest in the game. I recalled when I was in grade school we played Math Bingo it was fun and educational.

The first person to fill in all of their squares without repeating a name wins. Tell students to raise their paper and call out if they think they have won. 7. Give students time to complete their scavenger hunt. Walk around the classroom while students are engaged to make sure everyone is playing fairly and nobody is running. Call time when a student has announced they have finished and have students quietly freeze where they are standing while you check the possible winning sheet. If the student is mistaken, have the class resume the activity. If not, ask students to return to their seats. 8. Discuss the scavenger hunt with students. Who learned something new about their classmates? What did they learn? Why was it important to use good listening skills during the scavenger hunt? Why was it important to use good speaking skills? 9. If time allows, students can practice their reading and listening skills online with interactive stories at this Web site http://www.alfy.com/Storyville 10. 11. Evaluation: 12.

Society is becoming more reliant upon technology every day. Technology is found in hospitals, banks, grocery stores, homes, and schools across the nation. As technology becomes more prevalent in the classroom, teachers need to learn how to use it effectively. Differentiating instruction, facilitating learning, enhancing communication, and facilitating instruction are all appropriate ways to use technology in the classroom (Standards for Teachers). Once these types of technology are mastered, student performance, creativity, and thirst for knowledge should begin to increase.

Provide practice: Students will work on a matching worksheet with partner(s) using counting manipulatives. Students will also be provided with homework worksheets for individual understanding.

The primary goal of this project was to examine the math bowl and try to improve upon it. After three years of being a member of the Montana tech math club I was given the opportunity to run it. So, with the resources available to the math club, I attempted to organize and promote another math bowl completions. Through running this event I hoped to gain insight on short coming that the math club faced. One of these was the lack of participation from the math club members.

I chose to visit the website and found a SMART Notebook activity called, Having Fun with Base 10 on the Pugsley Express. This activity went along perfectly with my SmartBoard lesson. My lesson is for a kindergarten classroom, teaching students to add 10 to another number. This activity I found has a dog on a train named Pugsley that has the students interact by answering his questions of how many bones he is carrying on his train. On his train, he has yellow crates and blue crates. The yellow crates have 10 bones each,, and the blue crates have 2 bones each. The students job is to go through different activities and be able to tell how any bones are total on Pugsley's train. After my lesson has been taught, this activity would be a fun and