1. Technology Matrix: Grade 4 Alexandra Wilson EDU 521 Fall 2010

2. Connecticut Mathematics Standards Whole ClassSmall GroupsLearning CentersIndependent Practice 1.1 Understand and describe patterns and functional relationships. Virtual Manipulatives 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities. Non-Linear PowerPoint 3.2 Use spatial reasoning, location and geometric relationships to solve problems. SmartBoard Notebook 4.2 Analyze data sets to form hypotheses and make predictions. Online Simulation

3. Connecticut Mathematics Standards: Grade 4 Algebraic Reasoning: Patterns and Functions 1.1 Understand and describe patterns and functional relationships. – Extend or complete patterns, or identify rules using numbers and attributes.

4. Connecticut Mathematics Standards: Grade 4 Numerical and Proportional Reasoning 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities. – Use models and pictures to add and subtract fractions with like and unlike denominators of two, three, four, five, six, eight and ten and match number sentences or equations to the problems.

5. Connecticut Mathematics Standards: Grade 4 Geometry and Measurement 3.2 Use spatial reasoning, location and geometric relationships to solve problems. – Analyze geometric reflections (flips), rotations (turns), and translations (slides) of plane figures and describe the relationship to the original figure.

6. Connecticut Mathematics Standards: Grade 4 Working with Data: Probability and Statistics 4.2 Analyze data sets to form hypotheses and make predictions. – Determine the range, median, mode and mean of a set of data and describe characteristics of the data set as typical or average based on those determinations.

7. Virtual Manipulatives Students will use the Color Patterns activity on the National Library of Virtual Manipulatives to arrange colors to complete a specific pattern. At a computer, a group of three students will have the Color Pattern activity up on the computer screen. The group will complete the activity by describing the sequences of colors starting from the upper left portion of the computer screen together as a group. After recognizing the pattern, the group will complete the pattern by coloring the buttons with the question marks. To color the buttons, students will click on the button and then the appropriate color. After completing the color pattern, students will check their solution by clicking on the check solution button.

8. This technology will be useful for small groups because it is a great way for students to collaboratively work together to complete an activity. This technology is easy to understand and navigate through, as well as, be able to visually recognize the pattern for fourth grade students. The teacher will assess the students’ understanding by monitoring and observing the students’ work on the website as the teacher rotates throughout the classroom. Each student will be given a worksheet with various color patterns to be completed individually and submitted to the teacher. The worksheet will ask the students to extend the various color patterns and describe the particular color pattern that is occurring in words. The students will be assessed on their completeness and descriptions of the color patterns.

9. Non-Linear PowerPoint I will use a Non-Linear PowerPoint to show students how to use models and pictures to add fractions with like denominators. I will create a Non-Linear PowerPoint that shows the numerous steps needed in order to add fractions with like denominators. The PowerPoint will first give the students the definition of a fraction, numerator, denominator, and addition for their notes. Next, students will be given a picture and will need to determine the numerator and denominator based upon the given definitions. A few examples of these pictures will be presented. After that, students will be given two pictures and asked to add them together. Students will need to determine the fractions for each picture before being able to add the fractions together and receive an answer. A few examples of these fractions will be given before the pictures will be taken away and only fractions will be shown to add together. Throughout the PowerPoint, all students will participate with the various examples.

10. This technology will be useful for a whole class lesson because visualizing models of fractions is easier for students to grasp the concept, especially before adding the fractions together. It also allows students to be engaged and interactively helping with the examples provided. Students will be assessed by how they are able to use models to determine the appropriate fraction and then able to add those fractions with like denominators. Students will complete an exit slip, which will determine if the students thoroughly understood the concept learned in the lesson. Students will be assessed with a unit test after the concept of addition, subtraction, multiplication, and division of fractions has been taught.

11. SmartBoard Notebook Students will use the SmartBoard Notebook to rotate, flip, slide, clone, and analyze geometric objects. During Learning Center, a pre-selected group of three students will have a geometric object visually displayed on the SmartBoard Notebook. The group will be given specific directions on how to rotate, flip, slide, and clone the given geometric shape. By following the directions and after each change from the original shape, the group must analyze what has happened to the shape. After analyzing the shape, the group will draw what the shape looks like after each change and the description of each change. This process will be done for five different geometric objects as a small group.

12. This technology will be useful for a small group because the students will each have a chance to use the technology to manipulate the geometric objects. It is also an easy way for students to visually see what happens to the objects or shapes when rotated, flipped, slid, or cloned. The teacher will assess the students by observing and monitoring their ability to follow the given directions in order to manipulate the various objects. The teacher will assess each student individually by making sure they can use the SmartBoard Notebook to manipulate a particular object without the help of the given directions or their group.

13. Online Simulation Students will watch online videos on mean, median, and mode, which is followed by online practice worksheets from onlinemathlearning.com. For independent practice, students will watch online review videos about mean, median, and mode. After watching the online video on mean, students will individually complete the online practice worksheet about mean. The same process will follow for median and mode. After watching the online review videos and completing the worksheets, each student will complete an online practice worksheet combining the three concepts of mean, median, and mode.

14. This technology is useful for independent practice because students are able to review material by viewing a online video without the teacher having to teach the material again. It allows students to work at their own pace to complete the online practice worksheets. The teacher will assess the students by rotating the classroom to observe and monitor their progress on completing the online practice worksheet. Also, students will be given a set of numbers and will individually have to find the mean, median, and mode of the given numbers. Students will be assessed with a quiz on the measures of central tendency.