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Module 4 Instructional Software Lesson Idea Hannah Davis

This document describes an instructional math game lesson for 1st grade students about adding and subtracting within 20. The lesson uses the online game Jellybean on BrainPop and then has students play the same game with physical jellybeans. The teacher will demonstrate the online game, have students play it in pairs, and then play an offline version using real jellybeans to reinforce the skills. The goal is for students to practice addition and subtraction strategies while having fun with technology and candy.

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75 views2 pages

Module 4 Instructional Software Lesson Idea Hannah Davis

This document describes an instructional math game lesson for 1st grade students about adding and subtracting within 20. The lesson uses the online game Jellybean on BrainPop and then has students play the same game with physical jellybeans. The teacher will demonstrate the online game, have students play it in pairs, and then play an offline version using real jellybeans to reinforce the skills. The goal is for students to practice addition and subtraction strategies while having fun with technology and candy.

Uploaded by

api-515266619
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Instructional Software

Lesson Idea Name: The Jellybean Game


Content Area: Math
Grade Level(s): 1st grade

Content Standard Addressed: MGSE1.OA.6: Add and subtract within 20. A) Use strategies such as counting
on; making ten (e.g., 8+6 = 8+2+4 = 10+4 = 14); decomposing a number leading to a ten (e.g., 13-4 = 13-3-1 =
10-1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8+4 = 12, one knows
12-8 = 4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known
equivalent 6+6+1 = 12+1 = 13).

ISTE Technology Standard Addressed: 3-Knowledge Constructor


Selected Technology Tool: BrainPop

URL(s) to support the lesson (if applicable): https://www.brainpop.com/games/jellybean/

Type of Instructional Software:


☐ Drill and Practice ☐ Tutorial ☐ Simulation ☒ Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):


☐ Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
☐ Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☒ Accessible to students beyond the school day
☒ Accessible via mobile devices
☒ Multiple languages
☒ Safety, security and/or privacy features

Bloom’s Taxonomy Level(s):


☒ Remembering ☒ Understanding ☒ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL): The technology tool used in this lesson will support all students by
supporting visual learners, hands on learners, Spanish/French/ Israeli speaking English Learners, and by
allowing the students to work on this assignment at home since it is digital and can be completed on a
computer or tablet. For students who have a little more difficult time with this subject, this activity is done in

SBooker, 2020
Instructional Software
partners. Working in partners will allow them to complete the assignment and make sure they feel good
about the work they did.

Lesson idea implementation:


To introduce the activity, I will have a quick practice round with the students. I will show them problems they
will see on the Jellybean game (ex. 13-7 or 10-6). To have the students answer the questions, I will have the
students come to the carpet with a whiteboard and a dry-erase marker. They will write their answer to the
problem on the white board. Then, when I say go, the students will hold the board in the air so I can see their
answer. After doing this for about 5 minutes, I will have the game pulled up on the SMART board so I can
demonstrate the game and how they are going to get there. I will play one round with the students while they
are participating in the game. Once I have demonstrated the game, the students will get into their partners
and go to a computer or laptop. Once they are at their computer or laptop, I will walk through the
instructions one more time.

Once the students are settled and playing the game in their partners, I, the teacher, will walk around the
classroom providing feedback and making sure each student is on task and not struggling. The students will
play this game for about 20 minutes. After the 20 minutes is up, I will have the students come back to the
carpet for me to explain the next part of the activity. I will show the students that they will be getting a small
bag of jellybeans and that they are not to eat, they will get clean ones to eat when the lesson is over. I will
explain that I want them to create the game they just played on the computer, with real jellybeans. They will
still work in their partners to play the live game. As the students are playing the game, I will walk around the
classroom giving feedback on student participation and success, make sure the students are staying on task,
and helping in any way I can. I will have the students play the live game for about 15-20 minutes. The lesson
all together will take between 45 minutes and 1 hour. Also, as the students are playing the game with real
jellybeans, I will have them keep a tally sheet of how many they got right and wrong. This will help me
determine which students still need help in this section. After the students are done with the game, I will have
a few of them share how many they got right and how many they got wrong.

Reflective Practice:
After designing this lesson, I feel the activities could impact student learning in a positive way. Students love
technology, candy, and having fun, and this lesson has all of that. The students will be engaged the whole
time while actively participating in the activity. To further extend the lesson, I could have the students use the
jellybeans to create some harder problems (ex. 10-__=6 or 13+__=18). The students would be able to take 10
jellybeans, take away just enough to have 6 jellybeans left, then they would be left with the correct answer of
4. To further enhance this task, the students could get on the computers or tablets to access and calculator to
be able to check their work.

SBooker, 2020

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